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1. |
Record Nr. |
UNINA9910454618303321 |
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Autore |
Kennedy Sheldon |
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Titolo |
Why I didn't say anything [[electronic resource] ] : the Sheldon Kennedy story / / Sheldon Kennedy ; with James Grainger |
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Pubbl/distr/stampa |
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Toronto, : Insomniac Press, 2006 |
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ISBN |
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1-280-91116-6 |
9786610911165 |
1-4593-0060-2 |
1-897415-09-5 |
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Descrizione fisica |
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1 online resource (235 p.) |
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Disciplina |
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Soggetti |
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Sexually abused teenagers - Canada |
Sexual abuse victims - Canada |
Hockey players - Canada |
Electronic books. |
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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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Nota di contenuto |
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DEDICATION; ACKNOWLEDGEMENTS; Chapter One; Chapter Two; Chapter Three; Chapter Four; Chapter Five; Chapter Six; Chapter Seven; Index |
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Sommario/riassunto |
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In 1996, Sheldon Kennedy rocked the insular world of Canadian hockey by announcing that his former minor-league coach, Graham James - the Hockey News 1989 Man of the Year - had sexually abused him more than 300 times. The media portrayed Kennedy as a hero for breaking the code of silence in professional hockey and bringing James to justice. The heroic myth intensified in 1998 when Kennedy announced that he was going to in-line skate from Newfoundland to British Columbia to raise awareness of sexual abuse. The skate raised over 1 million for Canadian Red Cross sexual abuse programs, and Kenned |
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2. |
Record Nr. |
UNINA9910462799203321 |
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Autore |
Moore Aaron William <1977-> |
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Titolo |
Writing war [[electronic resource] ] : soldiers record the Japanese Empire / / Aaron William Moore |
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Pubbl/distr/stampa |
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Cambridge, Mass., : Harvard University Press, 2013 |
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ISBN |
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0-674-07541-2 |
0-674-07539-0 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (388 p.) |
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Disciplina |
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Soggetti |
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Soldiers' writings, American - History and criticism |
Soldiers' writings, Chinese - History and criticism |
Soldiers' writings, Japanese - History and criticism |
World War, 1939-1945 - China |
World War, 1939-1945 - Japan |
World War, 1939-1945 - Pacific Area |
Electronic books. |
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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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Front matter -- Contents -- Note to the Reader -- Introduction: World War, Diary Writing, and the Self -- CHAPTER ONE: Talk about Heroes -- CHAPTER TWO: Self- Mobilization and the Discipline of the Battlefield -- CHAPTER THREE: Assembling the "New Order" -- CHAPTER FOUR: The Unbearable Likeness of Being -- CHAPTER FIVE: The Physics of Writing War -- CHAPTER SIX: The Consequences of Self- Discipline -- Conclusion -- Abbreviations -- Notes -- Bibliography of War Diaries -- Acknowledgments -- Index |
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Sommario/riassunto |
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Historians have made widespread use of diaries to tell the story of the Second World War in Europe but have paid little attention to personal accounts from the Asia-Pacific Theater. Writing War seeks to remedy this imbalance by examining over two hundred diaries, and many more letters, postcards, and memoirs, written by Chinese, Japanese, and American servicemen from 1937 to 1945, the period of total war in Asia and the Pacific. As he describes conflicts that have often been overlooked in the history of World War II, Aaron William Moore reflects |
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on diaries as tools in the construction of modern identity, which is important to our understanding of history. Any discussion of war responsibility, Moore contends, requires us first to establish individuals as reasonably responsible for their actions. Diaries, in which men develop and assert their identities, prove immensely useful for this task. Tracing the evolution of diarists' personal identities in conjunction with their battlefield experience, Moore explores how the language of the state, mass media, and military affected attitudes toward war, without determining them entirely. He looks at how propaganda worked to mobilize soldiers, and where it failed. And his comparison of the diaries of Japanese and American servicemen allows him to challenge the assumption that East Asian societies of this era were especially prone to totalitarianism. Moore follows the experience of soldiering into the postwar period as well, and considers how the continuing use of wartime language among veterans made their reintegration into society more difficult. |
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3. |
Record Nr. |
UNINA9910779596903321 |
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Autore |
Moodie Ursula |
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Titolo |
A framework for the development of learning programmes for adult learners in outcomes based mode : for programme planners and educators / / Ursula Moodie and Sarah Gravett (co-author) |
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Pubbl/distr/stampa |
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Randburg, Republic of South Africa : , : Knowres Publishing, , 2006 |
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ISBN |
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1-86922-379-9 |
1-299-19046-4 |
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Descrizione fisica |
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1 online resource (180 p.) |
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Soggetti |
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Adult education - Curricula - Planning |
Employees - Training of |
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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. |
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Nota di contenuto |
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Cover; Copyright; Acknowledgement; CONTENT; About the authors; Preface; Diagrammatic presentation of events; Introduction; Theoretical underpinnings; Theoretical underpinnings; Critical cross-field |
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outcomes; SECTION 1: A framework for the development of learning programmesfor adult learners in outcomes-based mode; Identifying the needs of the organisation; Background; Step-by-step approach to identify the needs of the organisation; Analysing the job/task; Background; Step-by-step guide to performing a task analysis:; Identifying learner needs; Background |
Step-by-step approach to assess the needs of learnersDetermining learning outcomes; Background; Guide for obtaining learning outcomes; Format for learning outcomes; Checklist for writing learning outcomes; Developing assessment criteria; Background; Format for assessment criteria; Selecting, sequencing and prioritising the content; Background; Selecting of content; Level descriptors; Sequencing content; Prioritising of content; Checklist for developing and sequencing content; Selecting appropriate instructional methods; Background; Step-by-step guidelines for designing learning tasks |
Selecting assessment instruments and developing assessment tasksBackground; Explanation of terms; Formative and summative assessment; Integrated assessment; Applied competence; Credibility of assessment; Time planning for assessment; Choosing assessment methods and instruments; Feedback; Self-assessment; Time and location of training; Physical format for print material with a focus on distance education; Synopsis; Glossary; SECTION 2: Selecting assessment instruments and developingassessment tasks; Foreword; Appendix A: Excerpt from learning materials for face-to-face facilitation |
Qualification titlePurpose of the unit standard; Learning assumed to be in place; Unit standard range; Specific outcomes and assessment criteria; Unit standard accreditation and moderation options; Unit standard essential embedded knowledge; Critical cross-field outcomes (CCFO); Module 10: Develop training materials; Introduction; Purpose of the module; Specific outcomes; Assessment; Portfolio of evidence for assessment purposes; Time frame; Learning materials; Recommended text books; Learning units; Learning outcomes; Assessment criteria; Introduction; Preparing draft training materials |
ClosurePonder sheet; Conclusion; Appendix B Excerpt from learning material for distance educationlearning programmes; Qualification title; Purpose of the unit standard; Learning assumed to be in place; Unit standard range; Specific outcomes and assessment criteria; Unit standard accreditation and moderation options; Unit standard essential embedded knowledge; Critical cross-field outcomes (CCFO); Introduction; Structure of the module; The module: Operate coagulation, flocculation and sedimentationprocesses; Purpose of the module; Learning unit; Learning outcomes; Learning tasks; Assessment |
Portfolio of evidence for assessment purposes |
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