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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 9 10 Hits 81 – 100 of 184 81 Student interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 13 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 82 Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 9 of 11 Place-based WAC/WID Hui. - 2015 BASE Show details 83 Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 17 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 84 Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 85 Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 10 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 86 Student interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 10 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 87 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 12 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 88 Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 2 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 89 Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 3 of 15 Place-based WAC/WID Hui. - 2015 Abstract: This item includes a segment of an instructor interview in a Writing Intensive course in Urban and Regional Planning at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?' ; Brief excerpt from interview: The class itself has strengthened my knowledge of different cultures that inhabit Hawaii. I wouldn't be able to tell you where the Chuuk islands were before, or I actually found out that one of friend's boyfriends was Chamorro, and I never even heard of that.I also learned the different traditions and rituals to respect and to expect to see in hospitals when I care for them . . . that's the population that I'll probably be treating a lot so it opened my eyes to more than just the Hawaiian, Japanese, and Chinese population and Caucasian population here, so I felt it was definitely worthwhile. My friend who is Chamorro also hung out with a lot of Chuukese people and he told me that they chewed betel nut juice a lot . . . and finding that out like they're going to have teeth problems foreseeing that, so if I'm interviewing someone who is Chuukese, or Chamorro, or Micronesian I know to check their teeth as well because that's an important aspect about betel juice . . . I never knew about that and that helps. I understand now, too, the high importance of the rankings of the community. In a Chuukese community there's someone that's an elder and they make the decisions.They make the health decisions for their community so even if I want to work one-on-one with this person who's ill, I need to work also with the elders so that way they give permission for this person to get treatment. Otherwise if I'm just working with the person who is just a community member and is sick and wants to get treatment--they won't be able to get it and . . . the reason why that is is the elder takes care of the community. They help pays for their bills. I mean everything is a community and it's kind of like a small society where the elder takes care of everyone. Money's pulled in from the community and they all help each other. It's amazing. It's their own little society. Keyword: census data; challenge/solution; community; educational context; experiential learning; familiarity; general education requirements; identity; insider/outsider; interviewing; kind of learning; learning objectives; neighborhood websites; perspective; place-based writing; Planning; scholarship of teaching and learning; School of Architecture; sense of place; socialization; town-gown relations; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy URL: http://hdl.handle.net/10125/38383 BASE Hide details 90 Instructor interview for Place-Based WAC/WID writing instruction in English, clip 12 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 91 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 92 Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 93 Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 5 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 94 Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 10 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 95 Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 11 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 96 Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 16 of 17 Place-based WAC/WID Hui. - 2015 BASE Show details 97 Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 16 of 18 Place-based WAC/WID Hui. - 2015 BASE Show details 98 Student interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 5 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 99 Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 5 of 17 Place-based WAC/WID Hui. - 2015 BASE Show details 100 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details Page: 1 2 3 4 5 6 7 8 9 10

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