2,250 research outputs found
Simon P. Ellis, Roman Housing,
No full textReview of Roman Housing by Simon P. Ellis (London, Duckworth, 2000
Simon P. Ellis, Roman Housing,
No full textReview of Roman Housing by Simon P. Ellis (London, Duckworth, 2000
Mother Mentor: A Tribute to Carolyn Ellis
No full textThis poem honors the legacy and influence of the author\u27s mentor, Carolyn Ellis, Distinguished University Professor, University of South Florida
Ellis Island today: Located in the Upper Bay west of Jersey City and southwest of Manhattan
No full textEllis Island is a significant historical site just up the bay from tiny Liberty Island in Upper New York Bay. Why? Because it was here that millions of immigrants first put foot in America. But where is Ellis Island? Until recently, a coastal boundary dispute between New York and New Jersey made the answer to that question uncertain. The island was originally only 3 or so acres but because of the filling of tidal waters around the island to create room to house and process the immigrants, the island grew to over 27 acres. New Jersey claimed jurisdiction to all those areas filled but New York insisted the entire island, no matter what its size, was hers based on a compact signed by the two states in 1834. In 1980 the State of New Jersey Department of Environmental Protection (NJDEP), as part of the statewide effort to delineate tidelands delineated a claim line that essentially claimed the entire filled portion of Ellis Island, except the original three acres. (In New Jersey, all lands flowed by the tide now or formerly are owned by the state). New York objected. The states continued to squabble. Finally, in 1993, the State of New Jersey invoked the Supreme Courts jurisdiction to try the dispute. Coastal boundaries have historically been mapped on linen, and more recently mylar, but in this case the NJDEP invoked the modern technology of GIS to assist the state?s attorney general in preparing the case. Historic maps were scanned and registered to modern ortho-photography to assist in determining where and when areas were filled. GPS points were gathered and surveys made. All the digital data was then analyzed on the GIS to show where and how much fill was placed in the area. New Jersey used these data to argue that those areas filled after the compact were indeed still under the jurisdiction of New Jersey (Ellis Island is a National Park and therefore ownership was not the issue). A special master determined, and on May 26th 1998 the Supreme Court agreed, that New Jersey had sovereign authority over the filled land added to the original island. New York retained authority to the original 3-acre island. GIS was then used to implement the Supreme Court?s decision. NJDEP GIS scientists delineated the line between states using historical digital maps and adjusted the boundary line between states to the satisfaction of all parties. This paper will detail this historic decision and the implementation of the decision and the critical role GIS played.This is an updated version of the presentation entitled: GIS and Coastal Boundary Disputes: Where is Ellis Island? In this updated version, the author has added slides in order to better explain how the angles in the Fort Gibson wall, that was constructed just prior to the War of 1812, were used to align the 1857 survey of Ellis Island with current island.There is a companion paper to the 1999 version of this presentation. See: Professional Surveyor, July August 1999, Vol. 19, Number 6, pp 8-14.Purpose: Describes the delineation of the jurisdictional boundary between New Jersey and New York, on Ellis Island, as per the Supreme Court ruling of 1998. See: New Jersey v. New York, 523 U.S. 767 (1998)
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships
No full textThis is the author's accepted manuscript (titled "Course handbooks as mediating tools in learning to teach"). The final published article is available from the link below. Copyright @ 2011 American Association of Colleges for Teacher Education.Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning
Comparative genomics of Shiga toxin encoding bacteriophages
No full textBackground
Stx bacteriophages are responsible for driving the dissemination of Stx toxin genes (stx) across their bacterial host range. Lysogens carrying Stx phages can cause severe, lifethreatening disease and Stx toxin is an integral virulence factor. The Stx-bacteriophage vB_EcoP-24B, commonly referred to as 24B, is capable of multiply infecting a single bacterial host cell at a high frequency, with secondary infection increasing the rate at which subsequent bacteriophage infections can occur. This is biologically unusual, therefore determining the genomic content and context of 24B compared to other lambdoid Stx phages is important to understanding the factors controlling this phenomenon and determining whether they occur in other Stx phages.
Results
The genome of the Stx2 encoding phage, 24B was sequenced and annotated. The genomic organisation and general features are similar to other sequenced Stx bacteriophages induced from Enterohaemorrhagic Escherichia coli (EHEC), however 24B possesses significant regions of heterogeneity, with implications for phage biology and behaviour. The 24B genome was compared to other sequenced Stx phages and the archetypal lambdoid phage, lambda, using the Circos genome comparison tool and a PCR-based multi-loci comparison system.
Conclusions
The data support the hypothesis that Stx phages are mosaic, and recombination events between the host, phages and their remnants within the same infected bacterial cell will continue to drive the evolution of Stx phage variants and the subsequent dissemination of shigatoxigenic potentia
Reenergising professional creativity from a CHAT perspective: Seeing knowledge and history in practice
No full textThis is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2011 Regents of the University of California.This article offers a critical examination of aspects of a practice- and theory-developing intervention in the teacher education setting in England designed as a variation of Developmental Work Research. A positive case is argued for the distinctiveness of such cultural-historical activity theory [CHAT-] informed interventions and some points of contrast are drawn with the British tradition of educational action research. In describing the practice-developing intervention, the twin focus on seeing knowledge and history in human activity systems is advanced as two dimensions of CHAT's distinctive approach, with the goal of stimulating and studying the emergence of professional creativity. Creativity under this interpretation is defined as the perception and analysis of opportunities for learning within the social situation of development and the production of new conceptual tools and approaches to the social organisation of work. Professional creativity is advanced as a much needed capacity among teachers in industrial workplaces influenced by the techniques of New Public Management. Common ground between CHAT and action research approaches is seen in their optimistic and modernist commitments to progress, and CHAT-framed interventions, like action research approaches, are presented as part of an evolving intellectual project
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Session G: Nuclear Power/Climate Change – TerraPower’s Traveling Wave Reactor
No full textTyler Ellis is a project manager for TerraPower, where he works on developing and deploying new nuclear generating capacity to meet current and future energy needs. Before working at TerraPower, Ellis worked as a reactor supervisor at the Massachusetts Institute of Technology (MIT) Nuclear Reactor Laboratory and as a nuclear engineer for the MIT Center for Advanced Nuclear Energy Systems.
In 2007, Ellis worked with other MIT thought leaders to help shape the overall plan for the highly successful Bernard M. Gordon MIT Engineering Leadership Program. He composed plant design requirements for a high-temperature gas-cooled reactor with AREVA in France; conducted neutronic trade studies for three different nuclear electric propulsion systems at the Los Alamos National Laboratory; and explored economic, social and technical complexities in meeting the sustainability challenge in Switzerland.
Ellis earned both bachelors and master’s degrees in 2006 from the Massachusetts Institute of Technology in the field of nuclear science and engineering. In 2008, he earned his doctorate from MIT in the same field specializing in reactor physics. In addition, Ellis won several Best Technical Session awards for reactor physics at the American Nuclear Society student conferences. He was recognized by Scientific American as a Distinguished Scholar, received the American Nuclear Society John R. Lamarsh Memorial Award and was officially commended by the governor of California. In addition to having received several other awards, he is author/co-author of more than 15 publications and technical reports.TerraPower is moving forward with detailed plans for a sustainable, economic, and safe nuclear reactor. The Travelling Wave Reactor (TWR) – a reactor in the 500-megawatt electric range – uses unique core physics to initiate a breed and burn wave which can be completely sustained in fertile material. This process allows the TWR to convert depleted uranium waste into usable fuel as the reactor operates, providing a sustainable base-load power source. TerraPower is the first company to create a practical engineering embodiment of this previously studied concept thanks to a powerful advanced reactor modeling interface, developed in-house, which enables the analysis of traveling wave reactor technology in a way that has not been possible before. This presentation will provide more detail about the origins of the TWR, the project’s current status as well as some of the safety differences between TWRs and currently operating light water reactors
Food and eating in fiction since 1950 with particular reference to the writing of Angela Carter, Doris Lessing, Michele Roberts and Alice Thomas Ellis.
No full textPhDEating is a fundamental activity. What people eat, how and with whom, what
they feel about food, what they do or do not want to eat and why - even who
they eat - are of crucial significance in any reading of human behaviour.
In this thesis, I consider the diverse and complex uses of food and eating
in fiction since 1950, especially that written by women. I argue both that food
and eating carry much of the meaning of a novel or story and that the acts of
cooking, feeding and eating depicted are inseparable from issues of power and
control: individually, interpersonally, culturally, politically.
My discussion centres on the writing of Angela Carter, Doris Lessing,
Michele Roberts and Alice Thomas Ellis. Drawing on psychoanalytic theory,
sociology, anthropology, Foucault, Bakhtin and others, the thesis aims to
construct an interdisciplinary perspective which both resists reductive
interpretations and emphasises the centrality, complexity and diversity of food
and eating in literature in our culture.
I begin with an examination of the ambiguities of maternal feeding and
nurturing, moving on to explore the links between appetite, eating and sexuality.
I explore cannibalism and vampirism as manifestations of oppression, but also as
indicating insatiable emptiness and transgressive appetite. The body itself is
crucial, and my argument considers the paradox of not eating as
control/enslavement, also tracing self-starvation as a positive route towards
wholeness and connection. The last part of my argument focuses on social
eating, examining conventions, rituals and food itself in connection with power
relations, and finally considers how we might truly speak of food and eating in
the context of society as a whole
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