2,316 research outputs found

    Elizabeth Bowen’s Ireland? Film, Gender and the Depiction of 1960s Ireland

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    At the start of Ireland’s transformational decade of 1960s, the American network CBS contacted Padraig O’Hanrahan, the Director of the Irish Information Bureau in Dublin. They were interested in gaining government assistance for a program being planned for its popular television series The Twentieth Century. The episode envisioned would address social, political, economic, and cultural developments in the country and provide an accurate portrayal of everyday life in Ireland. The Dublin government readily agreed but was unaware that the Irish novelist Elizabeth Bowen, a writer with very distinct cultural and political prejudices, had been hired to write the script for the program. The narrative of the film produced by Elizabeth Bowen is revealing as it allows the viewer a unique perspective into a society undergoingsignificant change. The film addresses a wide array of issues including the evolving role of women in Irish society at the start of a decade characterized by rapid change. What at first may seem like a rather awkward American effort to ‘capture’ the real Ireland, warts and all, was a more complex effort, strongly influenced by a remarkable Irish writer. The program is also revealing as it deeply upset an Irish Government concerned about its image and desperate to present itself in the words of Taoiseach Sean Lemass as ‘a progressive nation seeking efficiency’

    Calming John Bartram\u27s Passion: Sweden\u27s Scientific Certification Of Philadelphia\u27s Botanist

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    Policy Traditions in American State Politics

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    An examination of the states across a wide range of policy innovations during three historical periods reveals policy traditions having distinctive geographic limits roughly conforming to major regions commonly recognized in American politics. Only two of these traditions, the Southern Parochial and the Northeastern Bureaucratic, persist across time and even these have been weakened. This provides some evidence that while multilinear evolution along regional lines will continue to contribute to differences in policy values among the American states in the foreseeable future, sociocultural integration is the stronger dynamic in American political development, especially since about 1930

    An Additive Simple View of Reading Describesthe Performance of Good and Poor Readersin Higher Education

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    According to Gough and Tunmer (1986), in a ‘Simple View of Reading’ (SVR), Reading comprehension (RC) = Decoding (D) x Linguistic Comprehension (C).To further evaluate this model, this paper describes an exploratory study of the performance of 60 university students, the majority of whom received academic accommodations at university to compensate for significant reading delays. Results showed that both D and C predicted reading comprehension well. An additive model (D + C) fitted the data no better than a product model (D x C). Similar results were obtained when cumulative grade point average rather than reading comprehension was used as the dependent variable. D but not RC was correlated with phonological awareness and (less reliably) with rapid naming ability. Implications of these findings for the Simple View of Reading and for the support of university students with reading problems are considered

    The effectiveness of a cognitive-plus-motivational reading intervention: A multiple-baseline study with four pupils at-risk for reading difficulties

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    Aims We aimed to examine the impact of supplementing cognitive reading intervention with supports for reading motivation on the reading motivation (reading interest and self-efficacy) and reading fluency of four Year four pupils at-risk for reading difficulties. Method/rationale Case studies of four pupils at-risk for reading difficulties were conducted using a multiple-baseline across-participants design. The effects of a combined Cognitive-plus-Motivational intervention (experimental phase) were compared to those of a Cognitive-Only intervention (baseline phase) using probes for reading fluency, interest, and self-efficacy. Scores on each probe were plotted and analysed by combining visual analysis and the Process Control Chart method of analysis. Findings Results suggest that compared to a Cognitive-Only intervention, the Cognitive-plus-Motivational intervention improved the fluency of three participants, and the interest and self-efficacy of two out of four participants. Findings provided insight into individual patterns of response to the intervention, with the greatest impact on fluency observed for students with the lowest initial reading skills. Limitations Caution is needed in generalising findings due to the study’s small sample size, the lack of a control group and the potential presence of experimenter bias. Conclusions The findings presented here provide preliminary support for the benefits of supplementing reading intervention with instruction to foster reading motivation on the outcomes of pupils at-risk for reading difficulties and provide insight into patterns of individual response to motivational intervention

    The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis

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    This systematic review and meta-analysis explores the impact of motivational reading interventions on the reading achievement and reading motivation of school-age students. Results of preliminary searches for—and inspection of—the existing meta-analytic literature suggest that while there exist published meta-analyses on motivational reading interventions, these would benefit from inclusion of more recent research and narrower selection criteria (e.g., inclusion of a non-motivational control group, school-based). A systematic search of previous meta-analyses of motivational reading interventions identified 28 articles meeting inclusion criteria, while a systematic search of individual motivational reading intervention studies (2007–2020) identified a further 21 articles. A meta-analysis of the resulting 49 studies corrected by Hedge’s g showed that motivational reading interventions were associated with an effect size of g = 0.20, p <.001 on reading achievement outcomes and an effect size of g = 0.30, p <.001 on reading motivation outcomes. However, analysis of funnel plots strongly suggested that publication bias was present in reporting of reading achievement outcomes. Analysis of moderators indicated that effect sizes varied significantly depending on content approaches to intervention, intensity of training given to intervention providers, study quality, and type of measures used. However, effect sizes did not vary significantly depending on group size or student population (e.g., age, at-risk status). Implications for research and practice are discussed

    A National Veterans Strategy: The Economic, Social and Security Imperative

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    This publication details the foundational logic supporting a call to action, related to a broad-based effort to articulate and institutionalize a National Veterans Strategy. We argue that coordinated, "whole-of-government" action toward this end is essential to meet the nation's most important economic, social, and security obligations. Furthermore, we contend that the second Obama administration, working in close collaboration with executive agencies, Congress, and the private sector, is well-positioned to act on what we perceive to be a historic opportunity -- capitalizing on both the foundations of veteran-focused policy and progress enacted over the past decade and the overwhelming public support for returning veterans and military families -- to craft and institutionalize a National Veterans Strategy.Our purpose is to provide a researched and logically-developed case for action that is grounded in this nation's social and cultural traditions and attuned to the practical realities of our contemporary economic and political climate
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