Relevant bibliographies by topics / Story telling

Academic literature on the topic 'Story telling'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Story telling"

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Trist, Karen, and J. Fiona Peterson. "Story Telling." International Journal of the Humanities: Annual Review 5, no. 9 (2007): 95–114. http://dx.doi.org/10.18848/1447-9508/cgp/v05i09/42213.

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Gullotta, Thomas P. "Story Telling." Journal of Primary Prevention 28, no. 1 (December 7, 2006): 27. http://dx.doi.org/10.1007/s10935-006-0064-6.

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Lule, Jack. "Telling the Story of Story." American Journalism 7, no. 4 (October 1990): 259–74. http://dx.doi.org/10.1080/08821127.1990.10731307.

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Gioia, Dana. "Telling Jeffers' Story." California History 87, no. 2 (January 1, 2010): 50–66. http://dx.doi.org/10.2307/25702954.

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Brophy, Peter. "Telling the story." Performance Measurement and Metrics 9, no. 1 (March 21, 2008): 7–17. http://dx.doi.org/10.1108/14678040810869387.

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Munn, Jean Correll. "Telling the Story." American Journal of Hospice and Palliative Medicine® 29, no. 3 (October 13, 2011): 201–9. http://dx.doi.org/10.1177/1049909111421340.

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Powis, Clare. "Telling My Story." Dramatherapy 18, no. 2 (June 1996): 12–15. http://dx.doi.org/10.1080/02630672.1996.9689417.

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Iannuzzelli, Paul. "Telling a story." Practical Pre-School 2007, no. 75 (April 2007): 1. http://dx.doi.org/10.12968/prps.2007.1.75.38592.

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Lockhart, Lisa, Diana D. Lopez, Mary “Shannon Baker, and Robin Larson. "Telling our story." Nursing Made Incredibly Easy! 14, no. 3 (2016): 14–19. http://dx.doi.org/10.1097/01.nme.0000481444.94985.1c.

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Ashenden, Dean. "Telling Tennant’s Story." History Australia 7, no. 3 (January 2010): 52.1–52.15. http://dx.doi.org/10.2104/ha100052.

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Dissertations / Theses on the topic "Story telling"

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Morris-Nunn, Robert William, and not supplied. "Story telling." RMIT University. Architecture and Design, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080506.150101.

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I believe it is possible to tell stories through architecture. Indeed, it is my practice to create buildings that tell stories. It is important to build and elaborate connections between past and present, to tease out memories and discover meanings. These define and strengthen a sense of community - in this instance the very community of which I am a part. My oeuvre springs from cultural - even anecdotal - reference points, more than from the work of my architectural forebears and compatriots. Other architects design through a creative interaction with their unconscious: they develop doodles and lines, and resolve them into ordered spatial environments. Instead, when I claim to design buildings that tell stories, I mean that I create a spatial identity that resonates with memories and unconscious associations. This entails the very deliberate ordering of spaces - external and internal - where cultural considerations and their associated meanings are developed from the outset, informing the whole design process. My materials are the traditional fabric of contemporary architecture. I use them to modify buildings and shape spaces to visual symbols, objects by association. My early work evolved in such a way that projects could be read as a illustrated story. I have more recently begun to engage in a more psychological 'place making' to conceive a building's form. The functional aspect of layout is always overlaid with visual imagery designed to evoke memories among the ordinary, mostly architecturally-illiterate people who use the buildings. I am continually challenged to create architectural forms that more effectively engage with the culture and traditions of people and place. But neither my architectural practice nor my designs can be termed 'traditional'. Here I seek to describe story-telling as an architectural form. Stories are my contextual framework for thinking. And story-telling is my way to connect buildings with people.
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Cowell, Naina. "Story telling : a dynamic assessment approach." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532931.

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Adolescents with language impairment frequently experience difficulties with story- telling tasks and the development of their story-telling or narrative abilities differ from those of typically developing young people. In this study a dynamic assessment and intervention approach was used to assist the development of narrative abilities of secondary-aged pupils with language difficulties. The initial phase of the study involved eliciting narratives from pupils using a wordless picture book. This was followed by two individually administered mediated learning experiences over a two-week period. Pupils' narratives were elicited and scored following this. The second phase involved small, group mediated teaching of narratives over a ten-week period at the end of which pupils' narratives were retested. Sixtysix pupils across four secondary schools participated in the study and were assigned to either an experimental or a control condition. A two-phase, sequential, mixed methods design incorporating both a within and a between subjects design using a test-mediate-retest method within a dynamic assessment paradigm was employed. Pupils' views were obtained through three focus groups. The views of the professionals involved in the intervention were obtained through post-intervention reflective sheets. A conventional content analysis that adopted a constructivist paradigm was used to analyse the data from the focus groups and the reflective sheets. A highly significant improvement was found in both the qualitative and quantitative aspects of the intervention group's narratives following the dynamic assessment and intervention phase and the group-mediated teaching sessions. However, a within-group analysis showed a slight decline in the quantitative but not the qualitative narrative measures following the group mediated teaching of narratives. The pupils in the intervention group also showed significant gains in their narrative performance on a standardised test of narrative ability following the group mediated teaching of narratives. A surprising result was that pupils in the control group showed a five percent improvement in the qualitative but not the quantitative aspects of their narratives. Pupils and professionals reported an increased awareness and understanding of the importance of narratives and the inclusion of aspects that made up a complete narrative. Pupils reported on how particular mediation strategies had helped them with their story telling while professionals reported an increased understanding of a mediated teaching approach. Pupils and professionals reported an increase in confidence and expressed a need to link the mediated teaching of narratives to class-work and monitoring systems used in school. In spite of the study's limitations, the results showed how the narrative abilities of secondary-aged pupils with language difficulties could be developed through a dynamic assessment and intervention approach enabling pupils to become active learners.
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Fitz-Gerald, Timothy A. "Cabaret Story-Telling: Building Your Act." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4808.

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This thesis adduces the benefits in teaching undergraduate theatre majors the competency to create a cabaret. It expostulates that doing so during college gives students an advantage in marketing themselves professionally. It substantiates the general lack of cohesive undergraduate training in this area. The results of a survey of casting directors, assessing the worth of implementing the study of cabaret into theatre curricula, are incorporated. Those that responded agreed that performing cabarets can play a role in a performer’s career, even if the opinions varied as to what that specific role is. There was general agreement that the study of cabaret could benefit students in ways which potentially go beyond securing immediate employment. I have included a sample syllabus for a course focusing on the construction, and performance of a cabaret. It is anticipated this would serve for a performance class taught during a student’s fourth year of undergraduate study.
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McCaffrey, Beth. "A story of stories." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/100253.

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This research took place over one academic year in a class of 7 children (6 to 7 years old) with statemented learning and language difficulties. The research aimed to explore the question “What can teachers learn from the stories children tell?” with the class teacher having the dual role of teacher and researcher. The research had two foci: the developmental evaluation of a particular pedagogical approach and an open-ended enquiry into what could be learned through the analysis of the stories told by children using a multi-perspective analysis grid. The pedagogical approach was formulated from certain guiding principles: the development of a “pedagogy of listening”, integrated and creative experiences with opportunities for multi-modal representations, the concept of “playful work”, opportunities for therapeutic play within the classroom, and the importance of giving prominence to stories and story-telling. These principles guided the development of a range of story-telling contexts within which the children told stories to the teacher who acted as scribe. The collection of 145 stories was then analyzed using the grid created for the research. This analysis incorporated an assessment of the language and story-telling skills of the children using a range of methods and an interpretation of the social and emotional meanings conveyed in the stories told. An assessment of the stories revealed that the children had made better than expected progress in their development of expressive language, but the meaning of their stories was to be found in different analyses than those used to assess language development. Teachers could learn much from the stories that the children told, but only if they interpreted the stories from a wide range of perspectives. The pedagogical approach was deemed sufficiently effective for the teacher/researcher to continue developing her practice under its guiding principles.
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Porcel, Juan Carlos. "Story telling engine based on agent interaction." Thesis, Linköping University, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12228.

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Comics have been used as a programming tool for agents, giving them instructions on how to act. In this thesis I do this in reverse, I use comics to describe the actions of agents already interacting with each other to create a storytelling engine that dynamically generate stories, based on the interaction of said agents.

The model for the agent behaviours is based on the improvisational puppets model of Barbara Hayes-Roth. This model is chosen due to the nature of comics themselves. Comics like those found on newspapers and children magazines are funny because their characters behaviour depends heavily on emotions, which is why this model is well suited for this application.

This project implements an emotion-based model for agent behaviour in a way that tells a story in the form of comic strips. For this, the model is adapted to a discrete time form since the actions no longer occur in real time (like in traditional simulation games) but rather in a sequence of frames or panels. The model is inspired by the analysis of time and space mechanics in comics by Scott McCloud. The emotional model is also adapted to reflect the rather extreme emotions and responses that characterize cartoon characters.

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Kramer, Kirstin M. "Telling Freud's Story: The Fictionalization of Freud." Thesis, Boston College, 2005. http://hdl.handle.net/2345/393.

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Thesis advisor: Robin Lydenberg
The figure of Sigmund Freud haunts the modern consciousness, but popular culture too often reduces Freud to a simplistic set of concepts or a figure of fun. The popular image of Freud is a reduction, a caricature – a fiction. The fictionalization of Freud is hardly a new development, however: the first person to fictionalize Freud was Freud himself. In writings such as The Interpretation of Dreams and the Dora case, Freud tells his own story, as well as the stories of his developing theory of psychoanalysis and his patient Ida Bauer. Writers like Hélène Cixous continue in Freud's own tradition as they probe Freud's unconscious mind and challenge his public persona, creating a portrait of Freud that is not a reductive caricature, but a thoughtful meditation on his personality and ideas. The following paper examines the ways that telling Freud's story can be meaningful and fruitful. Exploring the fictionalization of Freud suggests that any attempt to turn a real person into a text is in some sense a fictionalization and that this process is an essential part of the way that human beings understand others and the self
Thesis (BA) — Boston College, 2005
Submitted to: Boston College. College of Arts and Sciences
Discipline: English
Discipline: College Honors Program
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Pinault, David. "Story-telling techniques in the "Arabian nights" /." Leiden : E. J. Brill, 1992. http://catalogue.bnf.fr/ark:/12148/cb35559510t.

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Gelmini-Hornsby, Giulia. "Scaffolding children's collaborative story-telling through constructive and interactive story-making." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13911/.

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The main aim of this research was to investigate how children's collaborative storytelling could be scaffolded through technologically mediated resources and how these resources can be made more effective by scaffolding around them. The benefits of providing children with resources, encouraging them to construct their own representations and to interact with each other while they make their story were investigated with respect to the quality of their subsequent storytelling. The first piece of work presented in this thesis is a qualitative case study aimed at exploring how the collaborative storytelling task could be resourced with and without technology, as well as the effectiveness of scaffolding around the technology through adult guidance, and whether the potential benefits could be maintained once the additional guidance was withdrawn. Although the study found that the (technology mediated and non-technological) resources provided did not support for children's engagement in discussion and storytelling, providing scaffolding around these resources was effective at promoting discussion and good collaborative storytelling. Specifically, adult guidance designed to encourage children to articulate their story ideas through questions was shown to benefit children's engagement in discussion and the quality of their collaborative storytelling. Moreover, the children continued to engage in discussion and to produce well structured, rich and coherent stories once the additional guidance was withdrawn. The second study presented in this thesis was of an experimental nature. It built on the findings from the case study by employing more structured resources as well as making the task more ecologically valid for the children through the introduction of a real audience and the matching of the participants with familiar peers (i.e., school mates). The study investigated the benefits of encouraging children to construct their own representations by comparing a task where children were presented with pictures they could manipulate and a task where children were encouraged to construct their own dynamic drawings over these pictures. The study found that children's collaborative stories were longer when the children were encouraged to construct their own dynamic drawings. The stories were also qualitatively better, as they contained more structural elements and were richer in style. However no differences were found between the stories in the two tasks with respect to extent to which children were able to build coherently on each others' contributions. This is argued to have been due to the fact that little shared understanding was established among the children about their collaborative story as a result of a lack of engagement in interactive discussion. The third study was also experimental in nature, and it investigated the benefits of complementing children's construction with scaffolding specifically aimed at encouraging them to discuss their story as this was being made. The study compared a task where children making a story together were encouraged to construct their own dynamic drawings with a task where they were also required to use a set of question prompts to discuss their ideas. It was found that when they were required to engage in reciprocal questioning, the children discussed their story more. The quality of the children's collaborative stories was also better when the children were supported through question prompting. Not only were the stories longer, but they also contained more structural elements and were richer in style. Moreover, when they were telling their stories, the children built more coherently on each other's contributions. Finally, a correlation was found between the number and type of questions asked by the children while they were making their stories together and the quality of the stories produced. These findings suggest that the engagement in discussion combined with the construction of dynamic drawings encouraged children to articulate and elaborate on their story ideas, therefore enabling the production of longer and better stories. Also, the children's engagement with each others' ideas may have facilitated the establishment of a shared understanding about the collaborative story, thus making it possible for children to build on each others' ideas during storytelling.
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GUERRA, FABIO WANDERLEY. "STORY ENGINEERING: A STUDY OF THE AUTOMATIC STORY GENERATION AND TELLING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11697@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Nesta dissertação é estudado o problema de geração e narração de estórias, cuja relevância tem sido cada vez mais reconhecida, principalmente em decorrência da popularização de meios de comunicação interativos, tais como a TV digital e os jogos digitais. O trabalho partiu de uma revisão do estado da arte, destacando os principais modelos para representação de estórias e as técnicas mais utilizadas na criação de obras literárias. Foi proposto o uso do termo engenharia de estórias para enfatizar que a tarefa de geração e narração de estórias deve ser encarada como um processo de engenharia. O problema fundamental foi dividido em três subproblemas. O primeiro diz respeito a como gerar as estórias, o segundo a como contá-las ao público e o último é sobre como construir, armazenar e consultar a base de conhecimento usada na engenharia de estórias. Por fim, como estudo de caso, foi projetado e programado um protótipo capaz de gerar e narrar estórias automaticamente. A geração é efetuada por um planejador, usando o algoritmo de Redes de Tarefas Hierárquicas. Para a narração, é utilizado um gerador de textos em linguagem natural. A base de conhecimento é armazenada na forma de documentos XML tendo sido implementada uma ferramenta para facilitar sua preparação.
This dissertation investigates the problem of story telling and generation, whose increasingly recognized relevance is mostly due to the popularization of interactive media, such as digital TV and video-games. The work initiates with a state of the art survey, detailing the major story representation models and the most used methods in literary work production. The use of the term story engineering was proposed to emphasize that story telling and generation should be viewed as an engineering process. The fundamental problem was divided into three subproblems. The first one is how to generate stories, the second is how to tell them to the public and the last is how to create, store and query the knowledge base used for story engineering. Finally, as a case study, a prototype capable of automatically generating and telling stories was designed and programmed. Generation is done by a planner, using the Hierarchical Task Network algorithm. Storytelling applies a natural language generation tool. The knowledge base is stored under the form ofXMLdocuments, and a tool was implemented to simplify their preparation.
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Chan, Ching-shun Sabina. "Orientative information in personal narratives and story telling." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209077.

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Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 2995." Also available in print.
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Books on the topic "Story telling"

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Ann, Levy Bronwen, Murphy Ffion 1960-, and Woodford Forum, eds. Story/telling. St. Lucia, Qld: University of Queensland Press, 2001.

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Ngaboh-Smart, Francis. Mende story telling. Freetown: People's Educational Association of Sierra Leone, 1986.

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Scott, Kretchmar R., National Association for Physical Education in Higher Education (U.S.), and American Academy of Kinesiology and Physical Education. Meeting., eds. Telling our story. Champaign, IL: Human Kinetics, Publ. for the National Association for Physical Education in Higher Education, 1999.

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Bruce, Morris. Telling Warrnambool's story. Geelong, Vic: Deakin University Press, 1993.

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John, Leger, ed. Telling Asia's story. Hongkong: Review Pub. Co., 1996.

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G, Carter Terry, ed. Telling God's story. 2nd ed. Nashville, TN: Broadman & Holman Pub, 2013.

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People's Educational Association of Sierra Leone., ed. Mende story telling. Freetown: People's Educational Association of Sierra Leone, 1986.

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Dobson, Patricia. Story-telling through pictures. London: Miniflashcard Language Games, 1998.

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Church Army (Church of England), ed. Telling our faith story. Cambridge: Grove Books Ltd., 2009.

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Antonietti, Alessandro, Paola Pizzingrilli, and Chiara Valenti, eds. Enhancing Creativity Through Story-Telling. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63013-3.

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Book chapters on the topic "Story telling"

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Austin, Tricia. "Story Telling." In Narrative Environments and Experience Design, 87–107. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367138073-5.

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Horrocks, Roger, and Jo Campling. "Story-telling." In Freud Revisited, 71–84. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780333985441_6.

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Lacasa, Pilar. "Story Telling." In Learning in Real and Virtual Worlds, 159–87. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137312051_8.

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Angler, Martin W. "Story Elements." In Telling Science Stories, 25–49. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351035101-2.

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Angler, Martin W. "Story Formulas." In Telling Science Stories, 105–32. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351035101-5.

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Radstone, Susannah. "Telling Memory’s Story." In Productive Remembering and Social Agency, 227–41. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-347-8_16.

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Yoe, Charles. "Telling Your Story." In Principles of Risk Analysis, 713–40. Second edition. | Boca Raton : Taylor and Francis, CRC Press, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429021121-21.

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Richter, Michael M., Sheuli Paul, Veton Këpuska, and Marius Silaghi. "Visual Story Telling." In Signal Processing and Machine Learning with Applications, 531–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-45372-9_28.

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van Wyk, Michelle Olga. "Telling the story." In Empathy and Business Transformation, 135–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003227557-12.

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Klein, Gabriele. "Urban Story Telling." In Techno-Soziologie, 161–76. Wiesbaden: VS Verlag für Sozialwissenschaften, 2001. http://dx.doi.org/10.1007/978-3-663-11611-0_9.

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Conference papers on the topic "Story telling"

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Cao, Xiang, Siân E. Lindley, John Helmes, and Abigail Sellen. "Telling the whole story." In the 2010 ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1718918.1718967.

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Hougaard, Bastian Ilsø, and Hendrik Knoche. "Telling the Story Right." In PervasiveHealth'19: The 13th International Conference on Pervasive Computing Technologies for Healthcare. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3329189.3329239.

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Hill, Virginia, and Velda Bartek. "Telling the user's story." In the 2007 symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1234772.1234794.

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Hennig, Patrick, Philipp Berger, Christian Dullweber, Moritz Finke, Fabian Maschler, Julian Risch, and Christoph Meinel. "Social Media Story Telling." In 2015 IEEE International Conference on Smart City/SocialCom/SustainCom (SmartCity). IEEE, 2015. http://dx.doi.org/10.1109/smartcity.2015.84.

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Verhalen, Aline Elias Cardoso, Rodrigo Geurgas Zavarizz, Jonattan Willian da Silva, Tiago Marino Silva, Caio Eduardo Pereira Nunes, Ticianne de Gois Ribeiro Darin, and Kamila Rios da Hora Rodrigues. "Telling your own story." In IHC '22: XXI Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3554364.3561610.

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Turner, J., and David Browning. "Designing spatial story-telling software." In the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1738826.1738851.

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Martin, Suzanne E. "Telling a New Learning Story." In 14th International Conference of the European Academy of Design, Safe Harbours for Design Research. São Paulo: Editora Blucher, 2021. http://dx.doi.org/10.5151/ead2021-149.

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Maetz, Yves, Stéphane Onno, and Olivier Heen. "Recall-a-story, a story-telling graphical password system." In the 5th Symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1572532.1572566.

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M, Retno, and Yunisa Andriani. "Fairy Tale ContainerasaContinuous Story Telling Media." In Proceedings of the 1st Conference of Visual Art, Design, and Social Humanities by Faculty of Art and Design, CONVASH 2019, 2 November 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-11-2019.2294924.

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Owsley, Sara H., Kristian J. Hammond, and David A. Shamma. "Computational support for compelling story telling." In the 2006 ACM SIGCHI international conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1178823.1178920.

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Reports on the topic "Story telling"

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DEPARTMENT OF THE NAVY WASHINGTON DC. Telling the Navy Story. A Handbook for the Collateral Duty PAO. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada248279.

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Rhee, Jongeun, and Mary C. Cross. Telling My Story Through Visual Images Guided by Arnheim�s Visual Thinking. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8284.

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Oram, Stephanie S. Telling the Story: Impact of Military-Media Relations on the Operational Commander. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada264285.

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Seybold, Patricia. Customer Innovation Guide:Mastering the First Core Competencies: Incorporating Story-Telling into Your Organization’s DNA. Boston, MA: Patricia Seybold Group, March 2007. http://dx.doi.org/10.1571/custinnovguidecomp1.

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Karlstrom, Karl, Laura Crossey, Allyson Matthis, and Carl Bowman. Telling time at Grand Canyon National Park: 2020 update. National Park Service, April 2021. http://dx.doi.org/10.36967/nrr-2285173.

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Grand Canyon National Park is all about time and timescales. Time is the currency of our daily life, of history, and of biological evolution. Grand Canyon’s beauty has inspired explorers, artists, and poets. Behind it all, Grand Canyon’s geology and sense of timelessness are among its most prominent and important resources. Grand Canyon has an exceptionally complete and well-exposed rock record of Earth’s history. It is an ideal place to gain a sense of geologic (or deep) time. A visit to the South or North rims, a hike into the canyon of any length, or a trip through the 277-mile (446-km) length of Grand Canyon are awe-inspiring experiences for many reasons, and they often motivate us to look deeper to understand how our human timescales of hundreds and thousands of years overlap with Earth’s many timescales reaching back millions and billions of years. This report summarizes how geologists tell time at Grand Canyon, and the resultant “best” numeric ages for the canyon’s strata based on recent scientific research. By best, we mean the most accurate and precise ages available, given the dating techniques used, geologic constraints, the availability of datable material, and the fossil record of Grand Canyon rock units. This paper updates a previously-published compilation of best numeric ages (Mathis and Bowman 2005a; 2005b; 2007) to incorporate recent revisions in the canyon’s stratigraphic nomenclature and additional numeric age determinations published in the scientific literature. From bottom to top, Grand Canyon’s rocks can be ordered into three “sets” (or primary packages), each with an overarching story. The Vishnu Basement Rocks were once tens of miles deep as North America’s crust formed via collisions of volcanic island chains with the pre-existing continent between 1,840 and 1,375 million years ago. The Grand Canyon Supergroup contains evidence for early single-celled life and represents basins that record the assembly and breakup of an early supercontinent between 729 and 1,255 million years ago. The Layered Paleozoic Rocks encode stories, layer by layer, of dramatic geologic changes and the evolution of animal life during the Paleozoic Era (period of ancient life) between 270 and 530 million years ago. In addition to characterizing the ages and geology of the three sets of rocks, we provide numeric ages for all the groups and formations within each set. Nine tables list the best ages along with information on each unit’s tectonic or depositional environment, and specific information explaining why revisions were made to previously published numeric ages. Photographs, line drawings, and diagrams of the different rock formations are included, as well as an extensive glossary of geologic terms to help define important scientific concepts. The three sets of rocks are separated by rock contacts called unconformities formed during long periods of erosion. This report unravels the Great Unconformity, named by John Wesley Powell 150 years ago, and shows that it is made up of several distinct erosion surfaces. The Great Nonconformity is between the Vishnu Basement Rocks and the Grand Canyon Supergroup. The Great Angular Unconformity is between the Grand Canyon Supergroup and the Layered Paleozoic Rocks. Powell’s term, the Great Unconformity, is used for contacts where the Vishnu Basement Rocks are directly overlain by the Layered Paleozoic Rocks. The time missing at these and other unconformities within the sets is also summarized in this paper—a topic that can be as interesting as the time recorded. Our goal is to provide a single up-to-date reference that summarizes the main facets of when the rocks exposed in the canyon’s walls were formed and their geologic history. This authoritative and readable summary of the age of Grand Canyon rocks will hopefully be helpful to National Park Service staff including resource managers and park interpreters at many levels of geologic understandings...
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Mondak, Chris, and Leo L. Timms. Telling the Dairy Sustainability Story: The Value of Dairy Open Houses as Learning Events to Improve Consumer Understanding of Modern Animal Agriculture. Ames (Iowa): Iowa State University, January 2010. http://dx.doi.org/10.31274/ans_air-180814-153.

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Prichard, Wilson. Unpacking ‘Tax Morale’: Distinguishing Between Conditional and Unconditional Views of Tax Compliance. Institute of Development Studies, August 2023. http://dx.doi.org/10.19088/ictd.2023.040.

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The concept of ‘tax morale’ seeks to capture an individual’s willingness (or unwillingness) to pay taxes. The study of tax morale in lower-income countries is significant for understanding “quasi-voluntary” tax compliance, popular support for tax reform programs, and the broader character of social contracts. While interest in tax morale research has surged over the past decade, the use of the concept in research has often been relatively broad and imprecise. This risks a lack of comparability across studies. More importantly, insufficiently nuanced research risks telling an incomplete or misleading story. As part of a broader effort for greater conceptual precision, this paper highlights the importance of distinguishing between conditional and unconditional understandings of tax morale.
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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individual agents central in the analysis of policy diffusion, because of their ability to reflect, learn, and interpret policy ideas. We substantiate this claim theoretically by drawing on practice theories, and empirically by telling the story of social protection policy diffusion in Zambia through three individual agents. This is complemented by two instances of self-reflexivity in which the authors draw on their personal engagements in the policy process in Zambia, to refine our conclusions about the interplay of structure and agency.
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Re-CHARGE - Voices about living with CHARGE syndrome. Nordic Welfare Centre, 2024. http://dx.doi.org/10.52746/dvez7239.

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Given the right support, persons with CHARGE syndrome can overcome not only medical challenges but also various other obstacles, and lead fulfilling lives. This publication shows, through case studies and interviews, some daily lives, challenges, and achievements of persons living with CHARGE syndrome, emphasizing the importance of understanding and support from their community. Living with CHARGE syndrome can entail different aspects and challenges. Often, the focus revolves around the medical aspects, and less on how individuals can function in their day-to-day lives. There is a lack of case descriptions and interviews, telling the story from the perspective of the persons living with the syndrome themselves. In this publication you meet Thomas’s mother who gives a very personal account of how it was to learn that her newborn baby had CHARGE syndrome. Read about Dominic who is in primary school, knows three languages but also struggles with balance and sight, which makes him exhausted at the end of the day. Karl recently got his drivers’ licence and wants to move to the capital to get to know more people who knows sign language. Together with Charlie, Anna, Inga, and Linda they have all let us into their lives, displaying challenges, personal growth, and development. The aim of this publication is to show the diversity and give a voice to a group that seldom is heard. Hopefully, parents, legal guardians, and relatives can get a more positive picture of what life with CHARGE syndrome might look like.
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