Relevant bibliographies by topics / (laura smith)

Academic literature on the topic '(laura smith)'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "(laura smith)"

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Scherer, Joanna Cohan. "Horace Poolaw: Photographer of American Indian Modernity (Smith)." Museum Anthropology Review 11, no. 1-2 (May 23, 2017): 42–44. http://dx.doi.org/10.14434/mar.v11i1.23551.

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Halper, Donna L. "Indian Sound Cultures, Indian Sound Citizenship, Laura Brueck, Jacob Smith and Neil Verma (eds) (2020)." Radio Journal:International Studies in Broadcast & Audio Media 19, no. 2 (October 1, 2021): 327–29. http://dx.doi.org/10.1386/rjao_00050_5.

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Review of: Indian Sound Cultures, Indian Sound Citizenship, Laura Brueck, Jacob Smith and Neil Verma (eds) (2020)Ann Arbor, MI: University of Michigan Press, 338 pp.,ISBN 978-0-47205-434-3, p/bk, USD 44.95
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BAKER, D. B. "Pfeiffer, Wallace, Allen and Smith: the discovery of the Hymenoptera of the Malay Archipelago." Archives of Natural History 23, no. 2 (June 1996): 153–200. http://dx.doi.org/10.3366/anh.1996.23.2.153.

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The travels of Mme Ida Laura Pfeiffer, Alfred Russel Wallace and Charles Allen in the Malay Archipelago between the years 1851 and 1862 are summarized with a view to establishing more precise data for their collections; details of the disposal of their entomological collections are given and collection data amplified; and the publication of their Hymenoptera by Frederick Smith is outlined. Short lives of Mme Pfeiffer, of Charles Allen, and of Frederick Smith are given.
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McBride, Laura, and Mariko Smith. "The Unsettled exhibition: Laura McBride and Mariko Smith in conversation." Aboriginal History Journal 46 (July 4, 2023): 77–107. http://dx.doi.org/10.22459/ah.46.2022.04.

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Hauser, Katherine. "Horace Poolaw: Photographer of American Indian Modernity by Laura E. Smith." Great Plains Quarterly 37, no. 2 (2017): 151–52. http://dx.doi.org/10.1353/gpq.2017.0028.

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Tiya Miles. "“Shall Woman's Voice Be Hushed?”: Laura Smith Haviland in Abolitionist Women's History." Michigan Historical Review 39, no. 2 (2013): 1. http://dx.doi.org/10.5342/michhistrevi.39.2.0001.

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Tiya Miles. ""Shall Woman's Voice Be Hushed?": Laura Smith Haviland in Abolitionist Women's History." Michigan Historical Review 39, no. 2 (2013): 1–20. http://dx.doi.org/10.1353/mhr.2013.0040.

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Smith, Laura. "“Simply what my work has told me:” An Interview with Richard Tuttle." Brock Review 11, no. 1 (March 22, 2010): 63–69. http://dx.doi.org/10.26522/br.v11i1.106.

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Artist Richard Tuttle sits down with Laura Lake Smith in Maine to chat about his recent work and what he has learned during his career as an artist. Tuttle speaks about perseverance in the art world, his contributions to art, making an art for everyone, and how art should create “value.” He also discusses why he recently threw out an entire year’s worth of work and why not being a mega art star is alright with him.
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Silvers, Penny, Priya M. Shah, and Sarah Fox Sparber. "Professional Reading for Middle Level Educators." Voices from the Middle 18, no. 3 (March 1, 2011): 65–67. http://dx.doi.org/10.58680/vm201113573.

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Reviewed are books that present ways to use the many and varied literacies of reading, writing, music, art, and digital technologies to engage our students in powerful learning: Adolescents and Digital Literacies: Learning Alongside Our Students by Sara Kajder; The Socially Networked Classroom: Teaching in the New Media Age by William Kist; Fresh Takes on Teaching Literary Elements: How to Teach What Really Matters about Character, Setting, Point of View, and Theme by Michael W. Smith and Jeffrey D. Wilhelm; The Magic of Middle School Musicals by Victor Bobetsky; Teaching Middle School Writers: What Every English Teacher Needs to Know by Laura Robb.
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Viding, Essi, Pasco Fearon, Tom Wu, Alex Lloyd, Laura Lucas, Roslyn Law, and Jaime Smith. "Building resilience: Key to protecting adolescent mental health." Open Access Government 41, no. 1 (January 22, 2024): 184–85. http://dx.doi.org/10.56367/oag-041-11194.

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Building resilience: Key to protecting adolescent mental health Essi Viding, Pasco Fearon, Tom Wu, Alexander Lloyd, Laura Lucas, Roslyn Law, and Jaime Smith discuss new approaches to preventing adolescent mental health problems from emerging. Adolescence is a period of heightened vulnerability to developing mental health problems. Rates of mental health disorder among adolescents have increased in the last decade(1). In light of the vast associated interpersonal and economic costs(2,3) , it is striking how few resources have been invested in advancing our understanding of how to effectively prevent mental health problems developing before they become entrenched, particularly in adolescents who are at high risk.
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Dissertations / Theses on the topic "(laura smith)"

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Metz, Katharina [Verfasser]. "Shame as narrative strategy : prose by Scottish writers Laura Hird, Jackie Kay, A. L. Kennedy and Ali Smith / vorgelegt von Katharina Metz." 2009. http://d-nb.info/1010181084/34.

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Books on the topic "(laura smith)"

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Johnson, Lauri. Project equal: A closer look : an interdisciplinary approach to understanding stereotyping / Lauri Johnson and Sally Smith. New York: New York City Board of Education, Office of the Deputy Chancellor for Instruction and Development, 1988.

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1944-, Smith Sally, and New York (N.Y.). Board of Education., eds. Project equal: A closer look : an interdisciplinary approach to understanding stereotyping / Lauri Johnson and Sally Smith. New York: New York City Board of Education, Office of the Deputy Chancellor for Instruction and Development, 1988.

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1944-, Smith Sally, and New York (N.Y.). Board of Education, eds. Project equal: A closer look : an interdisciplinary approach to understanding stereotyping / Lauri Johnson and Sally Smith. New York: New York City Board of Education, Office of the Deputy Chancellor for Instruction and Development, 1988.

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4

Projekcie: Photographic installations : Ben Baer, Alison Marchant, Chris Wainwright, Laura Smith. Sheffield: Site Gallery in co-operation with the Tatranská Gallery, 1995.

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5

Instructor's manual to accompany The Reader's handbook by Brenda D. Smith and the lifelong reader by Brenda D. Smith and Laura C. Headley. New York: Longman, 2001.

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6

Grissom, Shelly A. McCoy. An examination of a woman's life work: Laura Smith Haviland and the founding of the Raisin Institute. 2007.

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Haviland, Laura S. A Woman's Life-Work - Labors and Experiences of Laura S. Haviland. Brilliant Women - Read & Co., 2022.

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Haviland, Laura S. A Woman's Life-Work. IndyPublish.com, 2003.

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Haviland, Laura S. Woman's Life-Work: Labors and Experiences. Capital Communications, Incorporated, 2017.

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Haviland, Laura S. A Woman's Life Work. Kessinger Publishing, 2004.

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Book chapters on the topic "(laura smith)"

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"LAURA SMITH." In Artists/Hawaii, 92–97. University of Hawaii Press, 1996. http://dx.doi.org/10.1515/9780824844097-018.

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"Bohannan, Laura Altman Smith." In Biographical Dictionary of Social and Cultural Anthropology, 85–96. Routledge, 2004. http://dx.doi.org/10.4324/9780203644591-7.

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Mazzoli Smith, Laura. "25. Diversifying Discourses of Progression to UK Higher Education Through Narrative Approaches." In Discourses We Live By, 549–68. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0203.25.

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Laura Mazzoli Smith considers widening participation in higher education in the light of Williams’ notion of resources of hope. Taking an autoethnographic approach, Laura demonstrates how her reading of Iris Murdoch as a young person facilitated her own entry into higher education. Through understanding Murdoch as someone who challenged orthodox worldviews, she found the confidence to develop a personalized counter-narrative to allow her to break with family tradition and open up new pathways of progression.
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Jagger, Jasmine. "Smith’s Scratches." In Rhythms of Feeling in Edward Lear, T. S. Eliot, and Stevie Smith, 148–201. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198868804.003.0004.

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This chapter reviews the poetic composition of Stevie Smith as affect-driven, looking in particular at dramatizations of rage and tiredness. It advances criticism by Frances Spalding (1989), challenges studies by Laura Severin (1997) and Romana Huk (2005), tests anthropological theories by Mary Midgley (2002) and Konrad Lorenz (1963), and contributes to thinking about medical disorder by Oliver Sacks (2011). Locating moments in which this affect is dramatized as creatively upsetting poetic form, it provides one of the first looks at Smith’s archival drafts, and traces the ways in which her composition is influenced by affect, both visually and verbally.
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Krohn, Raymond James. "What Was Antislavery For?" In Abolitionist Twilights, 191–218. Fordham University Press, 2023. http://dx.doi.org/10.5422/fordham/9781531505592.003.0008.

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This chapter opens with a discussion of the 1870 disbandment of the American Anti-Slavery Society, thereby bookending the introductory section’s consideration of how the AASS dissolution issue had emerged and intensified during the Civil War. After summarizing key findings from each of the previous chapters, it additionally focuses on such late-in-life chroniclers and commemorators of abolitionism as Elizabeth Buffum Chace (Anti-Slavery Reminiscences, 1891); Lucy N. Colman (Reminiscences, 1891); Sarah H. Southwick (Reminiscences of Early Anti-Slavery Days, 1893); and Laura Smith Haviland (A Woman’s Life-Work, 1881/1897). Rather than contesting a post-1876 trajectory whereby white abolitionist men increasingly distanced themselves from an ongoing African American freedom struggle, the quartet of white antislavery women featuring in the finale composed memorial and historical literature that further corroborates the study’s overarching theme of atrophy and demise. This chapter, then, reveals that Chace’s pursuit of women’s rights, Colman’s passion for freethought, and Haviland’s commitment to anti-alcohol marked the displacement of equal Black rights from the minds of veteran white abolitionists who remained robust reformers during their twilight years.
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Winesmith, Keir, and Suse Anderson. "Lara Day + David Smith." In The Digital Future of Museums, 60–73. Routledge, 2020. http://dx.doi.org/10.4324/9780429491573-6.

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"LADY DETECTIVES—ALEXANDER MCCALL SMITH AND LAURI KUBUITSILE." In Novels of Botswana in English, 1930-2006, 115–34. African Heritage Press, 2014. http://dx.doi.org/10.2307/j.ctvgc60kx.8.

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Marcus, Laura. "“Some ancestral dread:” Woolf, Autobiography, and the Question of “Shame”." In Virginia Woolf and Heritage. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781942954422.003.0038.

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In this essay, Laura Marcus explores the interconnections of shame, sexuality and the self in Woolf’s autobiographical writing. Drawing on Woolf’s epistolary discussions with Ethel Smyth as well as her speculation on the origins of shame in A Sketch of the Past, Marcus offers a new reading of Woolf’s ‘ancestral dread’ that goes beyond its plausible origin in her sexual abuse by her brother. Situating Woolf’s responses in relationship to a range of disciplines including psychoanalysis, philosophy as well as a tradition of confessional literature, Marcus therefore shows how Woolf uses the concept of ‘shame’ for a productive exploration of identity, memory and the exposure of the self’s intimacies in writing.
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Reports on the topic "(laura smith)"

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Naffi, Nadia, Ann-Louise Davidson, and Didier Paquelin. Perturbation dans et par les bureaux de soutien à l’enseignement pendant la pandémie COVID-19: Innover pour l'avenir de l'enseignement supérieur. Observatoire international sur les impacts sociétaux de l’intelligence artificielle et du numérique, September 2020. http://dx.doi.org/10.61737/dmbr6218.

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Aujourd'hui, la communauté éducative dans son ensemble est confrontée à un défi universel : se préparer à l'ère de la post-pandémie-COVID-19. Ce défi signifie qu’il faut assurer un enseignement équitable et de qualité ainsi qu'une évaluation efficace et efficiente de l'apprentissage selon des modalités hybrides, flexibles ou entièrement à distance. En outre, les bureaux de soutien à l’enseignement (BSE) jouent un rôle essentiel pour relever et surmonter ce défi. Ce livre blanc met en lumière la manière dont les BSE, les centres d'enseignement et d'apprentissage et les entités équivalentes ont abordé et prévoient d'aborder les tendances et les problèmes de l'apprentissage numérique dans le contexte de la perturbation de l'enseignement causée par la COVID-19. Il commence par un aperçu du rôle traditionnel que les BSE et les entités équivalentes ont joué depuis leur création dans les établissements d'enseignement. Il décrit ensuite comment ce rôle a évolué pour devenir les premiers intervenants académiques dans le contexte de la pandémie COVID-19. Le document se poursuit par une discussion approfondie sur les défis auxquels les BSE ont été confrontés depuis l'éruption de la pandémie en mars 2020 et ceux qu'ils anticipent pour les semestres à venir. Il énumère également des exemples concrets de mesures qu'ils ont prises pour faire face à ces défis. En outre, il fournit des informations détaillées sur une action majeure entreprise par tous, à savoir le partage public d'une abondance de ressources pour soutenir le corps enseignant et les étudiants pendant la transition en ligne. Cette discussion met en évidence les ressources pertinentes en matière d'équité. La dernière section de ce document présente les leçons apprises et les recommandations des centres aux centres, ainsi que les commentaires d'experts et de chercheurs du domaine avec des idées et des approches adaptées au mandat actuel des centres pour les aider à mieux faire face à ce qui s'en vient. Les recommandations de ce livre blanc s’appliquent aux établissements d'enseignement, aux membres du corps enseignant, aux étudiants et aux décideurs politiques. Ce livre blanc a été préparé dans le cadre des travaux de l’Observatoire international sur les impacts sociétaux de l’IA et du numérique (OBVIA) sur les effets des systèmes d’intelligence artificielle et des outils numériques déployés pour lutter contre la propagation de la COVID-19 sur les sociétés soutenus par les Fonds de recherche du Québec (FRQ). Il a été rédigé par Nadia Naffi PhD, Université Laval, soutenue par la Chaire de leadership en enseignement (CLE) sur les pratiques pédagogiques innovantes en contexte numérique – Banque Nationale, la Chaire de recherche « Maker Culture » de l’Université Concordia, avec la participation des chercheur·e·s Ann-Louise Davidson PhD, Concordia University, Roger Kaufman PhD, Florida State University, Richard E (Dick) Clark PhD, University of Southern California, Brian Beatty PhD, San Francisco State University, Didier Paquelin PhD, Université Laval, des consultants Dawn M. Snyder PhD, Dawn Snyder Associates, et Guy Wallace, EPPIC Inc, et des assistante·s de recherche Azeneth Patino, Université Laval, Edem Gbetoglo, Université Laval, Nathalie Duponsel, Concordia University, Céleste Savoie, Université Laval, Isabelle Fournel, Université Laval, et Ivan Ruby, Concordia University. Un grand merci aux auteurs invités qui ont contribué au livre blanc (par ordre alphabétique): Barbar Akle PhD, Lebanese American University, Fawzi Baroud PhD, UNESCO & Notre Dame University, Tony Bates PhD, Ryerson University & Contact Nord, Chris Dede PhD, Harvard University, Julie Desjardins PhD, Université de Sherbrooke, Rula Diab PhD, Lebanese American University, Moira Fischbacher-Smith PhD, University of Glasgow, Aline Germain-Rutherford PhD, University of Ottawa, David Hornsby PhD, Carleton University, Jaymie Koroluk, Carleton University, Hubert Lalande, University of Ottawa, Patrick Lyons, Carleton University, Florian Meyer PhD, Université de Sherbrooke, Richard Pinet, University of Ottawa, Annie Pilote PhD, Université Laval, Dragana Polovina-Vukovic, Carleton University, Bart Rienties PhD, Open University, Roland van Oostveen PhD, Ontario Tech University, et Laura Winer PhD, McGill University. Et un remerciement spécial aux dix-neuf centres d'enseignement et d'apprentissage et aux équipes équivalentes du Canada, des États-Unis, du Liban, du Royaume-Uni et de la France pour leur temps et les expériences qu'ils ont partagées avec notre équipe. Tous les centres faisaient face à des défis très difficiles et ont pourtant trouvé le temps de soutenir ce travail.
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