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1. |
Record Nr. |
UNINA9910823557403321 |
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Autore |
Sim David <1985-> |
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Titolo |
A union forever : the Irish question and U.S. foreign relations in the Victorian age / / David Sim |
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Pubbl/distr/stampa |
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Ithaca : , : Cornell University Press, , 2013 |
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ISBN |
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0-8014-6967-8 |
0-8014-6968-6 |
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Descrizione fisica |
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1 online resource (280 p.) |
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Collana |
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The United States in the world |
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Disciplina |
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Soggetti |
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Irish question |
United States Foreign relations Ireland |
Ireland Foreign relations United States |
United States Foreign relations Great Britain |
Great Britain Foreign relations United States |
United States Foreign relations 19th century |
Ireland Politics and government 19th century |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Introduction : an Atlantic triangle -- Challenging the union : American repeal and US diplomacy -- Ireland is no longer a nation : the Irish famine and American diplomacy -- Filibusters and Fenians : contesting neutrality -- The Fenian Brotherhood, naturalisation, and expatriation : Irish-Americans and Anglo-American comity -- Toward home rule : from the Fenians to Parnell's ascendancy -- A search for order : the decline of the Irish question in American diplomacy -- Epilogue : rapprochement, Paris, and a free state. |
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Sommario/riassunto |
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"In the mid-nineteenth century the Irish question--the governance of the island of Ireland--demanded attention on both sides of the Atlantic. In A Union Forever, David Sim examines how Irish nationalists and their American sympathizers attempted to convince legislators and statesmen to use the burgeoning global influence of the United States to achieve Irish independence. Simultaneously, he tracks how American politicians used the Irish question as means of furthering their own diplomatic and political ends. Combining an innovative transnational |
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methodology with attention to the complexities of American statecraft, Sim rewrites the diplomatic history of this neglected topic. He considers the impact that nonstate actors had on formal affairs between the United States and Britain, finding that not only did Irish nationalists fail to involve the United States in their cause but actually fostered an Anglo-American rapprochement in the final third of the nineteenth century. Their failures led them to seek out new means of promoting Irish self-determination, including an altogether more radical, revolutionary strategy that would alter the course of Irish and British history over the next century"-- |
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2. |
Record Nr. |
UNINA9910726280903321 |
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Autore |
Kember David |
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Titolo |
Adapting to Online and Blended Learning in Higher Education : Supporting the Retention and Success of the Expanded and Diversified Intake / / edited by David Kember, Robert A. Ellis, Si Fan, Allison Trimble |
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Pubbl/distr/stampa |
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Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
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ISBN |
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9789819908981 |
9789819908974 |
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Edizione |
[1st ed. 2023.] |
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Descrizione fisica |
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1 online resource (460 pages) |
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Altri autori (Persone) |
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EllisRobert A |
FanSi |
TrimbleAllison |
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Disciplina |
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Soggetti |
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Education, Higher |
Educational technology |
Teaching |
Continuing education |
Higher Education |
Digital Education and Educational Technology |
Didactics and Teaching Methodology |
Lifelong Learning |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter 1 Introduction -- Part A: Adopting a contemporary model of admission and course delivery to expand and diversify the student intake -- Chapter 2 Review of schemes for admitting a more diverse student body in higher education -- Chapter 3 Why Tasmania has a particular need to increase educational participation -- Chapter 4 Expanding and diversifying intakes through the adoption of open and online learning -- Chapter 5 Characteristics of the diverse student body and the multiple associated challenges they face -- Chapter 6 Catering for rural, regional and remote students with online learning -- Chapter 7 Coping mechanisms adopted by the diverse student body -- Part B: Supporting the retention and success of online and blended learners -- Chapter 8 Review of support provided by student support services -- Chapter 9 Review of literature on attrition -- Chapter 10 Modelling retention and success in traditional and contemporary universities -- Chapter 11 Comparison of student support services in four universities -- Chapter 12 Perceptions of support services by blended and online learners -- Part C: Implementing a model for the retention and success of online and blended learners -- Chapter 13 International perspectives on the transformation of teaching, learning and support in the new normal -- Chapter 14 Modelling the way teachers can support the retention and success of online students -- Chapter 15 Detailed characterisation of online teaching which optimises student support -- Chapter 16 Supporting blended learners in the new normal -- Chapter 17 Peer student support and the formation of learning communities -- Chapter 18 A teaching quality enhancement initiative which uses evaluation feedback to enable online and blended teaching to provide support to students -- Chapter 19 Practical implications of implementing a model of supporting retention and success for online and blended learners -- Chapter 20 Conclusion. |
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Sommario/riassunto |
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Higher education has undergone a massive transformation in teaching and learning in a very short period of time since the onset of Covid-19. Students, teachers and universities have had to adopt online and blended learning, often with little or no experience or models of good practice to draw upon. It is clear that blended and online learning are here to stay. This book draws on research from universities that have adopted online and blended learning to facilitate the expansion and diversification of their intake; which resulted in considerable experience and expertise in online and blended teaching. The book describes a model, tested with qualitative and quantitative data, which shows how teachers can support the retention and success of online and blended learners with four high-quality pedagogical elements: bite-sized videos of interest and relevance; learning materials that are well organised and provide a clear learning roadmap; discussion forums which are set up and moderatedso as to result in lively student-student and student-teacher interaction; and, online teachers being approachable and responsive to communication with individual students through email, phone and online communication platforms. This model is explained and profusely illustrated with examples from the teaching of award-winning teachers. This book introduces the concept of a spectrum from traditional to contemporary models of admission and course delivery in higher education. It explains how universities which have adopted a contemporary model, with high levels of blended and online learning, have been able to expand their intake and markedly diversify the student body. It discusses how to support the retention and success of online and blended learners. Student support services are examined from the perspectives of service providers and online and blended learners and the case is made for support services being aligned with student needs. The book has a |
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discussion of university management systems which utilise feedback at all levels to improve alignment between support service provision and student needs. |
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