Keywords in Creative Writing

Wendy Bishop and David Starkey have created a remarkable resource volume for creative writing students and other writers just getting started. In two- to ten-page discussions, these authors introduce forty-one central concepts in the fields of creative writing and writing instruction, with discussions that are accessible yet grounded in scholarship and years of experience. Keywords in Creative Writing provides a brief but comprehensive introduction to the field of creative writing through its landmark terms, exploring concerns as abstract as postmodernism and identity politics alongside very practical interests of beginning writers, like contests, agents, and royalties. This approach makes the book ideal for the college classroom, and unique in the field, combining the pragmatic accessibility of popular writer\u27s handbooks, with a wider, more scholarly vision of theory and research.https://digitalcommons.usu.edu/usupress_pubs/1157/thumbnail.jp

The best interests principle in administrative practice : Canadian in-school administrators' perceptions, definitions and use of the best interests principle

The best-interests principle is a widely used ethical, legal and social basis for policy and decision-making involving children [italics added] (Kopelman, 1997). In response to modern ethical leadership, a growing number of academics have examined the relationship between the best interest principle and decision making (Cranston, 2006; Tirri, 1999, 2001, 2002). Shapiro and Stefkovich (2001) and Stefkovich (2006) responded to this interest with two educational ethical decision making models where best interests are central. The models incorporated foundational works like Starratt’s (1994) multidimensional ethical framework and Walker’s (1998) jurisprudential and ethical perspectives. Additionally, Stefkovich (2004, 2006) sought to include jurisprudential constructs such as rights, responsibilities and respect . However, despite the academic attention for best interests, only a small number of empirical studies have been conducted (Frick, 2006; Shapiro & Stefkovich, 2001; Stefkovich, 2006). The purpose of this research was to examine the best interest(s) principle through an investigation of theory, practice and professional praxis and thus to identify the common use and understanding of the best interests principle in Canadian in-school administrative practice. Quantitative and qualitative methods were used in this study. Research methodology consisted of self-report, structured questionnaires including both closed attitudinal and open ended questions and a semi-structured focus group interview. A best interests questionnaire was embedded in a larger study entitled Moral Agency and Trust Brokering: Challenges of the Principal and distributed to a stratified sample of Canadian in-school administrators. The data was subjected to both descriptive statistical and thematic analysis. The findings revealed a compelling image of the best interests principle in educational administrative practice. Analyses of the data revealed two categories of thought: (a) broad conceptualizations and general perspectives toward defining best interests and (b) general methodological considerations or approaches to applying best interests’ principle. The best interests of the student(s) was broadly conceptualized and defined as three major categories of thought: best interests as core good, best interests as good pedagogy, and best interests as holistic. Additionally, three methodological considerations were identified as contributing toward the application of the principle: stakeholders’ influence, contextual considerations and relational aspects. Respondents preferred to define best interests in caring and collective terms. Analysis revealed simultaneously narrow and broad interpretations of interests. Implications for theory supported a modified professional ethic and best interests model that balances the ethical paradigms of care, critique, justice and community with the jurisprudential constructs of responsibility, respect and rights. Two central dichotomies emerged within interpretations of the best interests principle in the ethical and jurisprudential literature forming a matrix of best interests: individual v. collective and subjective v. objective. This study placed the respondents centered on the continuum between individual and communal and subjective and objective. The findings of this study indicated that continued best practices in ethical decision making pedagogy would serve to augment the findings of this study. Likewise, continued research in the area of multiple ethical paradigms, ethical leadership and ethical decision making among in-school administrators would serve to extend the findings of this study

The Origins and Evolution of Ornamental Lakes in English Designed Landscapes

The aim of this thesis is to investigate the origins and evolution of ornamental lakes in England, to establish when they first appeared, how they were constructed and what factors led to their emergence. For the purposes of this study, a lake is defined as a man-made piece of water covering one hectare or more. To aid discussion and analysis, a classification system to describe lakes has been drawn up, the two main categories being geometric and irregular lakes, with sub-divisions. The investigation begins with an appraisal of water in landscapes preceding the eighteenth century, with a focus on fishponds (vivaria), and elements such as moats, millponds and water-gardens. The appearance and development of ornamental lakes in the early eighteenth century is then explored in depth, as is the work of Lancelot Brown. The contribution of other lake-makers such as Richard Woods and William Emes is also examined. Humphry Repton�s work, and the impact of the Picturesque on lakes, are evaluated to assess their importance in the evolution of lakes, and the chronological study extends into the late nineteenth century. The construction of lakes is investigated, and related to different lake types. Also, the question of whether lakes were lined to retain water is considered. Geological and topographical factors are also studied in order to see how they might affect the construction and siting of lakes. The reasons for the emergence of ornamental lakes are also explored, and these include the fact that landscapes increased in size around 1700 and became less symmetrical, the effect of the Grand Tour, and the paintings associated with it, and the changing ways in which parks were used

Cnidários peçonhentos

Orientadora: Maria Angelica HaddadMonografia (Bacharelado) - Universidade Federal do Paraná. Setor de Ciencias Biológicas. Curso de Graduação em Ciências Biológica

Projeto de intervenção de educação ambiental : conscientização para a preservação da restinga da orla de Guaratuba-PR

Orientador :Monografia (especialização) - Universidade Federal do Paraná, Setor de ..., Curso de Especialização em ...Inclui referência

Medical student wellbeing - a consensus statement from Australia and New Zealand

Abstract Background Medical student wellbeing – a consensus statement from Australia and New Zealand outlines recommendations for optimising medical student wellbeing within medical schools in our region. Worldwide, medical schools have responsibilities to respond to concerns about student psychological, social and physical wellbeing, but guidance for medical schools is limited. To address this gap, this statement clarifies key concepts and issues related to wellbeing and provides recommendations for educational program design to promote both learning and student wellbeing. The recommendations focus on student selection; learning, teaching and assessment; learning environment; and staff development. Examples of educational initiatives from the evidence-base are provided, emphasising proactive and preventive approaches to student wellbeing. Main recommendations The consensus statement provides specific recommendations for medical schools to consider at all stages of program design and implementation. These are:Design curricula that promote peer support and progressive levels of challenge to students.Employ strategies to promote positive outcomes from stress and to help others in need.Design assessment tasks to foster wellbeing as well as learning.Provide mental health promotion and suicide prevention initiatives.Provide physical health promotion initiatives.Ensure safe and health-promoting cultures for learning in on-campus and clinical settings.Train staff on student wellbeing and how to manage wellbeing concerns. Conclusion A broad integrated approach to improving student wellbeing within medical school programs is recommended. Medical schools should work cooperatively with student and trainee groups, and partner with clinical services and other training bodies to foster safe practices and cultures. Initiatives should aim to assist students to develop adaptive responses to stressful situations so that graduates are prepared for the realities of the workplace. Multi-institutional, longitudinal collaborative research in Australia and New Zealand is needed to close critical gaps in the evidence needed by medical schools in our region