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Search Results: 1 - 10 of 328 matches for " Sharpe "
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The Higher Education System in Argentina. Networks, Genealogies and Conflicts  [PDF]
Santos Sharpe Andrés
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.618200
Abstract: The present manuscript aims to identify the genealogies, understood in a Foucaultian perspective, which leads to the actual Higher Education System in Argentina, by distinguishing how series of events are organized, distributed, organized in terms of institutional relations, signifying chains in the social amalgam and educational networks. This analysis will allow understanding the hierarchical relationships between higher education institutions and how the differences on cultural and curricular traditions and history also motivate (though not impose) the differences on the students and on policies. Finally, it is as well an accurate description of the Higher Education System in Argentina with a strong emphasis on universities.
Trinta e sete dias em Nova York com Adalzira Bittencourt
Sharpe, Peggy;
Revista Estudos Feministas , 2008, DOI: 10.1590/S0104-026X2008000300024
Abstract: adalzira bittencourt's visit to the us during 1939 resulted in a travel narrative that recounts the details of her visits to numerous schools, hospitals and orphanages in the city of new york and to the 1939 world's fair held in the same city. her general impressions of the eugenic reforms underway in the us during this time period reveal her support for the project of cultural renewal sponsored by the vargas regime that targeted the disadvantaged in brazilian society. in addition, bittencourt's commentary exposes the racial prejudice prevalent in american society at the time and outlines the hues and tones of her own brand of racism vis a vis the very sector of the brazilian population she advocated for throughout her career as a lawyer, educator, social activist and writer.
In Search of the English Sabbat: Popular Conceptions of Witches’ Meetings in Early Modern England
James Sharpe
Journal of Early Modern Studies , 2013,
Abstract: This article explores the evidence for belief in the witches’ sabbat in early modern England. England is generally thought of as a country where the concept of the sabbat did not exist, and it was certainly largely absent from elite thinking on witchcraft, as displayed in the witchcraft statutes of 1563 and 1604 and Elizabethan and Jacobean demonological writings. But evidence entering the historical record mainly via deposi- tions taken by justices of the peace suggests that there was a widespread popular belief in the sabbat or in parallel forms of witches’ meetings, evidence that the concept of the sabbat existed in popular culture. In this, the English evidence seems to support Carlo Ginzburg’s model of the sabbat being essentially a popular construction in its origins. The article also examines a play based on one of the historical incidents analysed, Richard Brome and Thomas Heywood’s The Late Lancashire Witches (1634), and uses it as a starting point for a brief discussion of witchcraft motifs in contemporary drama, notably Shakespeare’s Macbeth.
Rhona Sharpe
Research in Learning Technology , 2000, DOI: 10.3402/rlt.v8i2.11997
Abstract: We apologize for not including an appropriate acknowledgement to the publisher of ActivStats in the paper entitled 'Active learning of statistics: a case study', by Erica Morris and Eileen Scanlon, which appeared in Volume 8, Number 1 of this journal. ActivStats is published by Longman Software Publishing. The ActivStats screen shots shown in Figure 2, Figure 3 and Figure 4 of that article are reproduced by permission of Longman Software Publishing.
Evidence and evaluation in learning technology research
Rhona Sharpe
Research in Learning Technology , 2011, DOI: 10.3402/rlt.v19i1.17102
Abstract: This issue sees the change of name of the journal from ALT-J, Research in LearningTechnology to Research in Learning Technology – The Journal of the Association forLearning Technology. It might seem a small change in the reordering of the title andsubtitle of the journal, but it will require a commitment from all of us involved in thejournal to change our habits of referring to it simply as ‘ALT-J'. The new title reflectsour growing recognition of the importance of research in informing learning technologypractice and the development of policy. The change in title also reflects our understandingof the community who produce and read such research. We hope that theself-explanatory Research in Learning Technology title better represents the aim ofthe journal to publish papers from a broad inter-disciplinary field, which encompassesall sectors of education and industry. Our intention is to be more inclusive to currentand potential authors, reviewers and readers across the world.As we have debated and prepared for this title change, it is
Rhona Sharpe
Research in Learning Technology , 2007, DOI: 10.3402/rlt.v15i2.10922
Abstract: Ellis, R., Goodyear, P., O'Hara, A. & Prosser, M. (2007) The university student experience of face-to-face and online discussions: coherence, reflection and meaning, Alt-J, 15(1), 83–97.
Engagement in learning and development
Rhona Sharpe
Research in Learning Technology , 2009, DOI: 10.3402/rlt.v17i1.10770
Abstract: After the previous special issue on immersive virtual worlds, this issue of ALT-J returns to more familiar territory. The opening paper from Carol Russell continues to build ALT-J's corpus of knowledge around institutional embedding of technology; this time through an evaluation of the effectiveness of a staff development programme. The following four papers all explore the challenge of learner engagement from a variety of different angles: instructional design, student support and the pedagogy of innovative, technology-mediated learning environments. As a relative newcomer to ALT-J it seems to me that the distinctiveness of the journal lies in its ability to bring together such a broad range of work.
Editorial: Relationships with technology
Rhona Sharpe
Research in Learning Technology , 2012, DOI: 10.3402/rlt.v20i0.18531
A snapshot of research in learning technology
Rhona Sharpe
Research in Learning Technology , 2010, DOI: 10.3402/rlt.v18i2.10754
Abstract: The papers in this issue present a convenient snapshot of current research in learning technology, both in their coverage of the issues that concern us and the methods that are being used to investigate them. This issue shows that e-learning researchers are interested in: what technologies are available and explorations of their potential (Nie et al. explore the role of podcasting), how to design technology-mediated learning activities in ways which support specific learning outcomes (Simpson evaluates the role of ‘book raps' in supporting critical thinking), the identification of critical success factors in implementations (Cochrane's observation of three mobile learning projects) and how such e-learning initiatives can be sustained within an institutional context (Gunn's examination of the challenges of embedding ‘grass roots' initiatives). Finally e-learning research is concerned with investigating the impact of emerging technologies on education – in this case Traxler's discussion of mobile, largely student-owned, devices. Together these five papers demonstrate the scope of research in learning technology and it is with this in mind that we will soon be referring to this journal by its subtitle: Research in Learning Technology.
Accessibility: the killer app of learning technology?
Rhona Sharpe
Research in Learning Technology , 2012, DOI: 10.3402/rlt.v20i0.19584
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