Interview with Nancy Frew (FA 318)

Transcription of interview with Nancy Frew conducted by Vickie Wright Carden in 24 October 1985. From folk studies student project concerning the paranormal experience of Frew and Vicki Taylor in their apartment in 1981

Interview with Vickie Carson (FA 1098)

Transcript of interview by Brent Björkman with Vickie Carson about her experience as a park ranger at Mammoth Cave National Park. In 2013, Kentucky Folklife Program Director Brent Björkman received the Archie Green Fellowship from the Library of Congress to look more intimately at the life stories of the working men and women employed by Mammoth Cave National Park. Part of Folklife Archives Project 1098 titled Rangerlore: The Occupational Folklife of Parks

Integration of computer technology into the medical curriculum: The King's experience

King's College London has developed a new curriculum which prepares students to deliver a high‐quality clinical service. A variety of active‐learning techniques are utilized to produce a deep approach to learning with an emphasis on vocational needs in the domains of knowledge, attitudes and skills. Integration of academic and clinical studies, as recommended by the General Medical Council (GMC), poses a number of difficulties, particularly in terms of communication between disparate geographical sites. The new curriculum aims to take advantage of computer technology to supplement and enhance traditional methods of learning and to ensure that students are competent in a defined range of skills. To aid integration, all students joining the new course are offered notebook computers and enhanced access to desktop computers, both with facilities to link to the main network This allows students to use multimedia material incorporated into the new curriculum and to access online services from remote locations. This paper reviews the integration of such computer technology into the new medical curriculum at King's

Closing the Food Gap in Adams County: A Proposal for Comprehensive Solutions through Community Action

Today, in Adams County, we have two food systems. The 20% who live in poverty survive on food stamps, the food pantry, church donations, and trips to discount food vendors. Those with more financial stability could choose from an abundance of healthy, sustainably produced, local and international foods. We have come to accept these two food systems as the norm without critically analyzing how it is affecting individuals and the health of our communities. In addition to reducing the disparity and closing the food gap, this initiative is focused on building our local economy and educating our community about nutrition and the benefit of local foods in order to promote a more sustainable social, environmental and economic future. This paper begins an investigation of community food security in Adams County and makes recommendations to start the process of finding stronger community solutions. The data represented here is drawn from community discussions and programmatic statistics. It is an initial assessment to be followed up by a more comprehensive study and analysis

Homeless Prenatal Program's 2012-2013 Annual Report

The Homeless Prenatal Program (HPP) believes every family wants to deliver healthy babies and raise healthy children in a stable and nurturing home. Seizing the motivational opportunity created by pregnancy and parenthood, HPP partners with families to help them recognize their strengths and trust in their own capacity to transform their lives. At the heart of our program is non-judgmental, supportive case management provided by Family Case Managers, the majority of whom were once HPP clients themselves. As the first agency in San Francisco to hire and promote former clients as employees, HPP is unique in that the community it serves has—from the organization's earliest days—guided its growth and evolution

Māori & Psychology Research Unit Annual Report 2012

Annual report of the Māori and Psychology Research Unit (MPRU) 2012. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community

The Effect of Professional Development on a Mexican Mission School: A Case Study

Since the early 1990s, there has been a growing body of literature regarding the facilitation of deeper thinking among educators based on the opportunity for in-service professional development (Darling-Hammond, 2003; Garet, Porter, Desimone, Birman, & Yoon, 1999, 2001; Reeves, 2010; Smith & O’Day, 1991). In-service professional development provides teachers with the opportunity to consider alternative solutions to teaching and learning situations. Providing solid professional development is the goal of schools globally. This effort can be challenging to small private schools that are pouring as many resources as possible into the necessary materials and curricula for their students. Few budget resources are left over to provide the necessary professional development for teachers in these schools. This project was born of a strong partnership between a church located in the Midwestern United States and a small mission school located in the Mexico City area. The mission school typically enrolls approximately 60 – 80 students who live in one of four children’s homes. The children have primarily been sent to the mission as orphans and typically have lived in poverty prior to their arrival. Many may have been to school only sporadically, if at all. The average age of the children enrolled in the school is ten years of age. Reeves (2010) made a strong case for moving past teachers liking professional development sessions or presenters and moving toward assessing if the professional development activity has lasting impact on teaching and learning. While the positive assessment of long-term impact is the desired goal, it was also noteworthy that this particular professional development activity would not have a long-term impact on the teaching and learning occurring in this school if the participants’ feelings were discounted during the presentations