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As educators across the nation launch into frenzied efforts to "do something" in response to the various recommendations of commissions on educational excellence, many are forgetting that knowledge of how to implement change is available. This paper focuses on three concerns that educators must face when fitting general recommendations to specific school settings. First, the improvement to be sought must be defined. Educators should focus energy and commitment on one or two efforts to maximize impact, selecting those most pertinent to the school, most likely to be supported, and least likely to detract from other efforts already underway. Second, activities in support of the change process must be designed and conducted. Since change is a complex process involving initiation, implementation, and institutionalization of the new program or idea, and requires alterations in the behaviors of individuals and groups as well as in the materials they use, each step must be planned thoroughly. Third, the roles of the many participants in the change process must be specified. These participants include state and local policy makers and administrators, local facilitators, and building administrators. Relevant innovation implementation research is cited throughout the document. (PGD)

.@GlennYoungkin Your Facebook Uncle 🤝 Doing his own research. https://t.co/kgbjc1qAYJ Source: https://twitter.com/ProjectLincoln/status/1443333012813398016 Uploader: The Lincoln Project

.@GlennYoungkin Your Facebook Uncle 🤝 Doing his own research. https://t.co/kgbjc1qAYJ Source: https://twitter.com/ProjectLincoln/status/1443333012813398016 Uploader: The Lincoln Project

Perma.cc archive of https://www.wsj.com/articles/covid-19-patients-are-doing-their-own-research-11611982860 created on 2021-12-31 04:51:08+00:00.

Lynne Taylor has always been curious about how God is at work, and, aware of how much our world has changed and is changing, her PhD explored how and why previously unchurched Australians become Christians today. Her working week combines roles as Somerville Lecturer in Pastoral Theology at Otago University, and co-leader of Student Soul, a student congregation. She is married to Steve and they have two young adult daughters.

Lynne Taylor has always been curious about how God is at work, and, aware of how much our world has changed and is changing, her PhD explored how and why previously unchurched Australians become Christians today. Her working week combines roles as Somerville Lecturer in Pastoral Theology at Otago University, and co-leader of Student Soul, a student congregation. She is married to Steve and they have two young adult daughters.

This report presents the results of a survey of student assessment activities conducted by departments at Boise State University in Idaho. The university's 55 departments were asked to provide information on the evaluation process for their majors and for any core courses they offered. The survey found that most of the departments had completed mission statements and nearly three-fourths had goals and objectives for student learning. Less than half, however, had developed plans that show where each goal is addressed, and only about one-fourth have ways to measure how well each goal is being met. While over 90 percent of departments indicated that they used program review, student surveys of courses and faculty, and internships with performance feedback to collect assessment information, there were many differences in which other methods they employed. Departments were not nearly as advanced in developing assessment plans for the core courses they offered, with less than half having completed mission statements and only 9 percent having ways to measure how each goal is being met. Appendixes include a copy of the survey instrument and departmental listings of the stages in the development of assessment processes. (MDM)

In an increasingly competitive economy, the capacity for self-motivation, problem-solving skills and an ability to think critically are core graduate attributes. However, the capacity to create an educational environment that develops and harnesses such skills is a distinct challenge as resources become increasingly restricted. Geographical Skills and Techniques was a new module introduced in January 2009 in the second year undergraduate geography curriculum at University College Dublin (UCD), Ireland, to introduce students to a range of skills and techniques relevant to their training as geographers, drawing on the recommended skills and attributes identified by the Quality Assurance Agency (QAA) Subject Benchmark statement in the UK (QAA, 2007). The aim was to develop an awareness of, and ability to use, the range of material and approaches necessary to undertake successful geographical research in line with the strategic importance in the university of developing closer research-teaching linkages. The module was evaluated at the end of the semester through an online anonymous survey delivered using Zoomerang (http://www.zoomerang.com). The survey examined student's learning experiences generally as well as in each specific component: library skills, cartography, quantitative techniques, qualitative methods and fieldwork. This paper assesses the effectiveness of this module in developing the research capacity of the undergraduate students. It highlights the key challenges of effectively embedding this module in the geography programme both from an institutional and from a learner perspective. It concludes that for the module to be successfully continued in future years, student behaviour and expectations must be managed more effectively and greater institutional support should be provided to enhance student learning. (Contains 1 figure.) [Contributions provided by Veronica Crossa and Ruth Comerford. Support for this module was provided by the University College Dublin Fellowships in Teaching and Learning Scheme. For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]

In an increasingly competitive economy, the capacity for self-motivation, problem-solving skills and an ability to think critically are core graduate attributes. However, the capacity to create an educational environment that develops and harnesses such skills is a distinct challenge as resources become increasingly restricted. Geographical Skills and Techniques was a new module introduced in January 2009 in the second year undergraduate geography curriculum at University College Dublin (UCD), Ireland, to introduce students to a range of skills and techniques relevant to their training as geographers, drawing on the recommended skills and attributes identified by the Quality Assurance Agency (QAA) Subject Benchmark statement in the UK (QAA, 2007). The aim was to develop an awareness of, and ability to use, the range of material and approaches necessary to undertake successful geographical research in line with the strategic importance in the university of developing closer research-teaching linkages. The module was evaluated at the end of the semester through an online anonymous survey delivered using Zoomerang (http://www.zoomerang.com). The survey examined student's learning experiences generally as well as in each specific component: library skills, cartography, quantitative techniques, qualitative methods and fieldwork. This paper assesses the effectiveness of this module in developing the research capacity of the undergraduate students. It highlights the key challenges of effectively embedding this module in the geography programme both from an institutional and from a learner perspective. It concludes that for the module to be successfully continued in future years, student behaviour and expectations must be managed more effectively and greater institutional support should be provided to enhance student learning. (Contains 1 figure.) [Contributions provided by Veronica Crossa and Ruth Comerford. Support for this module was provided by the University College Dublin Fellowships in Teaching and Learning Scheme. For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]

In an increasingly competitive economy, the capacity for self-motivation, problem-solving skills and an ability to think critically are core graduate attributes. However, the capacity to create an educational environment that develops and harnesses such skills is a distinct challenge as resources become increasingly restricted. Geographical Skills and Techniques was a new module introduced in January 2009 in the second year undergraduate geography curriculum at University College Dublin (UCD), Ireland, to introduce students to a range of skills and techniques relevant to their training as geographers, drawing on the recommended skills and attributes identified by the Quality Assurance Agency (QAA) Subject Benchmark statement in the UK (QAA, 2007). The aim was to develop an awareness of, and ability to use, the range of material and approaches necessary to undertake successful geographical research in line with the strategic importance in the university of developing closer research-teaching linkages. The module was evaluated at the end of the semester through an online anonymous survey delivered using Zoomerang (http://www.zoomerang.com). The survey examined student's learning experiences generally as well as in each specific component: library skills, cartography, quantitative techniques, qualitative methods and fieldwork. This paper assesses the effectiveness of this module in developing the research capacity of the undergraduate students. It highlights the key challenges of effectively embedding this module in the geography programme both from an institutional and from a learner perspective. It concludes that for the module to be successfully continued in future years, student behaviour and expectations must be managed more effectively and greater institutional support should be provided to enhance student learning. (Contains 1 figure.) [Contributions provided by Veronica Crossa and Ruth Comerford. Support for this module was provided by the University College Dublin Fellowships in Teaching and Learning Scheme. For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]

101 pages : 25 cm

101 pages : 25 cm

101 pages : 25 cm

101 pages : 25 cm

101 pages : 25 cm

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.

A recording of Andrew Picard talking in the 'Baptists doing research' series 2018. Andrew Picard lectures in Public Theology and Systematic Theology at Carey Baptist College. His interests are found at the intersectional possibilities of interdisciplinary research in theology and culture and their implications for Christian faith and life. Along with teaching, Andrew is completing his PhD which explores Colin Gunton’s trinitarian theology of culture.  This talk is titled  From Whiteness towards Witness: Revelation and Repentance as Unbelonging to Empire.

A recording of Andrew Picard talking in the 'Baptists doing research' series 2018. Andrew Picard lectures in Public Theology and Systematic Theology at Carey Baptist College. His interests are found at the intersectional possibilities of interdisciplinary research in theology and culture and their implications for Christian faith and life. Along with teaching, Andrew is completing his PhD which explores Colin Gunton’s trinitarian theology of culture.  This talk is titled  From Whiteness towards Witness: Revelation and Repentance as Unbelonging to Empire.

A recording of Andrew Picard talking in the 'Baptists doing research' series 2018. Andrew Picard lectures in Public Theology and Systematic Theology at Carey Baptist College. His interests are found at the intersectional possibilities of interdisciplinary research in theology and culture and their implications for Christian faith and life. Along with teaching, Andrew is completing his PhD which explores Colin Gunton’s trinitarian theology of culture.  This talk is titled  From Whiteness towards Witness: Revelation and Repentance as Unbelonging to Empire.

A recording of Andrew Picard talking in the 'Baptists doing research' series 2018. Andrew Picard lectures in Public Theology and Systematic Theology at Carey Baptist College. His interests are found at the intersectional possibilities of interdisciplinary research in theology and culture and their implications for Christian faith and life. Along with teaching, Andrew is completing his PhD which explores Colin Gunton’s trinitarian theology of culture.  This talk is titled  From Whiteness towards Witness: Revelation and Repentance as Unbelonging to Empire.

This is a recording of Adrienne Wood talking in the 'Baptists doing research' series 2018. Adrienne Wood is an experienced secondary school teacher and more recently a student of human development. She has a particular interest in children presenting with complex behavioural and learning needs, and has studied the attachment-based developmental theory of Canadian psychologist Gordon Neufeld, applying it to engaging disaffected learners by putting relationship first. She is a long standing Citysider, mother of two adolescents, and lover of the nature and the mountains.

In 1991, a study was conducted to determine the effectiveness of the institutional research (IR) office at Miami-Dade Community College (M-DCC). Two surveys were used to gather information for the study. The first was sent to the 285 M-DCC employees and board members on the IR office's mailing list, while the second was sent to 43 individuals, including IR personnel at other Florida community colleges, personnel at the Division of Community Colleges, and members of the Post-Secondary Education Planning Commission. Overall, about 35% of those surveyed at M-DCC returned their questionnaires, while statewide, 62% of those surveyed responded. Results indicated a high level of information use of IR reports by M-DCC respondents, and the vast majority of respondents found the information useful in decision making. IR publications generally received high ratings on the dimensions of timeliness of information, usefulness of information, readability, accuracy, ability to sustain interest, and objectivity. In addition, respondents who had requested individual information from the office in the previous 6 months were almost uniformly pleased with the information and help they received. Results from the statewide survey were also generally positive. Almost all (90%) of the respondents were aware of M-DCC's Institutional Research office, and 70% had used the results of M-DCC studies in their own work. On every area of the survey, over 85% of the respondents rated the office as "good" or "excellent." Appendixes provide survey results and questionnaires. (JMC)

Welcome to the "Extraordinary Students Doing Extraordinary Research" podcast series, which highlights students from the UM's RBC Scholars in Sustainable Agriculture Program and their research.In this episode, host Peter Frohlich, research development coordinator with the National Centre for Livestock and the Environment talks with RBC Scholar Fatemeh Mohammadian, a student in the Faculty of Agricultural and Food Sciences. In her research, she is exploring innovative strategies for managing infectious diseases on swine farms, with a focus on post-weaning diarrhea in piglets.

Welcome to the "Extraordinary Students Doing Extraordinary Research" podcast series, which highlights students from the UM's RBC Scholars in Sustainable Agriculture Program and their research.In this episode, host Peter Frohlich, research development coordinator with the National Centre for Livestock and the Environment talks with RBC Scholar Fatemeh Mohammadian, a student in the Faculty of Agricultural and Food Sciences. In her research, she is exploring innovative strategies for managing infectious diseases on swine farms, with a focus on post-weaning diarrhea in piglets.

Welcome to the "Extraordinary Students Doing Extraordinary Research" podcast series, which highlights students from the UM's RBC Scholars in Sustainable Agriculture Program and their research.In this episode, host Peter Frohlich, research development coordinator with the National Centre for Livestock and the Environment talks with RBC Scholar Fatemeh Mohammadian, a student in the Faculty of Agricultural and Food Sciences. In her research, she is exploring innovative strategies for managing infectious diseases on swine farms, with a focus on post-weaning diarrhea in piglets.

Welcome to the "Extraordinary Students Doing Extraordinary Research" podcast series, which highlights students from the UM's RBC Scholars in Sustainable Agriculture Program and their research.In this episode, host Peter Frohlich, research development coordinator with the National Centre for Livestock and the Environment talks with RBC Scholar Fatemeh Mohammadian, a student in the Faculty of Agricultural and Food Sciences. In her research, she is exploring innovative strategies for managing infectious diseases on swine farms, with a focus on post-weaning diarrhea in piglets.

Welcome to the "Extraordinary Students Doing Extraordinary Research" podcast series, which highlights students from the UM's RBC Scholars in Sustainable Agriculture Program and their research.In this episode, host Peter Frohlich, research development coordinator with the National Centre for Livestock and the Environment talks with RBC Scholar Fatemeh Mohammadian, a student in the Faculty of Agricultural and Food Sciences. In her research, she is exploring innovative strategies for managing infectious diseases on swine farms, with a focus on post-weaning diarrhea in piglets.

Includes index

Australia has been the site of significant school facility design innovation during the past decade. This innovation was showcased in 2013 in a report released by the Organisation for Economic Cooperation and Development (OECD) titled "Innovative Learning Environments, Educational Research and Innovation." It featured case studies of 40 exemplary schools from around the world. Of these, seven were from Australia, including six from Victoria. While international attention directed towards the designs of Australian schools is nice, there remains little empirical evidence to attest to the effectiveness of these and other innovative school facilities in supporting desired and emerging pedagogies in primary and secondary schools. The Towards Effective Learning Environments in Catholic Schools: An Evidence Based Approach (TELE) project was set up in 2015 as a collaborative research initiative between Catholic Education Melbourne (CEM) and the Learning Environments Applied Research Network (LEaRN) at the University of Melbourne. Over three years (2015-2017) the project aims to develop empirical evidence and subsequent guidelines that can aid decisions about how best to design and use of learning environments (school facilities) in primary and secondary schools. During the course of the project, the pedagogical effectiveness of 36 learning environments in primary and secondary schools will be evaluated across the Melbourne Diocese using LEaRN Evaluation Module 3--Alignment of Pedagogy and Learning Environments. In doing so, the project seeks to answers to the following questions: 1) How can Catholic school learning environments be designed and used to best pedagogical effect?; 2) How well aligned are contemporary pedagogies with the designs of learning environments in Catholic schools in the Melbourne Diocese?; 3) What influence do different building typologies have on this alignment?; 4) How can the alignment between contemporary pedagogies and the design of school learning environment be improved?; and 5) Is there any correlation between the relative alignment of pedagogies and learning environments and the learning outcomes achieved by students (non-causal)? For the purposes of the project, learning environments have been delineated by the adjoining spaces used by a class, cohort or year level at the same school, including shared zones that have consistent physical features. Five spatial typologies (A to E), as identified by Dovey and Fisher (2014), have been used to group learning environments with similar spatial arrangements. These typologies are differentiated by their relative degree of openness, from traditional classrooms (enclosed) to permanently open-plan spaces (open). Using a strategic sampling technique, an even distribution of each building typology will be evaluated over the course of the three-year project to help identify which learning environments (including furniture, fit-out, and cultural practices) are the most supportive of contemporary pedagogies, as envisaged by CEM and the participating schools. This paper reports on progress towards the development of evidence-based guidelines for the design of contemporary schools, as derived from the program of learning environment evaluation described above.

A collaborative approach to educational research was used by an elementary school principal and a university researcher. The principal's daily activities were studied, as was the relationship of the roles she performed to instructional leadership. Data were collected mainly from participant observation and field notes. The principal performed six roles: personal confidante; procurator; problem solver; building organizer; monitor; and district liason. The managerial role affected instruction and curriculum indirectly through school climate. The project was successful because both participants considered themselves as equal co-investigators and agreed on objectives, data collection methods, and who performed the research. Both individuals also possessed the necessary skills to accomplish the project. As for the collaborative method, four concerns were discovered: (1) confidentiality of interviewees and observers when both researchers share data; (2) reactivity-bias in actions based on awareness of the research; (3) differing roles and responsibilities; and (4) participants isolation when the research is completed. (GDC)

European Research Group Chairman Mark Francois gives his view on MPs voting through the Windsor Framework. Watch on TV: Virgin 604, Freesat 216, Sky 512, Freeview 236, YouView 236 Listen on DAB+ Radio Download the GB News App to watch live wherever you are, catch up with all our shows and get the latest news from the GBN family. https://www.gbnews.uk/freegbapp Don't forget to follow us on social media too! Twitter: https://twitter.com/GBNEWS Facebook: https://www.facebook.com/GBNewsOnline Instagram: https://www.instagram.com/gbnewsonline/ LinkedIn: https://www.linkedin.com/company/gb-news/ TikTok: https://www.tiktok.com/@gbnews

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Malcolm Roberts https://twitter.com/Risemelbourne/status/1664187245858017280 Bernard Valter Music https://www.youtube.com/@BernardValterMusicandArt Bernard Valter Art https://www.konst.se/bvalter Thanks to supporters https://www.patreon.com/sanityforsweden Buy me a beer https://www.buymeacoffee.com/sanity4swe2 S4S here https://twitter.com/sanity4sweden https://gettr.com/user/sanity4sweden https://rumble.com/user/Sanity4Sweden https://mewe.com/i/sanity4sweden https://www.bitchute.com/channel/sanity-for-sweden/ Bastard Shaman - on reincarnation https://www.youtube.com/@bastardshaman9372

Cory Tobin: founder of a biohackerspace in Los Angeles "I'm the founder of biohackerspace. I'm a grad student at Caltech studying plants genetic I create a biohackerspace to allow citizen science, people without credential to do science." "The major issue I find in research is the cost of doing science. It's difficult for beginners to get into science even if they have all the knowledge because, it's so much equipment they don't have 10000 dollars to spend in science" "With hackerspaces, we are trying to lower that cost. You can come to our laboratory for free" "I hope to see more biochemistry, more biotech oriented stuff" "we need more people more more money more equipment little more money more equipment"

A 101 guide on good historical research practices that anyone interested in history could use! Support me on Patreon: https://patreon.com/BadEmpanada Or on Ko-fi: https://ko-fi.com/BadEmpanada Twitch stream: https://twitch.tv/BadEmpanada Follow my Instagram: https://instagram.com/BadEmpanada Become a member on YouTube: https://www.youtube.com/BadEmpanada/join Second Channel: https://www.youtube.com/channel/UCjY9R3_6sxfUViabj93Vnhw #History #Historiography #Guide 00:00 Introduction 01:40 Primary vs Secondary sources 06:53 Analyzing sources 16:08 Finding & identifying sources 21:32 Additional considerations 29:20 Using search engines & initial considerations in action 34:41 A challenge for YOU, the viewer!

We analyze data from 5 different experimental designs, 7 different data collection sites, 98 different treatments, 585 individuals, a total of 540,883 seconds of facial electromyography (fEMG) recordings and half a million of .1 seconds of skin conductance recordings.

ACS Virtual Lecture Series talk by Elena Hristova (Bangor University, Wales), titled '“A good kid doing a job!” or “my advice to you is to listen more carefully to what is being said to you”: women interviewing men and the formation of professional identity in media research', October 20th, 2022. Abstract: How do we do research? How do we ask questions of our research subjects? How do we choose our subjects? How much of us, the researcher, is imprinted onto the data we produce? This lecture tackles these questions by looking at the labour practices of female interviewers working for the Bureau of Applied Social Research at Columbia University in the summer of 1945. Around twenty women interviewed 150 white working-class men in the parks, streets, and union halls of New York. They asked them to view anti prejudice cartoons and recorded the men’s responses to interview questions. These responses were coded, tabulated, analysed, and submitted as a report on the effectiveness of antiprejudice visual propaganda; the method of in-depth interviewing used in this study (and others undertaken at the time) became part of standard communication and media research methodology. Re-reading the interview transcripts, however, spotlights a parallel narrative: young women using their gendered identity to compel men to participate in a study, and managing the men’s behaviour so as to complete the interview; young women recording answers punctuated with commentary to demonstrate to their superiors their expertise on their research subjects (and so make themselves invaluable for future studies); and young women claiming professionalism as social scientific researchers. Being an interviewer was more than just a job – it was a way to form one’s professional identity in relation to ideas about scientific expertise, gender, race, and class. Bio: Elena Hristova is a Lecturer in Film and Media at Bangor University, Wales, UK. She is a historian of U.S. media and culture and researches the intersection of social movements, media research, visual culture, gender, race, and class. She has published in the International Journal of Communication and has edited several issues of Teaching Media Quarterly , an online open-access peer-reviewed journal. With Carol Stabile and Aimee-Marie Dorsten, Hristova is the editor of The Ghost Reader: Recovering Women’s Contributions to Media Studies (forthcoming, Goldsmiths Press). She lives in Gwynedd with her daughter and husband.