Theories

Eighteenth-century Britain saw the emergence of a new poetic genre, the “work” poem which took various forms of labor as its subject and was often written by laborers themselves. Several of these working class poets found their lives transformed due to the success of their verse (Stephen Duck most famously), but most faded into literary obscurity. However, a substantial body of “work” poems was produced by a diverse group of poets throughout the century, each manifesting divergent concerns and attitudes about the experience of work. This chapter assesses the formal connections uniting this poetic genre, particularly the frequent use of such literary devices as ironic distancing, litotes, and mock-georgic description. Instead of solely classifying “work” poems on the basis of their subject matter, this chapter demonstrates that such poetry (indeed the genre itself) lends itself to sophisticated literary techniques often associated with other poetic genres. In this fashion the full measure of eighteenth-century working class poetry can be evaluated more fairly, particularly by analyzing the formation of a new genre designed expressly by the poets themselves. The chapter ultimately seeks to demonstrate the connectedness, rather than the alienation, of working class poetry to the eighteenth-century British poetic tradition.

Security Science education at university levels is still in its infancy, with little agreement towards knowledge, curriculum and competency. Therefore, it is essential that educators draw on relevant literature highlighting means of efficient and effective knowledge transfer for tertiary students within the Security Science domain. Such knowledge transfer will reduce the gap between academic knowledge (explicit) and professional competency (tacit

Lim and Leek (2012) presented a formalization of information along object contours, which they argued was an alternative to the approach taken in our article (Feldman & Singh, 2005). Here, we summarize the 2 approaches, showing that--notwithstanding Lim and Leek's (2012) critical rhetoric--their approach is substantially identical to ours, except for the technical details of the formalism. Following the logic of our article point by point, Lim and Leek (a) defined probabilistic expectations about the geometry of smooth contours (which they based on differential contour geometry, while we used a discrete approximation--the only essential difference in their approach), (b) assumed that information along the contour was proportional to the negative logarithm of probability, following standard information theory, and then (c) extended this formulation to closed contours. We analyze what they described as errors in our approach, all of which rest on mathematical misunderstandings or ...

Background: Hundreds of evaluators visit the Claremont Colleges in southern California each year to discuss a wide range of topics related to improving the quality of evaluation practice. Debates between thought leaders in the field have been one of the most popular and informative ways to advance understanding about how best to practice evaluation in contemporary times.  Purpose: The purpose of this article is to provide a written transcript of the 2009 Claremont Evaluation Debates. The first debate is between Michael Quinn Patton and Michael Scriven on the promise and pitfalls of utilization-focused evaluation. The second debate is between David Fetterman, Michael Quinn Patton, and Michael Scriven on the promise and pitfalls of empowerment evaluation. Setting: The debates occurred at the Claremont Graduate University on August 23-24, 2009. Several hundred evaluators from around the world also viewed and participated in the debates via a live webcast. Intervention: Not applicable. ...

This article engages with contemporary debates about the absence/presence of emotion in higher education. UK higher education has traditionally been constructed as an emotion-free zone, reflecting the dominance of Cartesian dualism with its rational/emotional, mind/body, male/female split. This construction has been challenged in recent years by the incursion of ‘new students’ into the academy, requirements to offer enhanced student support, and new neo-liberal employability/personal skills agendas. At the same time, theories on the significance of the emotions in education are gaining prominence, e.g. in relation to debates about ‘emotional intelligence’. This renewed emphasis on emotion, however, has also been constructed as a dangerous and regressive example of the growing ‘therapy culture’ in universities. Drawing on the rich tradition of sociological and psycho-social work on the affective, our concern is to further the theorisation of the place of emotion in higher education.

Equine-Human Relations –a shift in perspectives

• From a functional to an emotional/relational relationship/partnership
• From object to subject
• From un-equal to equal
• From non-sentient to sentient
• From species to individual
• From parts to whole
• From owned to agency
• From obey to choose etc.

There is a developmental theory that views social interaction with others as essential for the development of independent cognitive and linguistic functioning-the theory of Vygotsky (1978, 1987). Vygotsky viewed the child as developing and functioning within a social context. For Vygotsky, ...

This dissertation aims to critically examine lecturers’ discursive statements in interviews and English Language Teaching (ELT) classroom practices in Indonesia, primarily in the teaching of Argumentative Writing (AW) and Cross Cultural Understanding (CCU) courses at two universities (Multi-Religious and Islamic University) in Java. This study uses poststructural and interdisciplinary lenses: Foucauldian Discourse Analysis (FDA); Connell’s (2007) ideas of Southern Theory, Kumaravadivelu’s (2006b) Post Method Pedagogy, and Al-Faruqi’s (1989) and Al-Attas’ (1993) Islamisation of knowledge, as well as the critiques of these theories and other postcolonial voices. The critical examination of ELT practices through poststructural and interdisciplinary lenses in an Indonesian context is urgent, as teaching practices at present are subjected by competing regimes of ‘truth’ including Western, neoliberal, Southern, and Islamic discourses. The data were collected from curriculum policy documen...

همپایی تکنولوژیک یا فناورانه به معنای رسیدن به مرزهای دانش علمی و فنی در زمانی کوتاهتر است. کشورهای در حال  توسعه میبایست با نیت کاهش شکاف موجود در بهره وری یا درآمد خود با کشورهای توسعه یافته بپردازند. ادبیات  نامنسجم همپایی تکنولوژیک، وجود نظریه ها، استراتژی ها، مدل ها و الگوهای گوناگون، نیاز به تحقیقی یکپارچه و دربردارنده تمامی دیدگاه های موجود را بیش از پیش ضروری می سازد. در این مطالعه، پس از مطالعات کتابخانهای، نسبت به گردآوری نظریه ها، استراتژی ها، مدل ها و الگوها و شواهد تجربی(با تمرکز بر تجربه کشورهای آسیایی) مترتب
بر همپایی تکنولوژیک اقدام به عمل آمده است.
واژههای کلیدی: همپایی تکنولوژیک، نظریه ها، استراتژی ها، الگوها، مدلها، عوامل اثرگذار

This paper presents an analysis of the Mead/Freeman controversy with a focus on Mead's claim that “coming of age” in 1920s Samoa was accomplished with relative ease. It is concluded that, while Mead appears to have engaged in some inappropriate generalizations to the rest of Samoa from the small island of Ta'u, Freeman's counterevidence to support his claim that adolescence on Ta'u would have been problematic is weak and easily dismissed. Accordingly, Freeman's claim to have refuted Mead's findings is based on evidence that itself is easily refuted. Thus, Mead's pioneering study, which was the first to argue that adolescent “storm and stress” is not universal, continues to stand the test of time.