Field Drawing of Plan View of Unit G From Penny (8BR158)

This document is a field map drawing of the plan view of Unit G. It is a scan of original paper documents generated in the field

Field Drawing of Profile of Feature G2 From Unit G From Penny (8BR158)

This document is a field map drawing of the profile of feature G2 from Unit G. It is a scan of original paper documents generated in the field

Institutionalising decarbonisation in South Africa: navigating climate mitigation and socio-economic transformation

Strong climate institutional governance is necessary for countries to meet their international climate mitigation commitments. This article shows that while South Africa steadily created climate institutions up to 2011, these failed to take hold in the following years. Also, despite the systemically critical energy sector dominating the emissions profile, these climate institutions had no purchase over it. This situation is largely due to South Africa’s political economy of energy, which gave powerful actors the sustained ability to block meaningful institutionalisation of decarbonisation in the energy sector. As a result, South Africa’s climate institutions play few of the roles expected for successful institutionalization of climate action, with energy institutions instead playing a shadow climate governance role. This case suggests that conceptions of climate institutional governance in countries where single sectors dominate in emissions and power must accommodate the roles of institutions affecting climate outcomes despite this not being their primary objective

Training Online Physical Educators: A Phenomenological Case Study

Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology

Riots in London

The chaos all started from a police shooting which occurred in Tottenham on Thursday, August 4, 2011. Twenty-nine-year-old Mark Duggan was part of a pre-planned police operation under Trident, a unit which investigates gun crime in the African and Caribbean communities of England. The police were trying to stop Duggan’s car to arrest him when gun-fire began. Duggan was shot and killed by the police

Field Drawing of South Wall Profile of Unit G From Penny (8BR158)

This document is a field map drawing of the south wall profile of Unit G. It is a scan of original paper documents generated in the field

Field Drawing of East Wall Profile of Unit G From Penny (8BR158)

This document is a field map drawing of the east wall profile of Unit G. It is a scan of original paper documents generated in the field