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DEVELOPING MATERIALS OF TEACHING LANGUAGES FOR GRADES 1 IN THE SUBJECTS OF NGADA LOCAL CULTURE USINGTEMES OF ARTIFACTS, ANIMALS, AND PLANTS ...
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DEVELOPING MATERIALS OF TEACHING LANGUAGES FOR GRADES 1 IN THE SUBJECTS OF NGADA LOCAL CULTURE USINGTEMES OF ARTIFACTS, ANIMALS, AND PLANTS ...
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Context updates in head-final languages: linear order or hierarchy? [Online resource]
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In: Proceedings of Sinn und Bedeutung 22, Vol. 1 / eds. Uli Sauerland and Stephanie Solt. Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 60 (2018), 313-329
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Linguistik-Repository
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Promoting the use of local literacies in EFL pre-service teachers to inspire their teaching practice
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In: Colombian Applied Linguistics Journal, Pp 249-263 (2018) (2018)
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"Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother Tongue Learning in Maténwa, Haiti
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 2 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 12 of 13
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 18 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
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Abstract:
This item includes a segment of an an instructor interview in a Writing Intensive course in Management at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013 and in this clip the interviewee is describing the role Hawaiʻi plays within the place-based considerations of the course. ; Brief excerpt from interview: The only time Hawaiʻi sort of officially surfaces is when I talk about there are indigenous management practices, and I always mention ho'oponopono, as a method that was used, and I don't even want to call it conflict resolution method because that's not what it is, it's making things pono, making things right, and goes actually beyond conflict resolution, but then I also like to tell my students 'and this is not practiced by any businesses in townʻ . . . if I really only focused on management practices being used, then none of the Hawaiian practices show up, except saying Aloha . . . and wearing Aloha attire.
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Keyword:
aloha; aloha attire; conflict resolution; cross cultural psychologist; cross-cultural psychology; cultural psychologist; educational context; general education requirements; Hawaii; ho'oponopono; hooponopono; identity; indigenous management practices; indigenous practices; japan; kinds of learning; lei; local businesses; local practices; local students; making things right; management practices; methodology; pedagogy; place-based writing; scholarship of teaching and learning; socialization; U.S; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/38327
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 7 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 11 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 10 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 9 of 12
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 12 of 12
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Bringing American Popular Culture to the English Departments in Indonesia*
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In: K@ta: A Biannual Publication on the Study of Language and Literature, Vol 14, Iss 2, Pp 51-54 (2012) (2012)
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