507 research outputs found
King Lear to In the loop : fiction and British politics
No full textOn 11 December 2009, Nottingham University's Centre for British Politics held a conference at the British Academy that drew together politicians, writers and academics to explore the interaction of British politics and fiction.
In addition to the conference several video interviews were conducted with some of the speakers on the day.
In this interview taken at the Fiction and British Politics Conference in London, former MP and writer Joe Ashton reveals how much truth there is in his writing and explains why politicians often turn to writing fiction in order to spill the beans on what goes on behind closed doors.
Suitable for Undergraduate study and community education
Joe Ashton, Former MP and Author (Grassroots, Majority of One)
The Centre for British Politics is based in the University's School of Politics and International Relations. www.nottingham.ac.uk/politics/cb
Should i publish in an open access journal?
No full textAn “author pays” publishing model is the only fair way to make biomedical research findings accessible to all, say Matthew Kurien and David S Sanders, but James J Ashton and R Mark Beattie worry that it can lead to bias in the evidence base towards commercially driven results
Reply to Bench (1973)
No full textThe author is in agreement with Bench 1973 that without specific analysis one cannot be certain that the auditory output from a given loudspeaker matches the input to that speaker. However, issue is taken with Bench concerning the results obtained by Ashton 1971
Clark Ashton Smith short stories - translation and stylistic analysis
No full textThis bachelor thesis contains a translation of two short stories written by the american author of the 20th century Clark Ashton Smith. It consists of a practical and a theoretical part. The practical part is a side by side translation. It is preceeded by a short introduction to the theory of translation and a short characteristic of the source text. The theoretical part contains grammatical and lexical analysis of the translation. Using selected passages from the translation, this part discusses various problems that arised during the translation and translational strategies used to overcome them. Key words: translation, stylistics, grammatical and lexical analysis, Clark Ashton Smith, Abominations of Yondo, The Maker of Gargoyles, weird fiction, functional sentence perspectiv
Clark Ashton Smith povídky - překlad a stylistický rozbor
No full textTato bakalářská práce obsahuje překlad dvou povídek amerického autora 20. století Clarka Ashtona Smithe. Práce se skládá z praktické a teoretické části. Úvod práce obsahuje krátký úvod do teorie překladu a charakteristiku vybraných povídek. Praktickou část tvoří zrcadlený překlad povídek. Teoretická část obsahuje analýzu gramatické a lexikální roviny překladu. Na vybraných příkladech ilustruje řešení rozličných překladatelských situací s ohledem na současné překladatelské postupy. Klíčová slova: překlad, stylistika, gramatická a stylistická analýza, Clark Ashton Smith, Ohavnosti pouště Yondo, Stvořitel Chrličů, weird fiction, aktuální větné členěníThis bachelor thesis contains a translation of two short stories written by the american author of the 20th century Clark Ashton Smith. It consists of a practical and a theoretical part. The practical part is a side by side translation. It is preceeded by a short introduction to the theory of translation and a short characteristic of the source text. The theoretical part contains grammatical and lexical analysis of the translation. Using selected passages from the translation, this part discusses various problems that arised during the translation and translational strategies used to overcome them. Key words: translation, stylistics, grammatical and lexical analysis, Clark Ashton Smith, Abominations of Yondo, The Maker of Gargoyles, weird fiction, functional sentence perspectiveKatedra anglického jazyka a literaturyFaculty of EducationPedagogická fakult
A Comparative Evaluation of Feedback Strategies for Enhancing Student Software Test Suite Writing Outcomes
No full textBackground and Context
Software testing is a fundamental component of computer science education, forming the basis for students’ ability to ensure program correctness and reliability. Despite its importance, many students struggle to design test cases that effectively expose faults and achieve meaningful test coverage. Traditional instructional approaches often emphasize code coverage metrics such as line or branch coverage, but these metrics may not adequately capture the quality of student tests. Mutation analysis, which measures how well tests detect small, artificial faults (mutants) introduced into the program, offers a potentially richer measure of test effectiveness. However, little is known about how feedback based on mutation coverage affects student learning compared to more conventional coverage-based feedback. Objectives
This thesis investigates how different forms of automated feedback impact students’ underlying ability to construct effective test suites. Specifically, it examines whether exposure to mutation-based feedback or branch coverage feedback better improves students’ conceptual understanding and independent application of software testing principles. In other words, rather than asking which feedback produces stronger test suites during training, this study asks which feedback better helps students learn to become stronger testers. Method
To investigate these questions, a controlled experiment was conducted with students in undergraduate software engineering courses. Participants were randomly assigned to one of two treatment groups: one receiving automated feedback based on branch coverage, and the other receiving feedback based on mutation coverage. The study employed a pre/post-test design to measure learning gains independent of feedback exposure. In the beginning, all students completed a set of baseline (pre-test) problems in which they wrote test suites without receiving any feedback. During the intervention phase, each group practiced test writing while receiving their respective feedback type. Afterward, students completed a new set of problems (post-test) again without feedback, allowing direct measurement of how much their testing ability improved as a result of the practice sessions. Data from all three phases (pre-test, post-test, practice) was analyzed to assess changes in the correctness and completeness of the test suites, as well as additional statistical characteristics such as the quantity and redundancy of the test cases. Findings
The results showed that students who received mutation coverage feedback demonstrated a greater improvement in test-writing ability between the pre- and post-tests compared to those who received branch coverage feedback. Specifically, the mutation feedback group achieved a higher increase in fault detection and completeness, as well as a larger gain in mutation coverage from pre- to post-tests. During the practice phase, students receiving mutation feedback also wrote more tests on average than those receiving branch feedback, reflecting a more exploratory and fault-oriented testing approach. These outcomes suggest that exposure to mutation-based feedback encourages deeper reasoning about program behavior and more persistent refinement of test suites, leading to stronger transfer of testing skills beyond the feedback environment. Implications
Although results remain preliminary, this work contributes to the growing body of research on assessment and feedback in computing education by examining how different adequacy metrics can shape students’ testing practices. The findings are expected to inform instructional design decisions regarding the integration of advanced testing metrics, such as mutation analysis, into computer science curricula. Ultimately, this research aims to provide actionable insights for educators seeking to improve how software testing concepts are taught and assessed in undergraduate computer science programs
Anonymous Was a Woman:A Museums and Feminism Reader
No full textFeminism is a social justice movement that aims to end sexism, sexist exploitation, and oppression - and to change society for the better, for all.Alongside class and race, gender fundamentally shapes our perceptions and beliefs. But issues of sex and gender are still largely ignored in many museums and galleries: the inequalities that exist in society are replicated in museum practice. And, in turn, these practices reinforce and reaffirm social inequality.Anonymous Was A Woman is a 300-page positive, inspiring, practical reader, focusing on actions being taken within museums (including the Art Gallery of Ontario, Detroit Institute of Arts, Minneapolis Institute of Art, National Museums Liverpool, V&A and the Whitechapel Gallery) to address these issues, as well as new initiatives aiming to impact and change museums from the outside.Featuring carefully selected texts from our two-volume Feminism and Museums, this book has a new Introduction by editor Jenna C Ashton, and each text has been reviewed and updated by the author
Anonymous Was a Woman:A Museums and Feminism Reader
No full textFeminism is a social justice movement that aims to end sexism, sexist exploitation, and oppression - and to change society for the better, for all.Alongside class and race, gender fundamentally shapes our perceptions and beliefs. But issues of sex and gender are still largely ignored in many museums and galleries: the inequalities that exist in society are replicated in museum practice. And, in turn, these practices reinforce and reaffirm social inequality.Anonymous Was A Woman is a 300-page positive, inspiring, practical reader, focusing on actions being taken within museums (including the Art Gallery of Ontario, Detroit Institute of Arts, Minneapolis Institute of Art, National Museums Liverpool, V&A and the Whitechapel Gallery) to address these issues, as well as new initiatives aiming to impact and change museums from the outside.Featuring carefully selected texts from our two-volume Feminism and Museums, this book has a new Introduction by editor Jenna C Ashton, and each text has been reviewed and updated by the author
Disability as an Intersectional Social Identity
No full textMilo Obourn, PhD, Associate Professor, Department of English, The College at Brockport Milo Obourn is an associate professor of English, where they teach courses in gender and sexuality, disability studies, critical race theory, and American literature. Dr. Obourn is the author of Reconstituting Americans: Liberal Multiculturalism and Identity Difference in Post-1960s Literature and is currently working on a project entitled Disabled Futures: Disability Theory and the Legacies of Identity Politics. Their work has also appeared in American Literature, MELUS, Twentieth Century Literature, Psychoanalysis, Culture and Society, and Contemporary Literature.
Jennifer Ashton, PhD, Assistant Professor, Department of Education and Human Development, The College at Brockport Jennifer Ashton is an assistant professor of education, where she teaches courses in inclusive and special education. Dr. Ashton uses a Disability Studies in Education framework to study inclusive education, preservice teacher education, and service learning. Her work has appeared in the International Journal of Inclusive Education, the International Journal of Whole Schooling, Classroom Discourse, and Schools: Studies in Education.Intersectionality, first introduced by Kimberle Crenshaw, has become a widely accepted framework for understating how exclusion and discrimination operate through multiple interlocking systems of oppression including but not limited to racism, sexism, classism, and homophobia that impact individuals in multiple complex ways. As disability emerges as a recognized social identity, it is important to bring the existing understandings of intersectionality to light on the lives of those who identify as disabled. Seeing disability as a part of a shared identity that includes race, class, gender, gender identification, and sexual orientation can expand our understandings of learning, community, accessibility, politics, human interdependence, equity, and access within higher education. Looking at ways that ideologies of ableism have contributed to biases in relation to women, queer people, and people of color can also help us understand how these interlocking systems affect all of us, even if we think of them as being concerns for “someone else. “This session will address how disability studies, critical race theory, queer theory, and feminist theory can help us to better understand how systems that exclude, label, or marginalize some of us, limit the freedoms and full humanity of all of us.
GOAL/OUTCOME #1 Gain a greater understanding of intersectionality.
GOAL/OUTCOME #2 Recognize how disability intersects with race, class, gender, gender identification, and sexual orientation to create complex social identities, and how ableism has helped to construct racial, gender, class, and sexual identities.
GOAL/OUTCOME #3 Become more critically reflective about how you understand disability as a social identity in your interactions in our campus community.SUNY BrockportBrockport’s Annual Diversity Conferenc
The Influence of Loading, Temperature and Relative Humidity on Adhesives for Canvas Lining
No full textThe structural conservation of canvas paintings may require lining, a process in which a secondary canvas is adhered to the reverse of the damaged original canvas to provide additional support. Choosing the optimum adhesive or canvas for lining is challenging. Comprehensive data on thermal and mechanical behaviour of different adhesives to enable the conservator to make informed choices for their treatment purposes is scarce. Hence, in this study, four prevalently used adhesives for lining are chosen and their thermal and mechanical behaviour, such as the glass transition and melting temperatures, static lap shear strength and creep resistance, are compared. Thermal properties of the different adhesives are characterised using differential scanning calorimetry (DSC). Furthermore, the effect of temperature cycles (25, 35, and 45°C at a fixed relative humidity of 48%) on the creep behaviour of lined canvases is evaluated. Lap shear and creep experiments are performed on lined canvas mock-ups. The four adhesives tested are: studio formulations of an animal glue-wheat flour paste, as well as a beeswax-damar resin mixture; a patented formula based on an ethylene vinyl acetate copolymer mixture (BEVA 371 O.F.™); and a mixture of two industrially produced acrylic copolymers (Plextol™ D541 and K360). The results demonstrate the remarkable effect of temperature on the creep behaviour of lined canvases, which can be related to their thermal stability.Structural Integrity & CompositesAdhesion Institut
- …
