1,129 research outputs found
Littlejohn, J. B. : Confederate Service Record, 1900.
No full textThis service record is an account of military actions during the American Civil War by veteran J. B. Littlejohn dated from 1900.All descriptive lists and service records in this United Confederate (Civil War) Veterans manuscript collection believed to be based out of Robert E. Lee Camp #158 of the United Confederate Veterans (Fort Worth, Tex.).The Southwest Collection Manuscript Record can be accessed at the following URL: http://www.lib.utexas.edu/taro/ttusw/00119/tsw-00119.html1 leaf, 2 pdf pages.Regiment & Battles mentioned: Confederate States of America. Army. Louisiana Infantry Regiment, 8th ; Gaines' Mill, Battle of, Va., 1862 ; Malvern Hill, Battle of, Va., 1862 ; Cedar Mountain, Battle of, Va., 1862 ; Bristoe Station, Battle of, Va., 1863 ; Bull Run, 2nd Battle of, Va., 1862 ; Harpers Ferry, Battle of, Harpers Ferry, W. Va., 1862 ; Fredericksburg, Battle of, Fredericksburg, Va., 1862
Attitudes to the rights and rewards for author contributions to repositories for teaching and learning
No full textIn the United Kingdom over the past few years there has been a dramatic growth of national and regional repositories to collect and disseminate resources related to teaching and learning. Most notable of these are the Joint Information Systems Committee’s Online Repository for [Learning and Teaching] Materials as well as the Higher Education Academy’s subject specific resource databases. Repositories in general can hold a range of materials not only related to teaching and learning, but more recently the term ‘institutional repository’ is being used to describe a repository that has been established to support open access to a university’s research output. This paper reports on a survey conducted to gather the views of academics, support staff and managers on their past experiences and future expectations of the use of repositories for teaching and learning. The survey explored the rights and rewards associated with the deposit of materials into such repositories. The findings suggest what could be considered to be an ‘ideal’ repository from the contributors’ perspective and also outlines many of the concerns expressed by respondents in the survey
Networked professional learning
No full textSloep, P. B. (2013). Networked professional learning. In A. Littlejohn, & A. Margaryan (Eds.), Technology-enhanced Professional Learning: Processes, Practices and Tools (pp. 97–108). London: Routledge.The article argues that tools may provide the support that professional learners need, who are mostly self-guided and operate in networked settings.10000-01-0
Jay Littlejohn, 1987 ROTC Commissioning 1
No full textTwenty-seven students at Jacksonville State University were commissioned through the ROTC program in ceremonies held May 1, 1987 in the Lurleen B. Wallace College of Nursing auditorium. Shown is Jay Littlejohn during the bar pinning ceremony.https://digitalcommons.jsu.edu/rotc_photos/1829/thumbnail.jp
Supporting sustainable e‐learning
No full textThis paper draws upon work carried out within phase one of a national forum for support staff, funded by the UK Learning and Teaching Support Network Generic Centre. It sets out themes in current Learning Technology research within the context of institutional practice. It reports the responses of a range of e‐learning support staff to new developments in the reuse and sharing of Learning Objects. The article highlights tensions across support units, inconsistencies in support provision and confusion over issues concerning different modes of teaching. It also forewarns a growing gap between institutional practice and research in the development of approaches to sustainable e‐learning
Learning objects and learning designs: an integrated system for reusable, adaptive and shareable learning content
No full textThis paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system
The sixth-order Krall differential expression and self-adjoint operators.
No full textWe first provide an overview of classical GNK Theory for symmetric, or symmatrizable, differential expressions in L2((a, b);w). Then we review how this theory was applied to find a self-adjoint operator in L2 \mu(-1, 1) generated by the sixth-order Lagrangian symmetric Krall differential equation, as done by S. M. Loveland. We later construct the self-adjoint operator generated by the Krall differential equation in the extended Hilbert space L2(-1, 1) + C2 which has the Krall polynomials as (orthogonal) eigenfunctions. The theory we use to create this self-adjoint operator was developed recently by L. L. Littlejohn and R. Wellman as an application of the general Glazman-Krein-Naimark (GKN) Theorem discovered by W. N. Everitt and L. Markus using complex symplectic geometry. In order to explicitly construct this self-adjoint operator, we use properties of functions in the maximal domain in L2(-1, 1) of the Krall expression. As we will see, continuity, as a boundary condition, is forced by our construction of this self-adjoint operator. We also construct six additional examples of self-adjoint operators in an extended Hilbert space, three with a one-dimensional extension space and three with a two-dimensional extension space
Effects of long-term tenofovir-based combination antiretroviral therapy in HIV-hepatitis B virus coinfection on persistent hepatitis B virus viremia and the role of hepatitis B virus quasispecies diversity
No full textAbstract not availableJennifer Audsley, Stephen J. Bent, Margaret Littlejohn, Anchalee Avihingsanon, Gail Matthews, Scott Bowden, Julianne Bayliss, Fabio Luciani, Lilly Yuen, Christopher K. Fairley, Stephen Locarnini, Sharon R. Lewin and Joe Sasadeus
AI in Education: learner choice and fundamental rights
No full textThis article examines benefits and risks of Artificial Intelligence (AI) in education in relation to fundamental human rights. The article is based on an EU scoping study [Berendt, B., A. Littlejohn, P. Kern, P. Mitros, X. Shacklock, and M. Blakemore. 2017. Big Data for Monitoring Educational Systems. Luxembourg: Publications Office of the European Union. https://publications.europa.eu/en/publication-detail/-/publication/94cb5fc8-473e-11e7-aea8-01aa75ed71a1/]. The study takes into account the potential for AI and ‘Big Data’ to provide more effective monitoring of the education system in real-time, but also considers the implications for fundamental human rights and freedoms of both teachers and learners. The analysis highlights a need to balance the benefits and risks as AI tools are developed, marketed and deployed. We conclude with a call to embed consideration of the benefits and risks of AI in education as technology tools into the development, marketing and deployment of these tools. There are questions around who – which body or organisation – should take responsibility for regulating AI in education, particularly since AI impacts not only data protection and privacy, but on fundamental rights in general. Given AI’s global impact, it should be regulated at a trans-national level, with a global organisation such as the UN taking on this role
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