Academic literature on the topic 'Cape Cod School of Art'
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Journal articles on the topic "Cape Cod School of Art"
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Lowney, John. "Thoreau's Cape Cod: The Unsettling Art of the Wrecker." American Literature 64, no. 2 (June 1992): 239. http://dx.doi.org/10.2307/2927834.
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Andersen, Josephine, and Nozuko Mjoli. "Beyond the walls: taking the art library to the community." Art Libraries Journal 20, no. 4 (1995): 22–24. http://dx.doi.org/10.1017/s0307472200009597.
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The South African National Gallery (SANG) Library has been making its resources available to school teachers since 1992. Now a new outreach project, which has been in a planning stage for some months, has been started with the loan of material to libraries situated at some distance from the centre of Cape Town.
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Brás, Rita Emanuela Rainho, and Ana Sofia Da Cunha Bessa Reis. "The “Unachieved” place of art education in the south." Conhecer: debate entre o público e o privado 9, no. 23 (July 31, 2019): 16–28. http://dx.doi.org/10.32335/2238-0426.2019.9.23.1134.
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This article introduces the Ph.D. studies of its authors, who put into question the bridge between utopia and the reality experienced at the Mindelo_International School of Art (Mindelo_Escola Internacional de Arte – M_EIA), legally known as the University Institute of Art, Technology, and Culture [Instituto Universitário de Arte, Tecnologia e Cultura], the first Higher Education space in the areas of arts and design in Cape Verde, constituting a singular, irreverent, project in the struggle for art education practices informed by decolonized policies. Created in 2004, this utopian project sent its anchors out to the practices, promoting the country’s culture and development, by means of a relationship with the Atelier Mar’s local development projects, consolidating a long experience in the art education area. Tensions arise between expectations about the experimental and local nature of the M_EIA and its regulation and (non-)conformity with hegemonic knowledge in art education or development models foreign to the Cape Verdean reality.
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Ostashewski, Marcia, Heather Fitzsimmons Frey, and Shaylene Johnson. "Youth-Engaged Art-Based Research in Cape Breton: Transcending Nations, Boundaries and Identities." Jeunesse: Young People, Texts, Cultures 10, no. 2 (December 2018): 100–125. http://dx.doi.org/10.3138/jeunesse.10.2.100.
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2017, in conjunction with celebrations of 150 years of Canadian Confederation and with funding from government programs, young people from across Cape Breton Island were invited to participate in a performance creation project to explore narratives and experiences of migration and encounter. Youth (ranging in age from seven to nineteen) from disparate places, including Membertou First Nation (a reserve), Chéticamp (an Acadian, francophone town), Étoile de l’Acadie (a francophone school and community centre in Sydney), and Whitney Pier (a district of Sydney that is home to diverse immigrant cultures, primarily from Barbados, Italy, Newfoundland, Poland, Croatia and Ukraine) all met in their own communities. They listened to elders discuss their own experiences of migration and encounter, and responded by creating new performance pieces grounded in song, dance, film (including new technologies such as virtual reality and 360-degree cameras), spoken word and story. They came together on 22 October 2017 to share their creative work with one another and with public audiences. We examine issues that arose during the creative process and of young participants’ post-process reflections, according to each of the ways in which Vertovec (“Conceiving”) has identified transnationalism. Interpretations of the Cape Breton youths’ own senses of rooted place are positioned in relation to transnational experiences present within their communities. These young people’s expressions of the local (for example, Acadian step dance and Mi’kmaq traditional drumming) morph into expressions of the transnational (for example, hip hop and pop music production); musical expressions use so-called traditional instruments (bagpipes or hand drums), DJ mixing techniques, djembe, Acadian folk music, and Elvis. Problematizing assumptions about what it is to be a Cape Bretoner, and interrogating how migration and resulting encounters have shaped how these young people choose to express themselves, this paper examines how they simultaneously express and contest transnationalism.
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Okeke-Agulu, Chika. "Studio Call." Nka Journal of Contemporary African Art 2020, no. 47 (November 1, 2020): 114–25. http://dx.doi.org/10.1215/10757163-8719692.
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In February 2020, the author spent a day with Penny Siopis in her studio at the Michaelis School of Fine Art, University of Cape Town, to discuss the artist’s new ink and wood-glue paintings, which she adopted in 2008 as her primary painting medium. This new direction is quite significant for an artist who, in the 1980s at the height of the antiapartheid movement, made ardently realistic figurative oil and mixed-media paintings that signified the psychic detritus of apartheid’s pathologies. The weighty sparseness of Siopis’s Cake paintings (1981–81) and the airless excess of the History paintings (late 1980s) might have been the artist’s way of both dealing with and reflecting on the psychology of apartheid as the institution lurched to its inevitable end in 1990. In the early 2000s, before settling on ink and wood glue, Siopis spent a few years producing oil and ink paintings that contributed to the making of postapartheid trauma art—investigations into the psychic, moral, and ethical abjections of apartheid in the wake of testimonies from the Truth and Reconciliation Commission. Her ink and glue works represent the conjunction of material, process, and subject matter: Siopis relies on and is challenged by the unpredictable mixing and flow of ink, glue, and water—material acts, as she calls them—that evolve as the sum and interplay of autonomous agencies of medium and artist. Siopis’s most recent work in this medium and her film She Breathes Water (2019) allegorize global warming and the devastating impact of human exploitation of nature—elegies to present and coming catastrophes.
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Genova, Neda, and Mijke Van der Drift. "Neda Genova in Conversation with Mijke van der Drift: A Conversation on Transfeminism as Anti-Colonial Politics." Identities: Journal for Politics, Gender and Culture 17, no. 2-3 (December 30, 2020): 102–8. http://dx.doi.org/10.51151/identities.v17i2-3.453.
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For this piece we were provoked by an anti-trans moment that took place during the School of Politics and Critique in September 2020. Instead of engaging in a mere “rebuttal” of anti-trans discourse and its reductive, exclusionary claims, with this text we aim to open up a space of exchange and learning that takes the form of a feminist conversation. We discuss the historical and political entrenchment of colonial, capitalist and anti-trans projects to emphasise why a solid trans politics will always hold an anti-colonial agenda to the fore. Critically appraising some unfortunate intellectual and political impasses—as the capturing of feminist politics in schemata of biological determinism or the complicity of white bourgeois feminism in anti-Blackness and colonial exploitation—we shed light on the emancipatory potential of radical transfeminism. The conversation draws on lessons from the writings and practice of many engaged in formulating the stakes of black feminist, anti-colonial and trans politics of solidarity, thus actualizing the insight that we never think or act in isolation from one another. Author(s): Neda Genova and Mijke van der Drift Title (English): Neda Genova in Conversation with Mijke van der Drift: A Conversation on Transfeminism as Anti-Colonial Politics Journal Reference: Identities: Journal for Politics, Gender and Culture, Vol. 17, No. 2-3 (Winter 2020) Publisher: Institute of Social Sciences and Humanities - Skopje Page Range: 102-108 Page Count: 7 Citation (English): Neda Genova and Mijke van der Drift, “Neda Genova in Conversation with Mijke van der Drift: A Conversation on Transfeminism as Anti-Colonial Politics,” Identities: Journal for Politics, Gender and Culture, Vol. 17, No. 2-3 (Winter 2020): 102-108. Author Biographies Mijke van der Drift, Royal College of Art/University of Cambridge Philosopher and educator Mijke van der Drift works on ethics as a focal point in a multi-disciplinary research about social transformation. Van der Drift is tutor at the Royal College of Art, London and the Royal Academy of Art, the Hague. They are a Research Associate at the University of Cambridge in 2020-21, as part of the Revolutionary Papers project, in collaboration with the London School of Economics and the University of the Western Cape. In addition, van der Drift is currently working on their book Non normative Ethics: The Dynamics of Trans Formation. They obtained a Ph.D. from Goldsmiths, University of London. Their current project focuses on multilogical ethics and generosity, and is provisionally titled The Logic of Loss in Bonding. The book chapter “Radical Transfeminism: Trans as Anti-Static Ethics Escaping Neoliberal Encapsulation” co-written with Nat Raha is recently published in New Feminist Studies: Twenty-first-century Critical Interventions, ed. Jennifer Cooke, with Cambridge University Press. Neda Genova, London Bank University/Goldsmiths Neda Genova teaches at Goldsmiths University of London and London South Bank University and holds a Ph.D. in Cultural Studies from Goldsmiths. Her research is situated at the intersection of post-communist studies and media and cultural theory. She is interested in feminist and postcolonial theory, the politics of humour and laughter and post-communist digital culture. She is a member of the editorial collective of the Bulgarian-language activist-academic magazine dVERSIA (dВЕРСИЯ)
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Marques Pinto, Alexandra, Celeste Simões, Paula Lebre, and Kathy Evans. "Special Issue on Social and Emotional Competences." PSICOLOGIA 30, no. 2 (December 7, 2016): 0. http://dx.doi.org/10.17575/rpsicol.v30i2.1251.
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Mental health problems are a major cause of disability and morbidity of modern societies, as several epidemiological studies have evidenced. International reports indicate that before the age of 18 at least 20% of children and young people have a mental health problem, which highlights the importance of early intervention in order to promote good mental health. In this context, in the last two decades scientific research has consistently focused on the role of Social and Emotional competencies as predictors of mental health, well-being and academic success along the life course. Less adjusted social and emotional functioning is associated with various behavioral, personal, social and academic difficulties. The study and promotion of social and emotional competencies in children and young people, as part of their healthy development, is therefore considered as a national priority in many countries. The importance of social and emotional competences promotion has been reinforced with the acknowledgment of the resilience concept as a crucial process for overcoming successfully the adversities that we face throughout our life. This process draws on a combination of external resources that are available to children and young people, as well as internal assets that encompass social and emotional competences. Promoting resilience in children and adolescents that have had to deal with with adversity has been the focus of many researchers who work in this field. If social and emotional skills are one of the pillars of resilience, the promotion of resilience naturally implies the learning of these skills and how they can be used when we are confronted with challenges or significant life events. This special issue draws on six articles, arising from a call for papers exploring on Social and Emotional Competences and Resilience, following the 5th ENSEC Conference, hosted by the University of Lisbon, Portugal, in July 2015, and includes national and international contributions on this topic. The first article, by Diego Gomez-Baya and colleagues, entitled Emotional basis of gender differences in adolescent self-esteem, explores gender differences in emotional intelligence and self-esteem in Spanish adolescents. Results showed that girls presented lower overall self-esteem and lower perceived emotional intelligence than boys. Additionally, high-perceived emotional attention was related to lower self-esteem in girls and to higher perceived emotional clarity and repair in boys, which in turn were associated with higher self-esteem. The authors close the article with some important implications for the design of programmes to improve girls’ self-esteem through a focus on emotional attention. Valéria Silva and colleagues study, called the Preliminary study for validation of questionnaire “CDC - body, dance and community” for teenagers, describes the validation of a questionnaire for young dance practitioners. This study was developed in dance classes for young people aged between 6 to 12 years old, organized by Art Centers of Rio de Janeiro, Brazil, aiming at looking into the benefits of dance, both in physical (expressiveness and self-perception of emotions), affective (self-confidence and well-being) and social dimensions (interaction and social participation with family, school and community). A questionnaire developed, comprised 105 items in a 5 point Likert scale, demonstrated adequate validity and reliability which allowed the researchers to identify the benefits of dance in two dimensions, the first called affective and social representations of dance and the second designated as personal and social representations of dance. The article by Anjali Ghosh, entitled Expressive Differences for Emotions in Hearing Impaired and with Hearing Individuals, explores difference between hearing impaired and hearing adolescents in an Indian context. Results demonstrated interesting differences between the two groups which have implications for developing work with both groups, and some particular insights relating to how work might be developped in an Indian context. The article of Paulo Dias and colleagues, entitled Further evidence for the structure of the resilience scale in Portuguese language countries: an invariance study with Brazilian and Portuguese adolescents, explores the resilience concept, its associated factors and outcomes, and in particular the measurement issues around this concept. The study presented by the authors aimed to analyze the structural invariance of the Wagnild and Young’s Resilience Scale, as one of the most know and widely used resilience measure across the world, in this case with a sample of Portuguese and Brazilian adolescents. In this article two models, namely the original five and two factor solutions, were tested with the full 25 items version scale, as well as an alternative one factor model for the14-item short version. The results suggested that the short version can be used for cross-cultural studies since the one factor model tested with the short version scale presented a good fit for the Portuguese and Brazilian samples. Sandra Roberto and colleagues research, “The place I long to be": Resilience processes in migrants, aims at understanding the contexts of adversity and resilience resources of migrants in Portugal. This study was conducted to understand the migration process, particularly, the meanings attributed by Cape Verdean migrants to their life in the country of origin, including the decision to migrate, as well as adversities, resources and adjustment. Using biographical narratives two main dimensions of relevance were identified: cultural differences and interpersonal relationships with the Portuguese concluding that resilience is an ongoing process, changing over time, which includes the annulment of adversity's impact, developing alternative possibilities or overcoming adversities by integrating them into trajectories and life paths. Finally, the last article, Resilience and self-concept of competence in institutionalized and non-institutionalized youth, by Maria Helena Martins and Vanessa Neto, focuses also on resilience, in this case in institutionalized and non-institutionalized youth. Considerations about institutionalization are made by the authors highlighting positive and negative impacts on youth development. Their research explored the relations between resilience and the self‑concept of competence in these two groups. Interestingly the results showed no significant differences between the two groups in terms of resilience, but the non-institutionalized sample revealed higher scores on the self-concept of competence, while the correlation between these two variables is stronger in the institutionalized group. The influence of other variables, such as gender, age, school grade, and school retentions is also investigated. Implications for practice are suggested namely the importance of resilience promotion in care institutions.
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Van Wyk, Brian E., and Lee-Ann C. Davids. "Challenges to HIV treatment adherence amongst adolescents in a low socio-economic setting in Cape Town." Southern African Journal of HIV Medicine 20, no. 1 (October 28, 2019). http://dx.doi.org/10.4102/sajhivmed.v20i1.1002.
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Background: Despite the successful rollout of anti-retroviral therapy (ART) and steep declines in HIV incidence in South Africa, this has not been the case for adolescents (10–19 years). Adolescents on HIV treatment have lower rates of viral load suppression and adherence compared to adults and children.Objectives: This article reports on the adherence challenges faced by adolescents receiving ART in a primary health care clinic in a low socio-economic urban setting in Cape Town.Method: An exploratory qualitative design was employed where data were collected through four focus group discussions with adolescents (n = 15) who received ART at a primary health care clinic in a low socio-economic urban setting in Cape Town and followed up with eight individual, semi-structured interviews with two adolescents from each focus group. Two key informant interviews were conducted with health workers at the clinic. Audio data were digitally recorded and transcribed verbatim. Data were analysed using content analysis.Results: School commitments, strained teacher–learner relationships, negative household dynamics and ill treatment by non-biological caregivers were reported as major barriers to adherence. In addition, poor service delivery, missing or misplaced files and long waiting times came under major criticism. Fear of unintended disclosure of HIV status, stigma and discrimination, treatment fatigue and having unstructured lives negatively influenced adherence. Having a strong social support system and having life goals and ambitions were motivators to remain adherent.Conclusion: This study highlighted the complexity of ART adherence in the midst of juggling school, home life and personal life goals and aspirations. Interventions to improve adherence should address psychosocial factors such as treatment fatigue, disclosure and family and household dynamics, in addition to streamlining service delivery between the school and clinic.
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"Book Reviews." Journal of Economic Literature 52, no. 4 (December 1, 2014): 1167–68. http://dx.doi.org/10.1257/jel.52.4.1160.r4.
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Ben Brooks of the Becker Friedman Institute reviews “Game-Changer: Game Theory and the Art of Transforming Strategic Situations”, by David McAdams. The Econlit abstract of this book begins: “Introduces the reader to a game-theory approach to life, including business, and presents six ways to change games that people are confronted with. Discusses commitment; inviting regulation; merging or ""colluding"; enabling retaliation; building trust; leveraging relationships; how to escape the prisoners' dilemma; price comparison sites; the Newfoundland cod collapse; the real estate agency; addicts in the emergency department; eBay reputation; and antibiotic resistance. McAdams is Professor in the Fuqua School of Business at Duke University.”
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Marita Carnelley. "CONSTITUTIONAL CHALLENGES TO SCHOOL RULES*." Obiter 28, no. 1 (July 5, 2022). http://dx.doi.org/10.17159/obiter.v28i1.14290.
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The following four court applications set the stage for the debate on challenges to school disciplinary rules during the past two years:In July 2005, the mother of Sunali Pillay brought an application in the Equality Court against the principal and governing body of Durban Girls’ High School. The application aimed to restrain the school from taking disciplinary action against her daughter based on the girl’s refusal to remove a nose stud which was regarded by the school as a violation of the school’s code of conduct. The grounds for the application were that their refusal violated her constitutional rights to equality and freedom of religion, conscience, belief and culture. In September 2005, the Western Cape Residents’ Association brought an application in the Cape High Court on behalf of the parents of Bernel Williams. The application was to ensure her attendance at the matric farewell function hosted by Parow High School. It was argued that the school’s refusal to allow her to attend the function, based on her continued unacceptable behaviour, infringed her constitutional right to equality, dignity and freedom of expression. Similarly, the Supreme Court of Canada had to determine, on 2 March 2006, whether the refusal by the school authorities to allow an orthodox Sikh student, Gurbaj Singh, to wear a kirpan (religious object resembling a dagger) to the school he was attending, was an infringement of his freedom of religion under section 2(a) of the Canadian Charter of Rights and Freedoms. On 22 March 2006, the House of Lords in England decided in favour of the decision by the head-teacher and governors of Denbigh High School to exclude Shabina Begun from the school unless she conformed to the schooldress code. Begun insisted on wearing a hijab (long coat-like garment) and not the shalwar kameeze she had been wearing for the previous two years and which, according to the evidence, satisfied the Islamic clothing requirements. She argued that her exclusion infringed inter alia on her right to manifest her religion under art 9 of the European Convention on Human Rights.In all these matters the constitutional rights of the learner were weighed up against the right of the school to ensure a disciplined environment through the strict observance of the school rules. Although only two of the four applications were successful, it is encouraging that parents and learners are prepared to test decisions taken by schools – an indication that a human rights culture is taking root at secondary school level on both a national and international level.The aim of this note is to discuss these judgments within the parameters of the rights of learners vis-à-vis the rights of other learners and the necessity for discipline and a safe schooling environment. The first section of the note is devoted to an examination of each of these judgments. Thereafter, the issues are discussed with specific reference to the South African constitutional principles and the application of the Promotion of Equality and Prevention of Unfair Discrimination Act 4 of 2000.
Dissertations / Theses on the topic "Cape Cod School of Art"
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Kallie, Melanie. "The experiences of female principals of school discipline." Diss., 2015. http://hdl.handle.net/10500/19007.
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For many years the South African educational platform has been the target of international and national criticism for its apartheid ideals. Since 1994 the former Model C high school has endured a changing landscape characterised by the ideals of educational transformation. However, the current face of the former Model C high school has been marred by the challenge of learner ill-discipline.
This research aimed to explore the challenges experienced by female principals in a former Model C high school. A literature review focussed on female leadership and school discipline through the lens of a theoretical framework based on the ethics of care and transformational leadership theories. Using a qualitative case study design, data were collected and analysed. The analysis revealed that school discipline was a major challenge to the principal personally and professionally, and to the school. It further highlighted the strong need for support by the Department of Education.Educational Management and Leadership
M. Ed. (Education Management)
Books on the topic "Cape Cod School of Art"
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New Britain Museum of American Art, ed. The tides of Provincetown: Pivotal years in America's oldest continuous art colony (1899-2011). New Britain, Conn: New Britain Museum of American Art, 2011.
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Sharp, Kevin. For spacious skies: Hudson River school paintings from the Henry and Sharon Martin collection. New Britain, CT: New Britain Museum of American Art, 2004.
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Deborah, Forman. Contemporary Cape Cod artists on abstraction. Atglen, PA: Schiffer Publishing Ltd., 2015.
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Contemporary Cape Cod artists images of land and sea. Atglen, PA: Schiffer Publishing Ltd., 2013.
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1941-, Young Allen, and Brender à Brandis G, eds. More than sand and sea: Images of Cape Cod. Athol, Mass: Millers River Pub. Co., 1985.
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Sykes, Barbara M'Cready. He painted Cape Cod: The life and works of Charles D. Cahoon. Point Reyes Station, Calif: Floating Island Publications, 1994.
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Drawings of old Boston houses and nearby areas on Cape Cod and the North Shore. Cambridge, Mass: Abt Books, 1989.
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Clare, O'Connor, Tabb Margo, and Cape Cod Chamber of Commerce, eds. Arts & artisans trails of Cape Cod, Martha's Vineyard & Nantucket. Centerville, MA: Cape Cod Chamber of Commerce, 2006.
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Michaelis School of Fine Art (University of Cape Town). Michaelis School of Fine Art: Graduate catalogue, 2019. Gardens [South Africa]: Michaelis School of Fine Art, University of Cape Town, 2019.
Find full textBook chapters on the topic "Cape Cod School of Art"
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Giarlelis, Christos, Evlalia Lamprinou, and Constantinos Repapis. "Seismic Rehabilitation of a School Building in Cephalonia, Greece." In Case Studies on Conservation and Seismic Strengthening/Retrofitting of Existing Structures, 1–20. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2020. http://dx.doi.org/10.2749/cs002.001.
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<p>The 2014 earthquake sequence in Cephalonia, Greece, resulted in a number of structural failures. In Argostoli, the capital of the island, a school building suffered light damage; however, the structural assessment following the analysis procedures of the recently published Greek Code for Structural Interventions, showed that seismic strengthening is required. The structure was built on the aftermath of the catastrophic 1953 Ionian earthquake sequence based on older code requirements, which are much outdated, as indicated from the results of both modal response spectrum analyses and non-linear static analyses. The retrofit aims to increase the very low structural capacity of the building and as a means for that the use of concrete jackets is selected. Based on the results of the assessment, it was decided that concrete jackets should be applied to all columns, while large structural walls running along the transversal direction were strengthened with single-sided reinforced concrete jacketing. The interventions are limited by architectural demands and cost considerations. However, analyses of the strengthened structure show that the interventions improve its seismic behaviour adequately. The detailing of interventions is thoroughly presented. What makes this case study interesting is the unusual structural system of the building, which is an ingenious combination of frame elements and lightly reinforced concrete walls and its behaviour to one of the strongest recent Greek earthquakes. The rehabilitation study had to model correctly the structure and propose interventions that were in agreement with the architectural demands and the cost consideration.</p>
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Chalfa Ruyter, Nancy Lee. "New York, Cape Cod, San Antonio." In La Meri and Her Life in Dance, 203–37. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9780813066097.003.0009.
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This chapter tells of La Meri’s last years in New York City (1956-1960) and her next new beginning in Cape Cod, Massachusetts, with her sister Lilian Newcomer. There, she established a school, Ethnic Dance Arts, and an annual ethnic dance festival that presented artists from the United States and other countries. Gopal contacted La Meri sometime in 1958, asking her to join him in the performances he was giving in Trinidad, and she lists rehearsals and other meetings she had with him in June and August of that year. In her last years, she was cared for by William J. Adams, a former student and dancer. In 1984, she moved back to San Antonio with Adams and died there in 1988.
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Gano, Geneva M. "Building the Beloved Community in Provincetown." In The Little Art Colony and US Modernism, 89–127. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474439756.003.0004.
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The ‘beloved community’ formed in Provincetown, Massachusetts in tandem with the high period of Greenwich Village’s bohemian ‘little renaissance.’ Once a prosperous whaling port, the village of Provincetown had been undergoing economic decline and a marked ethnic shift in the decades preceding its development as an art colony. By the turn of the century, its Catholic, Portuguese population overtook its ‘native’ Yankee one; at this time, the village amplified its reputation as home to two successful summer art schools and boosted its image within a booming regional tourist economy as a quaint, Cape Cod fishing village. A coterie of moderns from Greenwich Village discovered Provincetown’s relatively underdeveloped beaches and wharves and by the teens had made it their home base, at least during the summer season. This chapter core of this coterie lived out their bohemian identities by drinking copiously, dressing wildly, bathing naked, and forming the performing group that would come to be known as the Provincetown Players. This endeavour brought together individuals with a wide range of talents (as well as those with very little talent but a desire to participate in the fun) for theatrical events that served to consolidate—physically, in the space of the theatre, as well as ideologically, through the content of their plays—a distinctly modern and modernist ‘beloved community’ of friends, lovers, and associates at a distance from the metropolis.
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Penner-Williams, Janet, Trish A. Lopez, Chrystal McKeever, and Rebecca Carpenter de Cortina. "Building Fearless, Confident CLD Learners." In Research Anthology on Balancing Family-Teacher Partnerships for Student Success, 66–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7601-7.ch004.
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Family engagement in schools is important for the success of all students, but especially critical with parents of culturally and linguistically diverse (CLD) students. Building-level administrators and teachers are in a unique position to serve as the agents to create positive, strong relationships with families. This chapter presents a qualitative case study of an exceptionally diverse elementary school located in an area with an increasing CLD population. Through multifaceted interviews, focus groups, and observations, four overarching themes emerged: (1) creating a positive, supportive, welcoming environment to support families and cultures; (2) building relationships and purposeful communication as core values; (3) teacher training, roles, responsibilities, and support; and (4) the importance and impact of community partner relationships. These themes along with their implications for school practices that promote effective school-family-community relations and connections to extant literature are discussed.
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Penner-Williams, Janet, Trish A. Lopez, Chrystal McKeever, and Rebecca Carpenter de Cortina. "Building Fearless, Confident CLD Learners." In Advances in Early Childhood and K-12 Education, 1–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4712-0.ch001.
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Family engagement in schools is important for the success of all students, but especially critical with parents of culturally and linguistically diverse (CLD) students. Building-level administrators and teachers are in a unique position to serve as the agents to create positive, strong relationships with families. This chapter presents a qualitative case study of an exceptionally diverse elementary school located in an area with an increasing CLD population. Through multifaceted interviews, focus groups, and observations, four overarching themes emerged: (1) creating a positive, supportive, welcoming environment to support families and cultures; (2) building relationships and purposeful communication as core values; (3) teacher training, roles, responsibilities, and support; and (4) the importance and impact of community partner relationships. These themes along with their implications for school practices that promote effective school-family-community relations and connections to extant literature are discussed.
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Davies, Joanne, Eliana Osorio-Saez, Andrés Sandoval-Hernández, and Christina Horvath. "Capturing the impact of Co-Creation: poetry and street art in Iztapalapa." In Co-Creation in Theory and Practice, 271–90. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447353959.003.0017.
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This chapter seeks to test through a case study how transformative change resulting from Co-Creation can be evidenced and measured using a quasi experimental mixed-method approach. The first section focuses on the design of the case study, a poetry workshop aimed at students aged 14–17, initiated at a secondary school in Iztapalapa, Mexico City, by a group of researchers in collaboration with four poets, a street artist, a governmental organization belonging to the Mexican Ministry of Culture, the teachers and non-academic staff from a lower secondary school. The second section explains the design of the research methods and analyses changes in how workshop participants perceive their neighbourhood and themselves as agents of change in their school and wider community. The final section assesses the effectiveness of the both the Co-Creation workshop and the methodology used to measure its impact. Our final comments suggest that to be more efficient, the evaluation of Co-Creation workshops need to focus on both the intangible (knowledge, understanding, emotions) and the creative (poetry, painting) outcomes in ways that combine research methods from the North with strategies inspired by the epistemologies of the South.
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Casserley, Catherine. "Education." In Blackstone's Guide to the Equality Act 2010, 123–44. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198870876.003.0006.
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This chapter looks at Part 6 of the Equality Act 2010, which sets out what is unlawful conduct in relation to education. Chapter 1 of Part 6 deals with schools; Chapter 2 with further and higher education; and Chapter 3 with general qualifications bodies. At the time of writing, there is no statutory code of practice in relation to either pre-16 education or further and higher education. The Equality and Human Rights Commission has produced non-statutory guidance, referred to as technical guidance, however, for schools and for further and higher education. There has been relatively little case law in the education field though what there has been has either been brought in the First-tier Tribunal (where disability discrimination cases in schools must be brought) or has tended to focus on race and religious discrimination and been litigated by way of judicial review.
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Pendell, Ann Chalmers. "A Home and School Community." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0009.
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I put my first child in the OC because I wanted to be part of her school life. When my husband and I chose to adopt her, it was because we wanted the experience of raising her. We didn’t want to shuttle her off to a day care or school for someone else to raise. When Alysha was old enough to attend preschool, I found a parent co-op, and when she was old enough to attend elementary school, I heard about the OC and was glad to be able to continue participating in her education. The OC community became important not only as a support in educating our children but also as a community of families with similar goals—helping our children to get the best education we can provide. Other committed parents provide activities for our kids that the teacher and my husband and I cannot. David and I are both artists and can provide techniques and insights for their creative efforts, but we also want them to be able to work with adults who are dedicated to and enthusiastic about math, science, history, ecology, and other aspects of today’s world. The community extends beyond educating our children at school. For 10 years, our family has gone on OC class camping trips sponsored and planned by parents, exploring places we might have never seen on our own. With our children’s classmates and their families we have hiked, shared food, and shared good experiences and bad, warm and cold, the joy of discovery and of watching our children grow. We have learned about children and how they learn and about how to work with other adults. We have developed deep friendships with other families in our children’s classes and have memories and photo albums full of good family experiences that include our OC community. The children’s learning is enhanced by the caring evident in the OC community. For example, the community supports its members in times of family crisis by providing emotional support and practical support—bringing meals, providing child care, and helping with carpools and other responsibilities.
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Ehlen, Corry, and Paul Hennissen. "The “Co-Creation-Wheel”." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 478–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch025.
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This case history reflects on a long-term change and development project in the Netherlands, undertaken in communities of practice (CoP) of 20-36 professional development schools for primary education. The initiators were 10 boards of groups of elementary schools and the University for Teacher Education for primary education. The project leader was Dr. Paul Hennissen, and Dr. Corry Ehlen of CoCreata Consulting and Research was invited as external consultant. For 8 years, several methods of in-service quality improvement were used to strengthen the self-management ability of teachers, teams, and head teachers. The case history especially demonstrates the application of “Co-Creation-Wheel” as a guiding tool in an innovation team. This instrument stimulates the individual CoP members and the CoP as a group to co-creative innovation. The digital tool of “Co-Creation-Wheel” proves to be suitable for a bigger number of participants. Complexities of the project and success factors are shown.
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Ehlen, Corry, and Paul Hennissen. "The “Co-Creation-Wheel”." In Advances in Business Strategy and Competitive Advantage, 645–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6155-2.ch045.
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This case history reflects on a long-term change and development project in the Netherlands, undertaken in communities of practice (CoP) of 20-36 professional development schools for primary education. The initiators were 10 boards of groups of elementary schools and the University for Teacher Education for primary education. The project leader was Dr. Paul Hennissen, and Dr. Corry Ehlen of CoCreata Consulting and Research was invited as external consultant. For 8 years, several methods of in-service quality improvement were used to strengthen the self-management ability of teachers, teams, and head teachers. The case history especially demonstrates the application of “Co-Creation-Wheel” as a guiding tool in an innovation team. This instrument stimulates the individual CoP members and the CoP as a group to co-creative innovation. The digital tool of “Co-Creation-Wheel” proves to be suitable for a bigger number of participants. Complexities of the project and success factors are shown.
Conference papers on the topic "Cape Cod School of Art"
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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.
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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Kehler, Patrik, Carlos Chaves, Abdias García, Hugo Centurion, Alejandro Escobar, Logan Lopes, Santiago Aquino, Nicolás Ferreira, and Jorge Kurita. "Ventilation CFD Analysis at an Classroom as a Tool for Air Safety Verification Under COVID19 Context, a Case Study." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-73785.
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Abstract The COVID 19 pandemic has struck the global economy and slowed down human activity. Paraguay, a small South-American country, was not an exception. This work results from the urgent need to reopen universities, schools, and other academic institutions to resume teaching activities in light of restrictive access to online learning in Paraguay. In order to contain the spread of this virus, school activities such as course lectures were placed on hold indefinitely. Inappropriate airflow in an enclosed space is one of the main factors in the spread of this virus. When combined with personal protective equipment, proper air ventilation and air replacement can significantly reduce this airborne virus’s spread. Potential sources of contaminant accumulation are stagnant locations of air in a closed volume. It is, therefore, essential to first identify these hot spots. Utilizing computational tools, such as CFD, an airflow analysis can be conducted to see any potential stagnant point. In the case of a classroom, it will then allow proper airflow by avoiding stagnant points by moving furniture, equipment, and chairs in combination to adding walls and opening windows and doors. This type of CFD study will set the benchmark for future classroom layout standards in this pandemic background. The work discussed here is a case study on a 300 student classroom at the Faculty of Engineering at the National University of Asuncion. The CFD results showed detailed information on flow patterns and velocity profiles in the analyzed classroom environment and air cycle and exhaust results. The six air conditioning systems blowing 300 CFM each, combined with eight fans installed at the ceiling, forced air to recirculate and helped to remove old air to the windows and suction some new air from doors. This helped university administrators to reopen some class areas and keep their faculties and students safe for lectures. It is important to remark here that air reposition could be measured, showing 200 CFM air removal in this first simulation run. Further analysis with a different internal layout will be needed to see if any improvements can be made. It is expected to have a much better air removal by adding a localized exhaust fan. This work suggests the location of each location’s outlet points and flows capacity to ensure proper ventilation is achieved in this particular case study. Other academic institutions are showing interest in implementing this computational tool to design classroom layout as well as ventilation schemes.
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Fidan, Ismail, and Ken Patton. "Enhancement of Design and Manufacturing Curriculum Through Rapid Prototyping Practices." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61014.
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Advances in computer technology opened new horizons in teaching Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM) technologies. This paper will report the outcomes of two current NSF grants, 0311586 and 0302314, funded on Rapid Prototyping (RP) curriculum development. The objective of these RP projects is to provide advanced instruction and laboratory practices in the areas of CAD/CAM/CAE through challenging laboratory assignments and industrial projects that are integrated into any engineering curriculum. These projects create web-based materials, and also adapt and implement RP experiences and educational practices following successful similar models at various engineering schools to enhance pedagogy in design and manufacturing curriculum. Enhanced RP capabilities enable the students to build physical models directly from CAD data, where the prototype communicates important information about parts, including engineering data such as fit and limited functional testing, labeling, highlighting, and appearance simulation. Developed RP labs are used in junior and senior level design and manufacturing courses, including the senior capstone courses.
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Roman, Kibria, Jedediah B. Alvey, William Tvedt, and Hossain Azam. "Effect of Prime Movers in CCHP Systems for Different Building Types on Energy Efficiency." In ASME 2017 11th International Conference on Energy Sustainability collocated with the ASME 2017 Power Conference Joint With ICOPE-17, the ASME 2017 15th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2017 Nuclear Forum. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/es2017-3670.
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Combined Cooling Heat and Power (CCHP) attained significant attention among energy professionals and academicians recently due to its superior thermal, economic and environmental benefit in comparison with conventional energy producing systems (internal combustion engine (ICE), micro-turbine, etc). Despite the abundance of literature on CCHP, only a few studies emphasized on the selection of appropriate prime mover for an economically sustainable CCHP system. Furthermore, the effect of part load efficiencies is commonly neglected during CCHP analysis. We had introduced these two new concepts of economic sustainability of specific prime mover and part load effects on efficiency to CCHP system in our previous paper. An algorithm based on hybrid load following method was utilized to determine the optimum prime mover for a particular location and weather type. No studies explored the effects of efficiency parameters and the selection strategies of prime mover in different building types for any particular location using this newly developed algorithm. Since building types dominates the electric, heating and cooling demand extensively, it is imperative to extend the prime mover selection analysis for building types for efficient CCHP operation. Economic, energy, and emission performance criteria have been utilized for the prime mover selection systems in different building types. Computer simulations were conducted for five different building categories (primary school, restaurant, small hotel, outpatient clinic and small office buildings) for each of three different types of prime movers (reciprocating internal combustion engine (ICE), micro-turbine and phosphoric acid fuel cell) in a cold climate zone (Minneapolis, MN). The simulation results of different prime movers were compared with the outcomes of a reference case (for each building in the same climate zone) that has a typical separate heating and power system. The cold climate zone (Minneapolis, MN) helped to explore the heating load effects on economic, energy, and emission performance of the buildings in comparison to other energy demands (i.e. electric and cooling demand). A hybrid load following method was executed, using improvements shown in our previous article. Performance parameters and other outcomes of this study showed that economic savings were observed for the ICE in all building types, and the micro-turbine in some building types. Internal rate of returns of ICE are 22.4%, 14.7%, 20.5%, 14.6% and 6.5% for primary school, restaurant, small hotel, outpatient clinic and small office respectively. ICE also shows highest energy savings among all three prime movers with an energy savings of 20%, 17.2%, 25.7%, 23.8% and 9.7% for primary school, restaurant, small hotel, outpatient clinic and small office respectively. For all types of prime mover based CCHP systems, lower CO2 emission was observed for all building types. However, unlike ICE, which is preferable in terms of economic and energy savings, emission analysis shows that micro-turbine poses better emission characteristics compared to other types of prime movers. CO2 emission for micro-turbine savings are 67.1%, 62.2%, 82%, 43.2% and 81.4% for primary school, restaurant, small hotel, outpatient clinic and small office respectively. The relationship between the power and thermal demand of the different buildings was determined to be a significant factor in CCHP system performance. A sensitivity analysis determining the effects of heat exchanger and heating coil efficiencies on the performance of CCHP systems shows that the economic performance was most sensitive to the heat exchanger efficiency, while energy consumption and emissions was most sensitive to the heating coil and boiler efficiency.
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Zinakov, Maksim, and Sarapuu Tago. "VISUAL LITERACY AND SUFFICIENT CONTEXTUALIZATION ELEMENTS ARE PREREQUISITES FOR EFFECTIVENESS OF WEB-BASED LEARNING OBJECTS AS COGNITIVE TOOLS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-007.
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INTRODUCTION Cognitive tools could be defined as computational applications that are designed to support, extend and enhance thinking processes (Elsayed & Qiu, 2006). Representations of different kinds are also supposed to reduce cognitive load of learners. The aim of an educational representation is about communicating a specific message from an expert to a novice. According to Jakobson’s communication model (1960), there are six factors of communication that are needed to occur: context, addresser, addressee, contact, common code, and message. Although the model was developed to describe verbal acts of communication, it has a more general field of application, as it involves common code. In communication, we are not limited to using words and can actually use anything that functions semiotically, e.g. in instruction different kinds of visual representations are widely used to communicate knowledge. As context plays an important role in communication, it is crucial that while developing new digital learning objects (LOs), we supply them with sufficient contextualization elements. Visual literacy advocates stress that although in schools teachers are dealing with communication of new knowledge to students, verbal information is the one dominantly used to convey messages. However, in overall communication we heavily use visual modality, and therefore this should be the case in learning and instruction as well. Advocates of learning styles (visual, auditory, kinesthetic-tactile) would probably add that auditory modality is best for auditory learners, however visual learners are then somewhat neglected. Speaking about fields of natural sciences, e.g. chemistry, we are talking about a visual science. And without being visually literate it is very hard to understand the essence of chemistry at its sub-microscopic level. As communication is about manipulating signs, one of our aims was to see how well the students were able to make sense of the LOs they saw on the screens. Our second aim was to find out if students were able to translate information from a model which is more familiar to them applying more abstract and unfamiliar LOs of another model. METHODS The sample was composed of 100 students of 8th grade (age 14-16). Two interactive web-based models (Chemical Bonds http://bio.edu.ee/flash/keemside/index.htm and Oxides http://mudelid.5dvision.ee/oksiidid) were used in the study together with student worksheets of Chemical Bonds and Oxides. Learners were provided with specific instructions and tasks which they had to follow in a prescribed order and answer content-specific questions in-between and during the tasks. Such tasks were meant to help learners to create referential connection between the symbolic and sub-microscopic levels of representations. On the worksheets, learners were provided with tasks involving LOs from one model and were asked to map referential features of those onto LOs of the second model. This method was used in order to foster development of coherent understanding of the chemistry domains which is possible only when learners are able to translate visual information from language of one presentation to that of another using adequate domain-specific context. FINDINGS Our findings clearly show that even though before the application of models and worksheets the majority of students (66%) did not cope with translation of visual information from one model to another, the situation was different after the treatment. The post-test results clearly show that the students were statistically significantly (p<0.001) better in encoding information using visual code of an unfamiliar kind, as 69% of students succeeded. This finding gives us the prove which is also hinted at by other researchers, that actually visual literacy is and should be developed through curriculum which enables learners to manipulate visuals in a more intensive manner. At the same time, the fact that students were able to translate information from one model to another also showed that students developed a coherent understanding in and across studied topics as the tasks were both visual and domain-specific. Special attention in our models was on providing learners with sufficient context prior to the usage of models. However, do the students possess sufficient awareness of the contextual information? If context as one of the communication factors is left out, then this leads to miscommunication and development of misconceptions. In this respect our findings showed statistically significant (p<0.001) development in understanding of chemistry in both topics studied. From this, we concluded that students were able to gain sufficient awareness of the learning objects in the models. This finding is in good accordance with Jaakkola and Nurmi (2004) and Heyes (2006) studies, where creating appropriate context for LOs was found to be crucial aspect in increasing the effectiveness of learning. Overall we may conclude that while developing and applying new LOs, the decisive focus should be on supplying them with sufficient contextualization elements as well as supporting development of visual literacy.
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Ferraro, Fabrizio, Enrico Sciubba, and Claudia Toro. "Integrated Study of a Minimum Exergy Destruction Building Conditioning System." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62672.
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The relatively low average conversion efficiency of air-conditioning systems and the recently imposed upper bounds to the final energy use in the heating and cooling of residential buildings suggest to consider new approaches to design less energy intensive systems. An integrated, exergy-based approach for the optimal matching of internal and external heating plants in building conditioning systems has been proposed — and its theoretical basis discussed — in a previous paper. The procedure allows the designer to obtain a pseudo-optimal integration of the building and its heating plant (heating element + primary energy supply system) and to identify, among a set of alternative solutions for the building under examination, the thermodynamically most efficient plant. The objective of this paper is to validate the method on a real building in order to demonstrate its practical applicability. The large “Chiostro Hall” (220 square meters, 1245 cubic meters) of the Engineering School of the University “Sapienza” of Roma has been employed as the benchmark. This is the main hall of the building, reconverted from a previously existing Renaissance structure, the old convent of San Lorenzo in Panisperna, which was in turn built on the ruins of a pre-christian roman basilica and of a portion of emperor Nero’s Domus Aurea. The hall consists of two semi-connected rooms, originally the Refectory of the old Convent, that are now used for public events, conferences and graduation ceremonies. This structure can be considered as a model case for similar halls in historical buildings, so that the guidelines deriving from the present study can be extended to other similar environments. The current heating elements are traditional radiators: in our simulations, they have been successively replaced by other elements such as floor and ceiling heating panels and fan coils. Each one of these configurations (the hall and its heating elements) has been modeled and simulated via a commercial CFD code to generate detailed thermal maps and to compute the actual thermal load. Different global “heating chains” were then modeled by coupling solar and hybrid photovoltaic-thermal (PV/T) panels with radiant panels and ground-source heat pumps with fan coils and radiant heating panels. Finally by means of a process simulator software each one of these configurations was analyzed to identify the one that provides the same comfort level with the least exergy use. The procedure also allows to calculate the savings obtained in terms of primary resources.
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Alade, Idowu Mojeed. "In Quest for Sanctity and Inviolability of Human Life: Capital Punishment in Herodotus Book 1." In 27th iSTEAMS-ACity-IEEE International Conference. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v27p33.
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It is a common knowledge that workers both in the public and private sector spends their wages on critical needs such as rent, school fees, food, transportation, recharge cards and healthcare (moller,2004). They are also predominantly expose to economic risk, natural risk, health risk, life cycle risks, policy based and institutional risks, social and political risk (Geneva, ILO-STEP). Various government including Nigeria, historically have been able to introduce some forms of ad-hoc interventions programmes such as mortgage rent reduction, reduction in taxes, cancellation or postponement of loan payment and other form of direct subsidies (Townsend, 1994). Majority of these measures are privileges and not “right” in most developing countries including Nigeria (Sigma, 2005; UNDP 2003). Practiced in almost all ancient and traditional societies, with debates for and against, among lawgivers and philosophers, Capital punishment, also known as death penalty, was a part of the Athenian Greek law code as early as the time of Draco during the 7th Century BC. The debates and controversies continue until date. Is it just, unjust or a false justice? As at the year 2018, according to Amnesty International,1 55 countries of modern civilized world retain death penalty while a certain number have completely abolished it. Herodotus, the ancient Greek historian, in his Histories, record many instances of state sanctioned capital punishments. This paper, an attempt to accentuate the unjust nature of capital punishment and support its complete universal abolition, identifies three references to death penalty in Herodotus Book 1: combing, impaling and stoning. Book I of Herodotus was context analysed and interpreted with evidence from other relevant literary and historical sources. Arguments for death penalty include serving as deterrent to potential offenders and some sort of justice for the victims and family, especially in the case of murder; and the state, in the case of treason and other capital offences. Findings, however, revealed that capital punishment seldom curb potential criminals and might embittered and encouraged grievous crimes while discoveries of errors in judgment, among other reasons, could make death sentences unjust. The paper concluded by recommending prevention of such crimes necessitating capital punishments and proffered making greater efforts towards total abolition. Keywords: Capital punishment, Herodotus, Herodotus Histories, Justice, Death penalty.
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Harding, Bruce A. "A Simple Mechanism to Teach a Complex Practitioner Knowledge Set." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80481.
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Mechanical engineering technology graduates must exhibit a number of skills as industrial practitioners. While certain skills are learned on the job, fundamental knowledge acquired in school coursework actually forms the basis for successful development of that necessary skills set. Within the skill set, one given great emphasis is that of communications. At Purdue University, the emphasis on communications skills crosses many courses but is divided among four veins: 1) written communications dealing with papers, reports, etc.; 2) oral communications dealing with effective presentations and interpersonal relationships; 3) computational communications, mathematical problem-solving, be it via hand, calculator or computer; and 4) graphics communications dealing with 3D modeling and the development and interpretation of specifications documented on engineering drawings. This paper describes a project where a simple mechanical device is used to teach complex topics, bridging multiple communications veins. In this case the project centers on the design and modification of an arbor press, but could be based on any number of devices. The simple arbor press forms the foundation for the development of a complex industry-driven knowledge set. Included are topics common to practitioners employed in design, manufacturing and quality - all of which are typical industrial assignments for MET graduates. The assignment is part of Production Design & Specifications (PD&S), a core course and the second in a two-course CAD-based freshman sequence. Where the first course teaches 3D modeling skills, PD&S concentrates on the cognitive aspects of problem-solving using modeling, calculations and extracted drawings. Students complete the project in three phases over an eight-week period. Each phase is driven by an Engineering Change Order (ECO), a common industrial practice. Contained in the ECOs are both detailed requirements and open-ended requirements. While fulfilling the ECOs, students must make decisions on interconnected requirements that ripple through design, manufacturing, and quality assurance. Requirements include: • Design based on ISO preferred numbers. • Selection of standard parts and stock materials. • Determination of cost/benefit ratios. • Manufacturing tolerances and tolerance stack-ups. • Fits calculations based on ASME B4.2 standards. • Calculation of mass properties. • Use of geometric dimensioning & tolerancing. • Documentation of product lifecycle changes. Together, these and other varied topics, when woven around the simplicity of an arbor press, give students real-world experiences without the process becoming daunting due to the sheer complexity of the mechanism.
Reports on the topic "Cape Cod School of Art"
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Bano, Masooda. In Need of Fresh Thinking: What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/100.
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For more than two decades, the international development community has advocated that establishing school-based management committees to involve communities to monitor and hold teachers, principals, and district government officials accountable would improve state schooling in developing countries; yet the evidence to sustain this claim to date remains questionable. Considering the case of Pratham, the largest education NGO in India, which is widely recognised as having developed a successful model to improve learning outcomes among children in state schools and is known for doing it through active community engagement, this paper questions whether the current development thinking on best modes of engaging communities to improve learning outcomes in state schools needs fresh thinking. The paper questions the validity of the two central assumptions underpinning the school-based management model: that better-informed communities will become involved in education activities with some mobilisation and training; and that engaged communities will be able to hold to account front-line state officials, starting with teachers and principals and moving on to the district government officials. Pratham’s experience shows that dissemination of information about benefits of education does not automatically result in community engagement; instead, people are motivated to become involved on the basis of individual-based incentives. Equally, it shows that for a community to influence the actions of front-line staff, it is important to develop a co-operative and supportive relationship, instead of focusing on accountability. Pratham’s experience thus shows that there is much scope for fresh thinking within the international development community on how to engage communities in developing countries in improving learning outcomes in state schools.
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IIGH, UNU, and University of the Western Cape School of Public Health. Gender and COVID-19 global research agenda: priorities and recommendations. UNU-IIGH, February 2022. http://dx.doi.org/10.37941/lrrw9593.
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Calls for greater recognition of and attention to the influence of sex and gender on health have been longstanding, and the need for this has only been amplified by the COVID-19 pandemic. Apart from the direct effects of biological sex and socially-constructed gender differences on COVID-19 morbidity and mortality – with higher rates of severe disease and deaths among men, pandemic responses have also amplified existing gender inequalities, with women bearing the heaviest burden of the indirect health and socio-economic consequences. The interactions between sex, gender and COVID-19 are complex and evolving, and further shaped and influenced by context and the intersecting influence of other social determinants and/or identities (such as race, ethnicity, LGBTQIA or migrant status, etc.), which have exacerbated the devastating health impacts for specific women, men and gender-diverse people. Recognising both the urgency of integrating sex and gender into COVID-19 research, and the roadblocks in the way of achieving this, the United Nations University International Institute for Global Health (UNU-IIGH) and the School of Public Health at the University of the Western Cape co- convened a collaborative gender and COVID-19 research agenda-setting exercise.
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IIGH, UNU, and University of the Western Cape School of Public Health. Gender and COVID-19 global research agenda: priorities and recommendations. UNU-IIGH, February 2022. http://dx.doi.org/10.37941/ffnz1457.
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Calls for greater recognition of and attention to the influence of sex and gender on health have been longstanding, and the need for this has only been amplified by the COVID-19 pandemic. Apart from the direct effects of biological sex and socially-constructed gender differences on COVID-19 morbidity and mortality – with higher rates of severe disease and deaths among men, pandemic responses have also amplified existing gender inequalities, with women bearing the heaviest burden of the indirect health and socio-economic consequences. The interactions between sex, gender and COVID-19 are complex and evolving, and further shaped and influenced by context and the intersecting influence of other social determinants and/or identities (such as race, ethnicity, LGBTQIA or migrant status, etc.), which have exacerbated the devastating health impacts for specific women, men and gender-diverse people. Recognising both the urgency of integrating sex and gender into COVID-19 research, and the roadblocks in the way of achieving this, the United Nations University International Institute for Global Health (UNU-IIGH) and the School of Public Health at the University of the Western Cape co- convened a collaborative gender and COVID-19 research agenda-setting exercise.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.
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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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'Place2Be: advancing mental health care in schools' Catherine Roche. ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16240.
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Catherine Roche, Chief Executive, Place2Be, recorded on 16 June 2017 at 'The Jack Tizard Memorial Lecture and Conference; Public mental health for children and young people: addressing mental health needs in schools and communities'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.