Academic literature on the topic 'Lesotho – Intellectual life – Case studies'
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Journal articles on the topic "Lesotho – Intellectual life – Case studies"
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Lumby, Catharine. "Reshaping Public Intellectual Life: Frank Moorhouse and His Milieu." Media International Australia 156, no. 1 (August 2015): 133–41. http://dx.doi.org/10.1177/1329878x1515600115.
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This article uses Frank Moorhouse as a study of the formation of a public intellectual in the 1960s and 1970s. Moorhouse was a key figure in the Sydney Push, a loose Libertarian-anarchist network of artists, writers, intellectuals and party people who rejected the dominant moral values of the 1950s and 1960s. A journalist, Moorhouse later became a well-known fiction writer who was part of a similarly bohemian and activist milieu centred in Sydney's Balmain. Taking Frank Moorhouse as a case study, I will argue that there is something particular about the way public intellectuals have historically been formed and given voice in Australian life, which is characterised by a permeability between art and writing practices and between academic and activist milieux.
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Musila, Grace A. "The ‘Redykyulass Generation‘S’ intellectual interventions in Kenyan public life." YOUNG 18, no. 3 (July 20, 2010): 279–99. http://dx.doi.org/10.1177/110330881001800303.
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This article is interested in the intellectual contributions of the youth to Kenyan public life. It focuses on what has been called the ‘Redykyulass Generation’ as a contemporary generation of politically engaged youths who have successfully used various genres of popular cultural productions and media platforms to engage with Kenyan social imaginaries. Using three case studies — the Redykyulass group and the writings of Binyavanga Wainaina and Parselelo Kantai — the article examines this generation’s ongoing reconstruction of what constitutes knowledge and its contributions in shaping Kenyan public life, while critically engaging with what can be termed the ‘geronto-masculine’ texture of Kenyan political and intellectual public life. The study suggests that the Redykyulass Generation has variously fractured certain conventions embedded in the socio-political terrains of Kenyan public life, while attaining both social relevance and popularity in Kenyan social imaginaries.
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McCarron, Mary, Richard Lombard-Vance, Esther Murphy, Peter May, Naoise Webb, Greg Sheaf, Philip McCallion, et al. "Effect of deinstitutionalisation on quality of life for adults with intellectual disabilities: a systematic review." BMJ Open 9, no. 4 (April 2019): e025735. http://dx.doi.org/10.1136/bmjopen-2018-025735.
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ObjectiveTo review systematically the evidence on how deinstitutionalisation affects quality of life (QoL) for adults with intellectual disabilities.DesignSystematic review.PopulationAdults (aged 18 years and over) with intellectual disabilities.InterventionsA move from residential to community setting.Primary and secondary outcome measuresStudies were eligible if evaluating effect on QoL or life quality, as defined by study authors.SearchWe searched MEDLINE, PsycINFO, CENTRAL, CINAHL, EconLit, Embase and Scopus to September 2017 and supplemented this with grey literature searches. We assessed study quality using the Critical Appraisal Skills Programme suite of tools, excluding those judged to be of poor methodological quality.ResultsThirteen studies were included; eight quantitative studies, two qualitative, two mixed methods studies and one case study. There was substantial agreement across quantitative and qualitative studies that a move to community living was associated with improved QoL. QoL for people with any level of intellectual disabilities who move from any type of institutional setting to any type of community setting was increased at up to 1 year postmove (standardised mean difference [SMD] 2.03; 95% CI [1.21 to 2.85], five studies, 246 participants) and beyond 1 year postmove (SMD 2.34. 95% CI [0.49 to 4.20], three studies, 160 participants), with total QoL change scores higher at 24 months comparative to 12 months, regardless of QoL measure used.ConclusionOur systematic review demonstrated a consistent pattern that moving to the community was associated with improved QoL compared with the institution. It is recommended that gaps in the evidence base, for example, with regard to growing populations of older people with intellectual disability and complex needs are addressed.PROSPERO registration numberCRD42018077406.
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MERKEL, SUSAN M., MARILYN DISPENSA, and WILLIAM C. GHIORSE. "An Evaluation of Web-Based Case Studies in Microscopy." Microbiology Education 7, no. 1 (May 2006): 12–19. http://dx.doi.org/10.1128/me.7.1.12-19.2006.
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It is often difficult to provide students in introductory science courses with opportunities that mimic the investigative learning experience of doing research. This is particularly true in microbiology courses where advanced microscopy techniques are expensive and difficult to do. To that end, we developed three computer-based case studies around real-life scenarios. Our goals were to: (i) improve students’ understanding of advanced microscopic techniques, (ii) give students practice analyzing and interpreting data, and (iii) model a scientific approach to how these techniques are applied to current issues in microbiology. Each case requires students to use references and interpret actual microscopic images, thus giving them a more realistic experience than we could previously provide. We analyzed student learning and perceptions to these case studies. After doing the case studies, students were more able to apply microscopic methods to a realistic problem, thus demonstrating an understanding of how the methods are used. Students appreciated the intellectual challenges presented by having to interpret and analyze actual microscopic images. This approach has allowed us to introduce new areas of content to our course and to stimulate critical thinking skills, a difficult task in a large introductory microbiology course.
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Senturk, Recep. "Intellectual Dependency: Late Ottoman Intellectuals between Fiqh and Social Science." Die Welt des Islams 47, no. 3 (2007): 283–318. http://dx.doi.org/10.1163/157006007783237482.
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AbstractModernization led to the intellectual dependency of the Muslim world on the West for social theories. Human action ('amal) is the subject matter of both Islamic fiqh and Western social science (i.e. of all those sciences which attempt to apply empirical methods drawn from the natural sciences to the sphere of human society, including education and law). Though different in many aspects, both have a claim on widely overlapping intellectual territories. Social science in its different forms conquered the space traditionally occupied by fiqh, and its professional representatives (such as academicians, jurists, educationists, and writers) replaced the fuqahā'. This article thus points to a dialectic tension between fiqh and Western social science which shaped Muslim intellectual history since the 19th century. This article unearths this latent tension by using the example of late Ottoman intellectuals as Ziya Gökalp, Said Halim Pasha and İzmirli İsmail Hakkı. In the Ottoman case it brought about a new cleavage in the Muslim intellectual community between advocates of social science and advocates of fiqh. Yet many intellectuals and even some fuqahā' attempted a synthesis between both fields. After the collapse of the Ottoman Empire, the modern Turkish Republic adopted the policy of wholesale westernization, an element of which was the adoption of Western social science to replace fiqh in explaining and ordering human action. This intervention in the intellectual life increased the dependence of modern Turkish intellectuals on the state; which is another aspect of their intellectual dependency explored in this article.
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Hickman, Jared. "Cosmic American Studies." PMLA/Publications of the Modern Language Association of America 128, no. 4 (October 2013): 968–75. http://dx.doi.org/10.1632/pmla.2013.128.4.968.
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There is not only an existential poignancy but also an intellectual piquancy to the 1950 suicide note of F. O. Matthiessen, one of the founders of American studies: “I am depressed over world conditions. I am a Christian and a Socialist. I am against any order which interferes with that objective” (“F. O. Matthiessen”). Matthiessen attributed his fateful decision to a situation—the Cold War—in which it increasingly seemed difficult to assert credibly and pursue effectively a socialist agenda without being presumed or pressured to hold commitments to materialism, atheism, and secularism. The dominant narrative of American studies is that the Cold War gave the field its life—the ideological impetus and institutional infrastructure to produce and peddle a sophisticated version of American exceptionalism (Radway 47-49; Wise 308-12). But Matthiessen's tragic case suggests instead that the Cold War may have killed American studies, at least a possible version of it. Matthiessen's fatal dilemma, I want respectfully to suggest, might instruct us how to reconstruct the history and future of a field whose “bread-and-butter concerns” have always included religion (Stein and Murison 1; cf. Modern). Matthiessen's political credentials as a socialist were bona fide, and his intellectual inclinations were toward deep historicist analysis, but he couldn't commit to Marxism, despite his frank acknowledgment of its indispensable contribution not only to intellectual culture but also to his own thinking. Clearly, personal religious reasons played a role—“I am a Christian, not through upbringing but by conviction, and I find any materialism inadequate” (Matthiessen, “Education” 180). But I want to underscore Matthiessen's intellectual objections, which arose from the evidence of his historical inquiry into American literature and culture. That is to say, I want to distinguish between how his theological convictions may have prejudiced him against Marxism's secularist teleology and how his scholarly investigation of American literature and culture raised legitimate questions about Marxism's implicit secularization narrative. In reviews of the Marxist literary histories of his Americanist colleagues V. F. Calverton and Granville Hicks, Matthiessen complained of their inability to comprehend what he called “the main development of religious idealism from Edwards through the transcendental movement” and “the strain of affirmation of the ideal that runs from the seventeenth century to the twentieth” (Responsibilities 187, 195). The secularist premises of Marxist analysis—at least in the crude form espoused by Calverton and Hicks—seemed to Matthiessen blunt instruments with which to accomplish deep understanding of the pronounced “religious idealism” of American literature and culture.
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van Meijl, Toon. "Māori Intellectual Property Rights and the Formation of Ethnic Boundaries." International Journal of Cultural Property 16, no. 3 (August 2009): 341–55. http://dx.doi.org/10.1017/s0940739109990245.
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AbstractThis article questions and contextualizes the emergence of a discourse of intellectual property rights in Māori society. It is argued that Māori claims regarding intellectual property function primarily to demarcate ethnic boundaries between Māori and non-Māori. Māori consider the reinforcement of ethnic boundaries necessary since they experience their society and distinctive way of life as endangered both by the foreign consumption or misappropriation of aspects of their authentic cultural forms and by the intrusion of foreign cultural elements. Following Simon Harrison (1999) it is argued that the first threat is often represented as an undesired form of cultural appropriation, piracy or theft, while the second threat is viewed as a form of cultural pollution. This argument is elaborated with a case-study of each so-called danger, namely a claim regarding native flora and fauna submitted to the Waitangi Tribunal, which is considered as an example of resistance against cultural appropriation, and the increasing hostility of Māori to foreign interest and research in Māori culture and society, which is analysed as an example of opposition to putative pollution.
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COHEN-COLE, JAMIE. "Instituting the science of mind: intellectual economies and disciplinary exchange at Harvard's Center for Cognitive Studies." British Journal for the History of Science 40, no. 4 (September 11, 2007): 567–97. http://dx.doi.org/10.1017/s0007087407000283.
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AbstractFocusing on Harvard's Center for Cognitive Studies as a case, this article uses economies of research tool exchange to develop a new way of characterizing cross-disciplinary research. Throughout its life from 1960 to 1972, the Center for Cognitive Studies hosted scholars from several disciplines. However, there were two different research cultures at the Center. With its directors and patrons committed to a philosophy that equated creative science with eclectic search for and invention of new tools, the Center's initial interdisciplinary research culture emphasized the exchange of ideas and methods. Several years later, once its work was well under way, the Center's culture became multidisciplinary. Rather than emphasizing the sharing, invention, location, discussion and stabilization of new research techniques, the Center's multidisciplinary economy involved researchers working in parallel.
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Ennals, Richard. "Democratic Dialogue and Development: An Intellectual Obituary of Björn Gustavsen." International Journal of Action Research, no. 2-3/2018 (January 11, 2019): 146–63. http://dx.doi.org/10.3224/ijar.v14i2-3.06.
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Björn Gustavsen, with an original professional background as a lawyer and judge in his native Norway, had a formative role in organisational development processes in Norway, Sweden, Scandinavia and the European Union over four decades. Following in the tradition of Norwegian working life research by Trist and Thorsrud, he provided the conceptual framework and practical case studies which have driven major national and international programmes. He learned from different experience of organisational change in, for example, the USA and Japan, but he identified a distinctive way forward for the European Union, where he acted as a senior adviser. In contrast to conventional Taylorist top-down management and reliance on expert consultants, his approach was bottom up and concept driven, with a focus on empowering workers. With a commitment to long-term sustainable processes, he emphasised the importance of capacity building and succession planning, highlighting development organisations. His approach to partnership and coalition building enabled collaboration across sectors, in the cause of creating collaborative advantage. He had a distinctive fluent academic writing style, but spentmost of his time engaged in the design and practice of development, and editing the work of younger colleagues. He saw the role of academic journals and edited books in the development process, so encouraged new publications, but without seeking to dominate. He took ideas of Action Research and case studies, and applied them to national enterprise development programmes, working with the labour market parties. This resulted in a distinctive research and development culture.
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Lenzer, Julie, and Piotr Kulczakowicz. "Fueling Spin-offs: Case Studies of University-based Technology Start-up Funding." Technology & Innovation 22, no. 1 (June 28, 2021): 29–40. http://dx.doi.org/10.21300/21.4.2021.4.
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The new technologies born from academic research can be very promising, yet they are often very early stage. University spin-off companies are uniquely positioned to tackle the risks associated with new technologies emerging from academia by developing proofs of concept, functioning prototypes, and new products. While these enterprises start from a solid research and development foundation, they face their own unique set of challenges—they are strongly anchored in the scientific and technological expertise that is typically backed by intellectual property but often lack the business experience needed to develop and market products demanded by customers. University spin-offs have access to substantial non-dilutive funding that can be utilized for advancing product development. While the relentless pursuit of these funds builds a company's credibility and improves its position for negotiating future private investment, university spin-offs would greatly benefit from an early focus on complementing their technology teams with their business teams. These new enterprises should consider pursuing private investment in parallel to utilizing sources of non-dilutive funding. Timing of private investment is extremely important to maximize the value of the opportunity, and, therefore, building relationships with investors early on and getting ready for executing an investment round can greatly increase odds for success. While there is no single path to formulate, pursue, and adapt successful financing strategies, lessons can be learned from real-life cases of university spin-offs that continue their journeys towards ultimate success.
Dissertations / Theses on the topic "Lesotho – Intellectual life – Case studies"
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Mathe, Lipalesa R. "Narratives of the construction of academic identities within the Lesotho higher education milieu." Thesis, 2018. http://hdl.handle.net/10500/23843.
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Extant literature on academic identities claims that academic identities not only represent academics’ subjectively construed understandings of who they are but they also derive from roles, statuses, membership in disciplinary communities and characteristics that make academics unique individuals. Even so, research focusing exclusively on academic identities is unprecedented in the Lesotho higher education (HE) sector; therefore, this study describes how narratives of experiences and meanings attached to being an academic relate to the construction of academic identities at the National University of Lesotho (NUL). How do reflexive interpretations of cultural expectations tied to membership in disciplinary communities influence the negotiation of academic identities and work behaviour of academic staff? How do descriptions of the (mis)alignment between job facets, individual values and expectations influence the meaningfulness and fulfilment for academics’ professional self-concepts? How do stories of internalised meanings of involvement and symbolic identification with NUL influence academic identity trajectories?
Being interpretive in nature, this study used narrative interviews to collect data from a sample of thirty-one academics from NUL. The findings revealed that ‘who’ an academic is derives from meanings of ‘lived experiences’ of work enjoyment, applicability, exploitation, facilitation, multitasking, prestige and burnout. The findings also showed that academic identities were negotiated by reflexively interpreting the cultural expectation of ‘finishing work on time’ through work behaviours such as managing time, working overtime, self-motivation, underperforming, balancing roles and seeking work assistance. The participants’ narratives also revealed that the fulfilment for academics’ professional self-concepts derived from autonomy, accomplishments, learning, interdependencies, work environment, students’ attitudes and recognition. Lastly, the study showed that participants’ academic identity trajectories were influenced by altruism, passion, options, disillusions and relations.
Overall, the ‘narratives of experience’ reiterated that academic identities at NUL were contextualised constructs of ‘work experiences’, ‘membership in communities’, ‘job attitudes’ and ‘self -discovery,’ based on the self as a unique individual, a group member and a role holder. Consistent with the interactionist perspective, academic identities at NUL represent structurally, culturally and institutionally located stories of experiences and meanings derived from the work situation, the setting and social relationships that academics participate in daily at NUL.Sociology
D. Phil. (Sociology)
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Hamadziripi, Sophie. "Investigation of the role of Lesotho's Phela Life Skills Training Project in instilling resilience to HIV among teen mothers." Diss., 2017. http://hdl.handle.net/10500/23790.
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The aim of the study was to investigate the role of the life skills training programme in instilling resilience to HIV infection among teen mothers. The study targeted teenage mothers who took part in a life skills training programme in a rural area of Lesotho between 2009 and 2014. The objectives of the study were to; understand what teen mothers have learnt by participating in the project; understand how useful the knowledge was in helping them to cope with HIV and AIDS; understand whether the teen mothers are still using the skills they have been taught to cope with HIV and AIDS, and to understand how the participation in the project benefited them. The research design of the study was quantitative research. A census survey was used to collect data among research participants. The study employed the Health Belief Model, self-efficacy, and resilience theories to explore levels of resilience among teen mothers.
The findings show that the teen mothers’ resilience to HIV and AIDS was enhanced by the life skills training. It also shows that the information raised teen mothers’ levels of awareness of health risks and mitigating actions (life skills). This in turn improved their confidence and competency to implement positive behaviour change. It has also emerged from the study that there is continued use of the acquired knowledge and skills by the teen mothers after the project. The findings also provide evidence of the value of conducting follow up studies on intervention programmes.
The study recommends life skills programme be an inseparable part of HIV and AIDS awareness, especially among teenagers. Such intervention should ideally form part of the school curriculum.Sociology
M.A. (Social Behavior Studies in HIV and AIDS)
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Mpeli, Mpolokeng. "A reception analysis of Soul city beyond South Africa : the case of Choose Life in Lesotho." Thesis, 2005. http://hdl.handle.net/10413/2844.
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This thesis examines the reception of material developed by Soul City: Institute for Health and Development in South Africa and distributed in four Sub-Saharan countries: Botswana, Lesotho, Swaziland and Namibia. Soul City is the focus of considerable resource, research and media attention in South Africa. The study thus critically assesses Soul City's efficacy in neighbouring states, such as Lesotho. The focus of the study is on Choose Life; a booklet intended for 12-16 year olds and assesses its reception by the target group in Lesotho. The study investigates how message-decoding practices of the target audience in Lesotho will bear on a product originally designed for a South African audience. The sample's interpretation of the Choose Life booklet is therefore assessed to determine the extent to which their reception produced 'preferred', negotiated or aberrant meanings. Therefore Stuart
Hall's encoding/decoding model (1980) offers the theoretical framework upon which the reception of Choose Life is analysed. Development communication models are also used to explain the role of Soul City as the agent and Youth in Lesotho as beneficiaries in the implementation of the project. Results established by this study indicate that there is need to conduct extensive formative research of target audiences and also involve beneficiaries in projects intended for them. Different readings of the booklet were observed which were attributed to age, gender, place of
residence (Urban or rural), cultural and communication barriers . This means these factors were supposed to have been considered by Soul City prior to the Choose Life intervention.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2005.
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"The academic sociologists and the state in Republican China: the case of Sun Benwen." 2000. http://library.cuhk.edu.hk/record=b5890548.
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Au-Yeung Chi-ying.Thesis (M.Phil.)--Chinese University of Hong Kong, 2000.
Includqes bibliographical references (leaves 143-161).
Abstracts in English and Chinese.
Chapter CHAPTER 1 --- INTRODUCTION
The Issue --- p.1
The Case of Sun Ben wen --- p.10
Chapter CHAPTER 2 --- CULTURE AND SOCIAL CHANGE
Chapter 2.1 --- Introduction --- p.19
Chapter 2.2 --- Cultural Environment and Social Life --- p.20
Chapter 2.3 --- Social Change As Cultural Change --- p.24
Chapter 2.4 --- Culture and Social Change in Modern China --- p.28
Chapter 2.5 --- Social Progress: Towards a Modern Society --- p.33
Chapter 2.6 --- Social Reconstruction: Man Made Social Changes --- p.38
Chapter 2.7 --- Conclusion --- p.39
Chapter CHAPTER 3 --- SOLVING SOCIAL PROBLEMS IN MODERN CHINA: CULTURE AND POLITICS
Chapter 3.1 --- Introduction --- p.41
Chapter 3.2 --- Defining Social Problems --- p.43
Chapter 3.3 --- Cultural Maladjustment: The Cause of Social Problems in Modern China --- p.44
Chapter 3.4 --- Rural Problem: A Cultural Problem --- p.50
Economic Problems
Educational Problems
Problems of Public Health
Problems of Collective Organizational Forms
Chapter 3.5 --- Rural Problem: A Political Problem --- p.59
Chapter 3.6 --- Conclusion --- p.62
Chapter CHAPTER 4 --- "SOCIOLOGISTS AND THE STATE: THE CASE OF THE SOCIOLOGY DEPARTMENT, NATIONAL CENTRAL UNIVERSITY"
Chapter 4.1 --- Introduction --- p.64
Chapter 4.2 --- "Establishment of the Sociology Department, 1928 " --- p.65
Chapter 4.3 --- Closures of the Sociology Department in the 1930s --- p.73
The 1932 Crisis
The 1936 Crisis
Chapter 4.4 --- "The Ministry of Society and the Re-opening of the Sociology Department, 1941 " --- p.82
Chapter 4.5 --- Conclusion --- p.89
Chapter CHAPTER 5 --- LIMITED ACHIEVEMENTS OF THE ACADEMIC SOCIOLOGISTS IN REPUBLICAN CHINA
Chapter 5.1 --- Introduction --- p.92
Chapter 5.2 --- Sun Benwen's Cultural Eclecticism --- p.93
Liang Shuming's Cultural Conservatism
Chen Xujing's Wholesale Westernization
Sun Benwen's Cultural Eclecticism
Chapter 5.3 --- Academic Sociologists in the Chinese Sociological Society --- p.103
The Liberal Independent Critic Group
The Chinese Sociological Society
Chapter 5.4 --- Limited Achievements of the Sociology Department --- p.115
Chapter 5.5 --- Conclusion --- p.125
Chapter CHAPTER 6 --- CONCLUSION
Problems of the Nationalist Government --- p.127
Limitations of the Academic Sociologists --- p.135
SELECTED BIBLIOGRAPHY --- p.143
GLOSSARY --- p.162
Books on the topic "Lesotho – Intellectual life – Case studies"
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Steffen, Katharina von. Alles wird gut!: Visionen und Experimente aus der Schweiz. Frankfurt: Suhrkamp, 1998.
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Women's voices in Middle East museums: Case studies in Jordan. Syracuse, N.Y: Syracuse University Press, 2005.
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Müller, Petrus. Liberalismus in Nürnberg 1800 bis 1871: Eine Fallstudie zur Ideen- und Sozialgeschichte des Liberalismus in Deutschland im 19. Jahrhundert. Nürnberg: Stadtarchiv Nürnberg, 1990.
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Buricke, Olaf. Kulturelle Infrastruktur in Städten mit Theatergastspielen. Darmstadt: Mykenae-Verlag Rossberg, 1992.
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What ministers know: A qualitative study of pastors as information professionals. [Evanston, Ill.]: American Theological Library Association, 1994.
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Stephen, Lamb, and SpringerLink (Online service), eds. International Comparisons of China’s Technical and Vocational Education and Training System. Dordrecht: Springer Science+Business Media B.V., 2010.
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The soul knows no bars: Inmates reflect on life, death, and hope. Lanham, MD: Rowman & Littlefield, 1999.
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Whistlin' and crowin' women of Appalachia: Literacy practices since college. Carbondale: Southern Illinois University Press, 2006.
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Oroño, Amílcar Salas. Ideología y democracia: Intelectuales, partidos políticos y representación partidaria en Argentina y Brasil desde 1980 al 2003. Ciudad Autónoma de Buenos Aires: Pueblo Heredero Editorial, 2012.
Find full textBook chapters on the topic "Lesotho – Intellectual life – Case studies"
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Frigerio, Didone, Anett Richter, Esra Per, Baiba Pruse, and Katrin Vohland. "Citizen Science in the Natural Sciences." In The Science of Citizen Science, 79–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_5.
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AbstractThe natural sciences include the life and physical sciences and study nature through observing and understanding phenomena, testing hypotheses, and performing experiments. Key principles such as reliability, validity, objectivity, and predictability are achieved through transparent assumptions, methods, data, and interpretations as well as multidisciplinarity.In this chapter we present insights into the genesis of citizen science in the natural sciences and reflect on the intellectual history of the natural sciences in relation to citizen science today. Further, we consider the current scientific approaches and achievements of natural science projects, which are applying citizen science to address empirical and/or theoretical research, focusing on monitoring programmes. Presenting examples and case studies, we focus on the key characteristics of the scientific inquiries being investigated in the natural sciences through citizen science. Finally, we discuss the consequences of engagement in scientific processes in relation to the future of natural scientists in a complex world.
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Friedrich, Agnieszka. "Boleław Prus and the Dreyfus Case." In Polin: Studies in Polish Jewry Volume 14, 271–80. Liverpool University Press, 2001. http://dx.doi.org/10.3828/liverpool/9781874774693.003.0018.
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This chapter discusses Bolesław Prus's (1847–1912) coverage of the ‘Dreyfus affair’. Quite apart from its impact on French domestic politics at the turn of the century, the Dreyfus affair was a starting point for many significant intellectual and social processes, including the formation and consolidation of institutionalized Zionism. The name Dreyfus first appeared in Bolesław Prus's column ‘Weekly Chronicles’ (Kroniki Tygodniowe), which he contributed to the newspaper Kurier codzienny on 15 November 1896. Prus, one of the leading Polish prose-writers of the second half of the nineteenth century, wrote journalistic ‘chronicles’ of this type throughout his mature life from 1874 until 1911. They had a fixed place in the most well-known newspapers which appeared in Warsaw in the second half of the nineteenth century.
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Naniwadekar, Kadambari. "Stress and Anxiety Among Parents of Children With Communication Disorders." In Advances in Psychology, Mental Health, and Behavioral Studies, 141–56. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch008.
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Parenting is a wonderful and rewarding experience, but in the case of parents of children with communication disorder, this experience is often accompanied with high levels of stress, due to difficulties, frustrations, and challenges that these parents face in everyday life. This chapter was carried out to find the status of stress in parents of children with communication disorder and also to find the levels of stress among mothers as well as fathers, and the level of support system available. The results revealed that most of the parents experience stress and anxiety in bringing up their child with communication disorder, although the stress being more in the mothers. Gender of the child also played a crucial role in determining the levels of stress. The results highlighted the fact that parents of children with autism spectrum disorder have a higher level of stress followed by parents of children with intellectual disability, multiple disability, and hearing impairment.
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Khanna, Pallavi. "Attitudes of Society Towards People With Neurodevelopmental Disorders." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 1911–22. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch101.
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Social acceptance and inclusion of people with neuro-developmental disorders is challenging. Though each human being is unique, the world population can be segregated into two groups: neuro-typical and neuro-diverse people who have conditions such as autism spectrum disorder, cerebral palsy, learning disabilities, ADHD, and several others. The neuro-typical population claims to be accepting of the neuro-diverse population, but some case studies show that it may sadly not be true. Life can be bewildering and confusing for a person with disabilities. Dealing with so many aspects can be daunting and frustrating for them and their families. Social attitude is a significant factor as the Pwd navigates the harsh world of discrimination and social abandonment and faces barriers where support, guidance, and services are required. Many go through painful journeys and come out stronger and wiser, but bitter as well. Others have had better support. This chapter is a collection of experiences of some Pwd and their families and a list of solutions to the different challenges they encounter.
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Sharma, Uttam, Pradeep Tomar, Harshit Bhardwaj, and Aditi Sakalle. "Artificial Intelligence and Its Implications in Education." In Impact of AI Technologies on Teaching, Learning, and Research in Higher Education, 222–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4763-2.ch014.
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Computer equipment, software, and online service have succeeded in introducing improvements and enhancements to the classrooms and teaching methods in recent years. Yet, using artificial intelligence (AI), the real disruption of education has to come. Artificial intelligence has proven its position as a game-changing force in various fields, in the past causing unprecedented transformations. Using AI, expert systems can be programmed to communicate with the environment through technologies such as visual perception, speech recognition, and intellectual behavior, which we can find to be inherently human. This chapter aims to discuss the role of artificial intelligence in the education sector including its market size, the effect of AI in education, case studies of current AI presence in education (smart content, smart tutoring systems, virtual facilitators, and learning environments, etc.) to improve learning and life outcomes for all. Finally, chapter concludes with the issues and problems.
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Bodratti, Andrew M., Chong Cheng, and Paschalis Alexandridis. "Bridging Product Design with Materials Properties and Processing." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education, 1–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch001.
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Innovative products improve the quality of our life and are important for the prosperity of the chemical and materials industries. This chapter introduces a product design capstone course for chemical engineering seniors at the University at Buffalo (SUNY), USA. The course encompassed the following themes: a general framework for product design and development (identify customer needs, convert needs to specifications, create ideas/concepts, select concept, formulate/test/manufacture product, intellectual property, safety, environmental, marketing and financial considerations); and (nano)structure-property relations that guide the search for materials (typically mixtures, blends, or composites) with particular properties. These two main themes are reinforced by case studies of successful products. The course material is integrated into nanostructured product design projects that are drawn from real-world problems. This chapter discusses the course organization, learning outcomes, teaching techniques, assignments, assessment, and student feedback. Throughout this product design course, students received significant exposure to real materials development problems and strategies.