WorldCat Identities

Lloyd, Doug

Overview
Works: 12 works in 22 publications in 1 language and 169 library holdings
Genres: Drama  Thrillers (Motion pictures)  Fiction  Children's films  Melodramas (Motion pictures) 
Roles: Author
Classifications: PN1997.2, 791.4372
Publication Timeline
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Most widely held works by Doug Lloyd
Still green( Visual )

1 edition published in 2009 in English and held by 63 WorldCat member libraries worldwide

The summer of their senior year, ten best friends rent a beach house for one last week before separating for college. A tragic accident in the ocean changes and tests their friendship. Beautiful free spirited Kerri is still trying to cope with the loss of her father, and her mother's refusal to honor his last wish; while a recent break-up has unearthed many feelings, triggering spontaneous and unhealthy relationships with her friends. Alan struggles with his conflicting feelings about Kerri and about his girlfriend. Sean is a talented but disturbed artist, who is haunted by a frightening breakdown which has rendered him unable to draw. A story of secret crushes, crippling insecurities, excitement for the future, rumors and secrets, and crossing the line between friendship and sexual attraction. Ultimately, death changes absolutely everything between this group of friends
Official Netscape visual JavaScript book by Doug Lloyd( Book )

6 editions published in 1998 in English and held by 63 WorldCat member libraries worldwide

Build cross-platform Web applications without extensive knowledge of JavaScript, or leverage your JavaScript background to speed the development process. Focusing on database connectivity, this practical guide uses real-world examples to demonstrate key concepts and provide hands-on experience
Web publishing with ActiveX controls by Doug Lloyd( Book )

5 editions published in 1997 in English and held by 16 WorldCat member libraries worldwide

Memory by Doug Lloyd( )

2 editions published in 2015 in English and held by 12 WorldCat member libraries worldwide

Paul Nelson, a military veteran home from Korea, refuses to stand by and watch Kenneth Pittman, a young man he's just met, get beat up by a group of teens. After a few chance encounters with Kenneth, Paul questions parts of his identity he's been trying to suppress, and despite his struggles re-acclimating to civilian life and his personal fears, Paul finds the courage to ask Kenneth on a date. The two then begin a relationship. But in the 1950s, cultural and societal norms threaten openly gay men. Paul and Kenneth can only see each other in secret, and Paul's new boss, a former investigative journalist and proud bigot, has a habit of meddling in his employees' lives. After tragedy strikes close to home, the two men question whether their slice of happiness is worth the trouble or if safety is more important. After vacationing together in Provincetown, a gay haven, to escape the chaos, they decide to stick it out, only to return to the consequences of being outed to everyone they know. Ultimately, Paul realizes the freedom he fought for should apply to them too, and he must bravely act in defiance of society's expectations to be with the man he loves
The timeless on time : reflections on the Harding experiments by Doug Lloyd( Book )

1 edition published in 2012 in English and held by 3 WorldCat member libraries worldwide

New Conceptions of Student Neediness and Directions for Better Responses by Doug Lloyd( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

This paper is about the issues relating to students lived experiences and responses associated with poverty. The authors argue that poverty is a limited and limiting concept. Instead, they focus on developing an understanding of the nature of needy students lived experiences, the impact of these on their well being and on success in several domains, and the strategies students may employ in coping with and overcoming need-related problems. This will be particularly useful for post-compulsory secondary students and those in further and higher education. The paper builds a theoretical analysis of stress and coping. It shows how a longitudinal study of the nature of needy students problems and experiences, the responses that are employed in seeking to manage these problems, and the outcomes that result over time will yield important new understandings for students, schools, universities, and policy makers. The framework allows an analysis of the influence of "place" (rural, regional, or urban) to identify context-specific differences in need, problems arising from need, coping strategies, and longer-term outcomes. (Contains 20 references.) (Author)
Learning and Identity: The Intersection of Micro and Macro Processes in Identity Formation for Students and the Community in a Small Rural Town The Wesley Experience by Doug Lloyd( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

Wesley College, a private urban secondary school, sought a rural location where ninth-grade students could spend a term in a community-based, experientially-derived curriculum to enhance their sense of self and community. The small town of Clunes, in Victoria (Australia), accepted Wesley's initiative and since 2000, Wesley has operated a campus there. Data on 22 students attending the Clunes campus were collected via standardized tests, focus groups, participant observations, teacher comments, questionnaires, and interviews. Relatively few students substantially integrated with adolescent community members, although a majority had some interaction with the community through community service or Clunes project activities. Further development of links between the school and community would increase student-community engagement. To assess Clunes residents' views of the impacts of the school on the community, 119 community members, businesses, and adolescents were surveyed. The school's presence was regarded positively. However, because this initiative originated with the school and not the town, there are issues of uncertainty regarding "ownership." School staff do not wish to impose on the town. Community members assist when requests are appealing, yet otherwise get on with their own affairs. This creates a gentle form of "stand-off" that is not discussed formally. Establishing a mechanism for such discussions would facilitate resolution of any tensions that may arise and provide a forum for purposeful collaborative planning. (TD)
Who's Owning Whom and Why Does It Matter? Looking at Learning as Community Development by Doug Lloyd( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

Wesley College, a private urban secondary school, established a rural campus in the small town of Clunes, Victoria (Australia), where ninth-grade students could spend a term in a community-based, experientially-derived curriculum to enhance their sense of self and community. A study examined the extent to which Clunes community members regarded Wesley College as having integrated into the community and contributed to it. Surveys were conducted with 50 community members, 44 businesses, and 20 adolescents, and Wesley teachers in Clunes and other key informants were interviewed. Community members felt that the school was making a positive contribution to social life in Clunes and that social mixing between school and community members was occurring. The school was considered to be improving the town's economic situation and business opportunities. The school's contribution to learning opportunities for community members was evidenced by increased use of knowledge, skills, and talents in Clunes. However, the community did not feel that the school's resort-style buildings added to the attractiveness or the heritage environment of Clunes, or that they fit in with the rural setting of the township. Community views were evenly split as to whether the school was helping to link different groups in Clunes as a result of community-based activities of Wesley students. (TD)
The Self, the Spirit and the Social Being: The Formation of Adolescent Identity within Community Wesley College at Clunes by Doug Lloyd( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

Wesley College, a private urban secondary school, operates a campus in the small, rural town of Clunes, Victoria (Australia), where ninth-grade students can spend a term in a community-based, experientially-derived curriculum to enhance their sense of self and community. Students are accommodated in houses of eight as single-sex groups and are responsible for their own daily living duties. A study of 22 students examined the extent to which they developed their sense of identity and place in a community. Preliminary findings from standardized tests, focus groups, participant observations, teacher comments, questionnaires, and interviews indicate that students derived considerable and multiple benefits from their residential campus experiences at Clunes. While the experiences and benefits differed for individuals, most students made progress in self-concept, approach to learning, and understanding of community. Some student comments suggested latent or actual tensions concerning developments made in self-concept following their return to the metropolitan campuses. Progress in students' understandings of their approaches to learning may be limited by treating the term as a "contained" 8-week residential experience. Considerable gains would be more likely if the experience was integrated into a whole-school experience and longitudinal synergies existed between each of the Wesley campuses. (TD)
The Meadow Vale file by Doug Lloyd( Book )

1 edition published in 2004 in English and held by 2 WorldCat member libraries worldwide

Official netscape visual javascript by Doug Lloyd( Book )

1 edition published in 1997 in English and held by 1 WorldCat member library worldwide

The processing of injected flavour in the flavour aversion learning preparation by Doug Lloyd( )

1 edition published in 1980 in English and held by 1 WorldCat member library worldwide

 
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Audience Level
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Audience level: 0.54 (from 0.27 for Still gree ... to 0.86 for The Meadow ...)

Official Netscape visual JavaScript book Official netscape visual javascript
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Official netscape visual javascript
Alternative Names
Lloyd, Doug

Languages
English (22)