630 research outputs found

    Quality of life indicators: The objective-subjective interrelationship that exists within one’s ‘Place of Residence’ in old age

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    Using a largely qualitative research design, this study originally explored how a small cohort of aged clients and human service workers assessed and measured Quality of Life (QOL) amongst older people. A literature review was undertaken and interviews were conducted with participants from Community Vision Incorporated (CVI) and other key informants from separate human service agencies. The findings suggested that there was a dichotomous relationship between the perceived affects that in-home care and aged care facilities had on the QOL of older people. A number of participants suggested that in-home care and aged care facilities were disempowering and overall, impacted negatively on the Objective QOL (O-QOL) and Subjective QOL (S-QOL) of older people. This paper will outline these complexities and further discuss related themes, issues and new insights into the relationship between an older person’s ‘place of residence’ and other O & S-QOL indicators

    Teachers as designers of learning in diverse, bilingual classrooms in England:An ADiBE case study

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    This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices that actively involve teachers as researchers with their learners – in terms of ‘curriculum-making’ and reinterpreting the impact of diversity on ‘successful’ learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning – English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores how diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling

    A World Convulsed: Earthquakes, Authority, and the Making of Nations in the War of 1812 Era

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    This dissertation examines responses to a series of earthquakes emanating from the Mississippi River shortly before the War of 1812. As the strongest earthquakes in the North American interior in the last 1,000 years, the tremors alarmed communities from the Great Plains to the Atlantic Coast. I consider how people across this expanse sought to explain and interpret the earthquakes in light of their own political, territorial, and cultural struggles. By incorporating all North Americans' ideas about a common event, this dissertation seeks to broaden intellectual, religious, and environmental history to include interpretive communities well beyond the Atlantic coast. In current historiography, following the American Revolution, the continent's entangled, contingent origins quickly narrow into a conflict between U.S. expansion and collective indigenous resistance. Slower to recognize contingency and a similar multiplicity of people and interests in the early national era, historians tell the story of the post-revolutionary borderlands as an almost inevitable ideological clash between self-interested land grabbing and spiritualized resistance. I argue that the dichotomy between U.S. greed and Native American spirit misses the deep connections that all early modern people drew among the human, natural, and spiritual orders. The struggle to explain the earthquakes prompted people to engage in debates about who could claim rightful authority and what sources of knowledge they could marshal to assert their visions for human order. The earthquakes and related geopolitical upheaval thereby summoned a range of responses that an over-simplified showdown between American expansionists and militant Indians cannot capture. This dissertation is an intellectual history of the borderlands. Because all people took matters of spirit, territory, society, and politics into account to interpret the earthquakes, this cross-cultural approach yields insights into structures of religious and political authority, intellectual trends, and geopolitical strategies across the eastern half of North America. And amid the rush to describe expansion and change in histories of the early republic, this dissertation ultimately invites us to slow down and re-imagine early nineteenth-century North America as a site where all of its inhabitants wrestled with fundamental human questions.Doctor of Philosoph

    Shocks to the natural order: Euroamerican understandings of the New Madrid earthquakes

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    My thesis uses firsthand accounts and early scholarly studies of the New Madrid Earthquakes to investigate the worldviews of a range of Euroamerican observers in the early nineteenth-century United States. Emanating from their epicenter on the Mississippi River in present-day southeastern Missouri, the earthquakes were great and sustained disruptions in nature that frightened and fascinated all sectors of the North American populace. Regardless of one's geographical or social location, observation and empiricism became the vehicles for negotiating the chaos in nature. The widespread Christian conversions in the western territories constituted one means of making sense of the disaster, but backcountry thinkers' observations and interpretations show that trans-Appalachian communities were not merely revivalistic release valves opposing the rationalism and faithful empiricism that early national elites embraced. Euroamericans instead drew from porous systems of scientific and religious knowledge and personal observations to construct their own empirical earthquake analyses
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