Between Policy and Practice: Archival Descriptions,Digital Returns and a Place for Coalescing Narratives     

Sharon Huebner  Stella Marr 《档案与原稿》2019,47(1):113-130

ABSTRACT

The Strathfieldsaye Estate collection at the University of Melbourne Archives is discussed in relation to recognising, protecting and reclaiming Koori (First Peoples of southeast Australia) heritage. The settler collection includes early 1900s photographs of Koori people within two distinct albums – a family album that includes a series of studio portraits of Koori adults and children, and an album depicting Koori families on Ramahyuck Aboriginal Mission Station. In the past, these albums have been defined by, and limited to, traditional archiving practices excluding Koori interpretation, authorship and social context. Restoring Koori ownership and authorship of intangible heritage plays a large part in consolidating ancestor photographs with Koori perspectives of identity and culture.  相似文献   

Managing Health Care in Oregon: The Search for a Civic Bioethics     

Sharon Bracci 《Journal of Applied Communication Research》2001,29(2):171-194

Managed health care deliberations in Oregon point to a "civic bioethics" model to resolve allocation issues through publicly articulated community values and priorities that influence legislative action. Communication practices in the Oregon experiment provide data to develop an evaluative framework to assess public moral deliberation in value-laden contexts such as health care distribution. The Oregon experience also points to dialogical virtues to heighten citizens' ethical sensibilities and political will, discursive tools to inform ethical communication practices in a civic bioethics model.  相似文献   

Social‐Information‐Processing Skills of Kindergarten Children with Developmental Learning Disabilities     

Hana Tur‐Kaspa 《Learning disabilities research & practice》2004,19(1):3-11

The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.  相似文献   

On Shifting Ground: the post‐paradigm identity of US comparative education, 1979‐88 [1]     

Heidi Ross  Cho‐Yee To  William Cave  David E. Bair 《Compare》1992,22(2):113-131

  相似文献   

Mental State Verb Production in the Oral Narratives of English‐ and Spanish‐Speaking Preadolescents: An Exploratory Study of Lexical Diversity and Depth     

Belinda Fust‐Herrmann  Elaine R. Silliman  Ruth H. Bahr  Kyna S. Fasnacht  Jeanne E. Federico 《Learning disabilities research & practice》2006,21(1):44-60

  相似文献   

Review article     

Athina Kolia‐Dermitzaki 《Al-Masaq: Islam & the Medieval Mediterranean》1994,7(1):267-278

Ducellier, A., Kaplan, M., Martin, Bernadette, avec la collaboration de Françoise Micheau. Le Moyen Âge en Orient. Byzance et l'Islam. Des Barbares aux Ottomans. Paris: Hachette Histoire Université, 1990.  相似文献   

Standing up for standards: Proceedings of the second annual conference of the Society of Freelance Editors and Proofreaders. Sheffield, 17-18 September 1991. 94 pp. Paperback £5.60. Available from SFEP, 10 Grange Close,Godalming, Surrey GU7 1XT. ISBN 0-9517527-23     

Sharon Toop 《Learned Publishing》1993,6(3):60-60

  相似文献   

Students Demonstrating Persistent Low Response to Reading Intervention: Three Case Studies     

Jeanne Wanzek  Sharon Vaughn 《Learning disabilities research & practice》2009,24(3):151-163

Three students with severe reading disabilities participated in a 3‐year intervention provided by trained tutors from first grade through third grade (175–231 hours). All three students demonstrated very low response to initial levels of intervention and were provided adjusted intensive intervention in an attempt to remedy their low response to instruction. Findings revealed that two of the three students realized limited growth and did not accelerate progress toward reducing the gap between their performance and the expected grade level performance. One student accelerated growth considerably during third grade and made accelerated progress toward grade level expectations. Information on intervention implementation and student progress as well as implications for practice and further research are discussed.  相似文献   

European perspectives on men and masculinities,by Jeff Hearn and Keith Pringle with members of CROME (Critical Research on Men in Europe)     

Anna C. Hickey‐Moody 《Gender and education》2009,21(2):235-236

  相似文献   

IS CRITICAL THINKING BIASED? CLARIFICATIONS AND IMPLICATIONS     

Sharon Bailin 《Educational theory》1995,45(2):191-197

  相似文献