Relevant bibliographies by topics / Entwistle

Academic literature on the topic 'Entwistle'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Entwistle"

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Tamblyn, Amber. "Peg Entwistle." Iowa Review 44, no. 1 (March 2014): 154–55. http://dx.doi.org/10.17077/0021-065x.7454.

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Lee, Pauline. "Annie Entwistle." Nursing Standard 8, no. 25 (March 16, 1994): 42–43. http://dx.doi.org/10.7748/ns.8.25.42.s53.

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Bonadio, Maria Claudia, Henrique Grimaldi Figueredo, and Rita Morais de Andrade. "Entrevistando Joanne Entwistle..." dObra[s] – revista da Associação Brasileira de Estudos de Pesquisas em Moda 12, no. 27 (December 19, 2019): 221–37. http://dx.doi.org/10.26563/dobras.v12i27.992.

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É uma pergunta muito boa. Meu interesse surgiu depois que terminei a minha graduação na Goldsmiths, em Comunicação e Sociologia, na qual tive a sorte de ser ensinada por Dick Hebdige, professor do Departamento de Comunicação e um dos fundadores dos Estudos Culturais na Grã-Bretanha. [...]
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Conlon, Frank F. "Alan Entwistle 1949–1996." Journal of Asian Studies 55, no. 3 (August 1996): 803–5. http://dx.doi.org/10.1017/s0021911800061404.

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Bustamante-Arango, Edwin. "Educación política para la construcción de sociedades democráticas." Forum. Revista Departamento de Ciencia Política, no. 20 (July 1, 2021): 262–70. http://dx.doi.org/10.15446/frdcp.n20.94450.

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Entwistle, Jane. "President's end-of-term report: a year of change." Structural Engineer 101, no. 1 (January 3, 2023): 10–11. http://dx.doi.org/10.56330/ffyf1696.

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Entwistle, Jane. "Knowledge, skills, history - a foundation for a climate-positive future." Structural Engineer 100, no. 2 (February 1, 2022): 10–17. http://dx.doi.org/10.56330/fmqn2258.

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President's Inaugural Address. 2022 IStructE President Jane Entwistle explains why structural engineers need to learn to value their past, to respect the skills and decisions made in the past and work with them to provide a better future built environment.
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Raeburn, Toby, Carol Liston, Jarrad Hickmott, and Michelle Cleary. "Life of Martha Entwistle: Australia's first convict mental health nurse." International Journal of Mental Health Nursing 27, no. 1 (June 3, 2017): 455–63. http://dx.doi.org/10.1111/inm.12356.

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Davies, Peter. "Open Dialogue peer review: A response to Entwistle & Nisbet." Psychology of Education Review 37, no. 1 (2013): 15–17. http://dx.doi.org/10.53841/bpsper.2013.37.1.15.

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Prosser, Michael. "Open Dialogue peer review: A response to Entwistle & Nisbet." Psychology of Education Review 37, no. 1 (2013): 21–22. http://dx.doi.org/10.53841/bpsper.2013.37.1.21.

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Dissertations / Theses on the topic "Entwistle"

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Chang, Yin-Huei, and 張茵惠. "Crucifix entwisted with Roses:Culture Study on BL Audience." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/85331854285012697186.

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碩士
臺灣大學
新聞研究所
95
The research starts with review of literatures on BL (Boy’s Love) in girls’ manga in Taiwan. It is found that BL, as a unique genre, does not feature description of homosexual relationships. In addition, it is attempted to find shared characteristics in BL audience through in-depth Interview, results ff which are demonstrated in form of history, which is mainly composed of BL reading experiences, gender consciousness, and life experience. Since existing literatures do not included enough discussions on gender consciousness of the audience, four research questions concerning BL audience are raised in the research: 1. Gender identity and sexuality 2. Life experiences and gender consciousness 3. Source of satisfaction in reading BL 4. and recreating of BL reading meaningfulness. In past researches, it is inferred that there are only heterosexual female BL audience, and no male ones. However, it is found in this research that female BL audience in Taiwan are not all heterosexual. Instead, there are also bisexual ones. furthermore, there are indeed male BL audience in Taiwan, either bisexual or homosexual. It is clear that female BL audience are against femininity in their gender. With description of life experience and gender consciousness, these female audience are demonstrated as challenging gender stereotype and heterosexuality structure. They refuse to be defined as weak, dependent losers, and are tired of being criticized on their look. Female BL audience love BL stories not only because they can see unconventional male characters, but also because they could avoid being gazed as in heterosexual stories. The most important thing is, BL enables the audience to imagine a “world of fairness”, in which two persons interact with each other without anyone of them being socially, professionally or economically superior or inferior to the other. This utopian situation is missing in present pop heterosexual stories. As for male audience, they do not prefer typical gay stories, which are too bitter for them. Thus, unrealistically romantic atmosphere in BL serves as an escape from reality. Surprisingly, male audience view highly of romance, and romantic scenes seem to be more appealing to them than sexy ones. Knowing that BL is mainly created by females and thus based on female imaginations, they are aware that what they read is unrealistic, but do not find it intriguing. Heterosexual or bisexual, female BL audience tend to accept that there are more than two genders existing, and learn to sympathize with gays and lesbians. Reading BL for fun, they also try to interact with gays in real life. Thus, we can say that they do have “queer moments” when reading BL. BL has implanted in these audience seeds of gender rebellion, which have not yet budded. However, dominant values still attempt to confine unconventional audience of BL, with some BL community prohibiting certain types of topics posted on the Internet.
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Books on the topic "Entwistle"

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Lowenthal, Anne W. Netherlandish mannerism in British collections: A loan exhibition, Entwistle Gallery, June 7-July 10, 1990. London: Entwistle Gallery, 1990.

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Heartless: The true story of Neil Entwistle and the cold brutal murder of his wife and child. New York: St. Martin's Paperbacks, 2008.

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Lang, George. Entwisted tongues: Comparative creole literatures. Amsterdam: Rodopi, 2000.

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Cain, Matt. Secret Life of Albert Entwistle. Kensington Publishing Corporation, 2022.

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Cain, Matt. Secret Life of Albert Entwistle. Headline Publishing Group, 2021.

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Entwistle, John. Bass Culture: The John Entwistle Guitar Collection. Sanctuary Publishing, Ltd., 2004.

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Jr, James Zeruk. Peg Entwistle and the Hollywood Sign Suicide: A Biography. Brand: McFarland, 2013.

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Rees, Paul. Ox: The Authorized Biography of the Who's John Entwistle. Hachette Books, 2020.

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Sarah Entwistle: Please Send This Book to My Mother. MIT Press, 2020.

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Rees, Paul. Ox: The Authorized Biography of the Who's John Entwistle. Hachette Books, 2020.

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Book chapters on the topic "Entwistle"

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"Stella Entwistle." In Destiny Obscure, 119–25. Routledge, 2013. http://dx.doi.org/10.4324/9781315003795-16.

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"12. Joanne Entwistle." In Modetheorie, 179–94. transcript-Verlag, 2014. http://dx.doi.org/10.14361/transcript.9783839422502.179.

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"12. Joanne Entwistle." In Modetheorie, 179–94. transcript Verlag, 2014. http://dx.doi.org/10.1515/transcript.9783839422502.179.

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Hart, Thomas R. "Romance Studies 2: Hispanic Literatures." In A Century of British Medieval Studies. British Academy, 2007. http://dx.doi.org/10.5871/bacad/9780197263952.003.0020.

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This chapter examines the history and developments in the study of medieval Hispanic literatures in Great Britain during the twentieth century. It explains that the importance of Hispanic studies in British universities increased greatly after the end of the First World War and that by 1925 there were four professorships in Spanish studies. The first chair of Spanish studies in Cambridge was J.B. Trend. Other notable British hispanists include William James Entwistle and Gerald Brenan.
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Vaughan, Norman. "Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education." In Educational Communities of Inquiry, 334–48. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2110-7.ch016.

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A number of educational researchers have stated that assessment drives learning in higher education (Biggs, 1998; Hedberg & Corrent-Agostinho, 1999; Marton & Saljo, 1984: Ramsden, 2003; Thistlethwaite, 2006). Entwistle (2000) indicates that the design of the assessment activity and the associated feedback can influence the type of learning that takes place in a course or program. For example, standardized tests with minimal feedback can lead to memorization and a surface approach to learning while collaborative group projects can encourage dialogue, richer forms of feedback, and deeper modes of learning. The purpose of this chapter is to demonstrate through a research study how the Community of Inquiry framework and digital technologies can be used to support a triad-approach to student assessment in higher education. This approach consisted of integrating self-reflection, peer feedback, and teacher assessment practices in a pre-service teacher education program at a Canadian University.
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"TABLE 12.2 Defining Features of Approaches to Learning and Studying (from Entwistle, 1997 p. 19)." In Intelligence and Personality, 232. Psychology Press, 2012. http://dx.doi.org/10.4324/9781410604415-35.

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"(21522) Entwisle [2.57, 0.16, 7.8]." In Dictionary of Minor Planet Names, 171. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-34361-5_1985.

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Reid-Entwistle, Ian. "Why I became an occupational physician …" In Why I Became an Occupational Physician and Other Occupational Health Stories, 211. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198862543.003.0168.

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Why I became an occupational physician … briefly explores the reasons and influences behind Ian Reid-Entwistle’s decision to pursue a career in occupational medicine. It takes us through his grandfather’s influence, early days as a medical officer on ships, and progression to be a founder member of the Faculty of Occupational Medicine.
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Oyserman, Daphna. "A Focus on Educucation." In Pathways to Success Through Identity-Based Motivation. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780195341461.003.0005.

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American students aspireto getgood grades and succeed in college (Rosenbaum, Deil-Amen, & Person 2006; Trusty, 2000). This is true across the socioeconomic spectrum (for a review, see Oyserman, 2013). American parents share these goals. They have high educational aspirations and expectations for their children even if their own educational and economic attainments are low (Entwisle et al., 2005; Kim, Sherraden, & Clancy, 2012; Madeira, 2009). Parental. In this paper I do not distinguish between aspirations and expectations. This is in contrast to other researchers who find it useful to make that distinction, with an aspiration involving hopes and dreams (e.g., “if you could be anything at all, what would you most hope and want to be?”) and an expectation involving subjective estimation of what is actually possible (e.g., “if you had to bet money on it, what will you be?”). Logically, the two are different. Hopes will be higher than expectations, since expectations imply that one could really do it and hopes imply only that one would want it to transpire. Researchers also assume that expectations are more likely to be linked to behavior than hopes, in part because expectations involve predictions of one’s own competence. An expectation is something one believes one has the skills and competence to attain; in that sense it is akin to how the term efficacy, or self-efficacy, is used. In education, expectancy-value theories (e.g., Wigfield & Eccles, 2000) predict that people will take action to attain valued school outcomes if they expect that they have the skills to attain these outcomes. Because aspirations are not defined as being linked to skills, within a value-expectancy framework, they are less central. Although all of these arguments are compelling, as I outline next, the parents and children who respond to surveys and are of interest to us here do not seem to be following this logic. The way that data on aspirations and expectations are collected in survey research is typically to ask children and their parents, first, how far they would ideally like to go in school and, second, how far they realistically expect to go in school.
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Conference papers on the topic "Entwistle"

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Allan Johnston, Kevin, and Susan Benvenuti. "News You Can Use." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3241.

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It is widely accepted that assessment determines learning: what is learnt, how the learning takes place, the extent to which the learning is retained, and the extent to which that learning can be further developed or applied (Biggs, 2003; Boud, Cohen, & Sampson, 1999; Entwistle & Entwistle, 1997; Rowntree, 1992). This paper examines an assessment intervention undertaken independently by two South African Universities in their first year Information Systems Courses, aimed at improving both the learning of content and the development of academic and career skills, within the constraints of curriculum, large classes and under-preparedness of students. Departing from a similar concept, the two universities designed and implemented the assessment tasks independently, with each experiencing different successes and challenges. Representing a first cycle in an Action Research study, the underlying rationale behind the interventions is presented, together with a detailed analysis of the two case studies and their shared lessons learned from the experience.
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