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Janet Ross’s intergenerational life writing: female intellectual legacy through memoirs, correspondence, and reminiscences
No full text'Three Generations of English Women: Memoirs and Correspondence of Susannah Taylor, Sarah Austin, and Lady Duff Gordon' by Janet Ross is a distinctive, but underestimated, Victorian family biography. It narrates the lives of her mother, Lucie Duff Gordon, her grandmother, Sarah Austin, and identifies her great-grandmother, Susannah Taylor, as the originator of this female line of intellectual inheritance, which Ross is indebted to. This article examines how Ross’s work motivates women’s intellectual endeavours by presenting a positive example of female intellectual legacy sustained successfully by foremothers. A Victorian writer, historian and translator, she recognises in her maternal heritage a model of intergenerational mentorship and interaction that promotes intellectual engagement, exchange and transformations. Three Generations of English Women shows that female intergenerational legacy is central not only in uncovering the contribution of Ross’s foremothers but also to a deeper understanding of the development of nineteenth-century women’s intellectual lives
Coming out: the experience of LGBT+ people in STEM
No full textDespite growing acceptance of lesbian, gay, bisexual,
transgender people (LGBT; subsequently LGBT+ to
encompass a spectrum of genders and sexualities),
discrimination and alienation remain. A recent report
[1] has shown that many STEM workplaces and
professional culture can exclude people who identify
as LGBT+ (Fig. 1). Genome Biology spoke to Beth
Montague-Hellen, Jeremy Yoder, and Ben Barres about
their personal experiences
Understanding the Field of Waterloo: Viewing Waterloo and the Narrative Strategies of the Panorama Programmes
No full textThe season of the Waterloo panoramas began in March 1816, about nine months after the battle on 18 June 18156. The Waterloo panoramas were exhibited in London as well as across the country. Focusing on the finale on the field of Waterloo and highlighting the human cost of the French Napoleonic wars, they brought the battle to life as late as 1842. This article, which is on the viewing experience inside the panorama, examines narrative techniques used in the surviving panorama programmes in order to determine how they address and involve spectators; it challenges the idea that visitors of a panorama were fully immersed and imagined to be part of the scene, and, therefore, unable to look or judge for themselves. The viewing of any battle inside a panorama facilitated a communal experience and helped to acknowledge national sacrifice, but, as this article will show, due to the growing distance between the battle as a historical event and the visit to a Waterloo panorama in real time, explanations about the visual response lost their power to persuade
Historic Global Commodity Networks: the Research Potential of rubbish dumps for the study of rural household market access during the late nineteenth and early twentieth centuries
No full textThis article discusses the research potential of rubbish dumps for the study of rural household market access during the late nineteenth and early twentieth centuries. By investigating the global commodity networks associated with four rubbish dumps excavated by the authors in the East Anglian region, at Hempstead (Norfolk), Kirton and Falkenham (Suffolk) and Holme Hale (Norfolk), the article will show how these archives can be used to locate individual rural households within the international capitalist system. This article also discusses the potential challenges faced when analysing the historic rubbish dump archives
Reflection for professional development
No full textThrough the activities and discussions in this chapter, trainees and mentors are encouraged to engage in reflective practice, and consequently, develop their own effective practice as teachers and in a mentoring role
Assessing externalizing and internalizing behaviour in children: use of the motor behaviour checklist in a typical school-age Polish sample
No full textThe study was designed to investigate externalizing and internalizing behaviours in a
typical school-aged sample of children (N=112) using the Polish version of the Motor
Behaviour Checklist for Children. The instrument was translated into Polish and
teachers observed and recorded the motor behaviour of their students in school settings
during physical education and free play situations. Findings demonstrated a
psychometrically robust application of the MBC in a Polish sample as well as gender
differences in total externalizing scores. In addition, age was found to be significant
correlated with internalizing scores and especially with the social interaction factor.
Teachers reported boys as more inattentive and more hyperactive/impulsive than girls
and more likely to display externalising symptoms connected with ADHD particularly
in school settings. Findings underscore the importance of early diagnosis and have
practical implications when designing behavioural management programs and
educational interventions in school settings
Consciousness across sleep and wake: discontinuity and continuity of memory experiences as a reflection of consolidation processes
No full textThe continuity hypothesis (1) posits that there is continuity, of some form, between waking and dreaming mentation. A recent body of work has provided convincing evidence for different aspects of continuity, for instance that some salient experiences from waking life seem to feature in dreams over others, with a particular role for emotional arousal as accompanying these experiences, both during waking and while asleep. However, discontinuities have been somewhat dismissed as being either a product of activation-synthesis, an error within the consciousness binding process during sleep, a methodological anomaly, or simply as yet unexplained. This paper presents an overview of discontinuity within dreaming and waking cognition, arguing that disruptions of consciousness are as common a feature of waking cognition as of dreaming cognition, and that processes of sleep-dependent memory consolidation of autobiographical experiences can in part account for some of the discontinuities of sleeping cognition in a functional way. By drawing upon evidence of the incorporation, fragmentation, and reorganization of memories within dreams, this paper proposes a model of discontinuity whereby the fragmentation of autobiographical and episodic memories during sleep, as part of the consolidation process, render salient aspects of those memories subsequently available for retrieval in isolation from their contextual features. As such discontinuity of consciousness in sleep is functional and normal
“Making the university less exclusive”: the legacy of Jude the Obscure
No full textThomas Hardy’s Jude the Obscure (1895) condemns an elite and inaccessible system of Victorian higher education. While the influence of the novel on the social and political discourses of the 1890s is well known, its subsequent appearance in twentieth- and twenty-first-century debates on university access remains less recognised. The four non-literary texts considered in this essay evoke Jude the Obscure in order to highlight particular aspects of higher education in their own time. They understand Jude in radically different ways, associating Hardy’s character with either progressive or conservative conceptions of universities. This essay ends by considering recent developments surrounding access to higher education. It suggests that the continuing timeliness of Jude the Obscure comes from its imaginative evocation of a set of problems that remain unsolved