9 research outputs found
Peggy van Praagh in "Cap over Mill", 1940 [picture] /
No full textTitle from accession record.; Condition: Good.; Part of the collection: Dame Peggy van Praagh collection. "Cap over Mill. Ballet by W. Gore [Walter Gore, choreographer], P.v.P. 1940"--Handwritten on reverse. "Photograph by Lisel Haas, 12 Grove Avenue, Moseley ..."--Photographer's stamp on reverse
Photography, memory and identity: the émigré photographer Lisel Haas (1898-1989)
No full textThis thesis explores the work of the German-Jewish photographer, Lisel Haas (1898 – 1989). It focuses on a selection of her portrait photographs spanning a period of almost 40 years, from before the Second World War to the early 1970s. Haas’s work has not been the focus of any publication to date; this thesis situates her within the fields of photography and exile studies by focusing on the significance of memory and identity. This approach places Haas within émigré photography rather than exile photography. The latter places emphasis on political persecution; this study rather concentrates on the formation of memory and identity of an émigré. The present work has utilised the extensive archival material of the uncatalogued Lisel Haas Collection at the Birmingham City Archives in order to construct a contextual basis for Haas’s work. This thesis has been influenced primarily by the work of Annette Kuhn and Marianne Hirsch whose research has developed an understanding of the significance of the relationship between photography and memory, particularly in light of the Holocaust. The study introduces an original approach to Haas’s work; it examines the role of photography in memory at the time of the Holocaust, developing a discussion surrounding the creation of memories in family photography before exploring the role of the photograph in the construction of the photographer’s identity
When I Am Asked: Lisel Mueller’s Beginning in Poetry
No full textWhy does anyone write poetry? Lisel Mueller (1924–2020) was a poet, author, and translator with a long and much-decorated career. She and her family fled Nazi Germany in the 1930s and emigrated to the United States, where she would establish herself as a writer. The poem “When I Am Asked” describes the beginning of her journey into poetry, undertaken during a period of grief after the death of her mother. Her writing would come to include nine collections of poetry and myriad accolades, including the 1981 National Book Award and the 1997 Pulitzer Prize for Poetry. Though her ouvre is filled with evocative works, this piece stands out as particularly relevant to physicians and other writers who find solace by expressing themselves through the art of poetry
Offshore bedrock geology of Eclipse Sound and Pond Inlet: Connecting the structure and stratigraphy of Bylot and northern Baffin islands
No full textUnderstanding the Mesoproterozoic and younger structural history of the Eclipse Sound/Pond Inlet area is essential for the interpretation of its Archean to Paleoproterozoic geological history and could have important implications for mineral and petroleum exploration models in the northern Baffin Bay area. The identification of potentially active faults is critical for understanding possible earthquake-related hazards in the area. The integrated interpretation of 1970s-vintage marine seismic data with hill-shaded bathymetry, aeromagnetic data, and onshore geology maps has facilitated the identification of probable Mesoproterozoic (Bylot Supergroup) to Holocene strata on and below the sea floor and a suite of episodically reactivated northwest-striking horst- and graben-bounding normal faults and fault zones. Fault displacement likely occurred during the development of the Mesoproterozoic Borden basin and the Cretaceous–Paleogene opening of Baffin Bay, and in some cases may continue today. Some faults become more west-trending toward the south, which requires parts of these faults to have intermittently accommodated transtensional and (or) transpressional motion, possibly explaining local folds and out-of-graben thrusting. Numerous previously unrecognised faults have been documented, with faults beneath Eclipse Sound (Eclipse Trough) spaced at 5 to 7 km intervals, and at least one fault zone (Cape Hay Fault Zone) that appears to be at least 250 km in length, suggesting faults of similar spacing and scale may be present under Baffin Bay. This study uses a multi-thematic office-based methodology that inexpensively, and with little environmental impact, facilitates the mapping of structures that intersect the sea floor in areas where glaciers have exposed bedrock.The presentation of the authors' names and (or) special characters in the title of the pdf file of the accepted manuscript may differ slightly from what is displayed on the item page. The information in the pdf file of the accepted manuscript reflects the original submission by the author
Cambrian detrital zircon signatures of the northern Canadian Cordilleran passive margin, Liard area, Canada: evidence of sediment recycling, non-Laurentian ultimate sources and basement denudation.
No full textDetrital zircon U-Pb age probability distributions for the Cambrian Vizer formation (informal) and Mount Roosevelt Formation (middle member) of the northern Canadian Cordilleran passive margin indicate extensive recycling from ~1.7 to 1.6 Ga Paleoproterozoic sandstones and Proterozoic and Lower Cambrian strata, respectively. The units have minor or no first cycle input from Laurentian basement. The lower part of the Vizer formation contains North American Magmatic Gap (1610 to1490 Ma) detrital zircons and lacks ultimate Grenvillian sourced grains, indicating that the grains were likely sourced from a nearby Mesoproterozoic basin and have an ultimate non-Laurentian source. Detrital zircon U-Pb ages of 670 to 640 Ma from the middle member of the Mount Roosevelt Formation indicate associated volcanic clasts were locally sourced, and are not of syn-sedimentary Middle Cambrian age. Provenance of these units was indirectly impacted by the Liard Line basement feature.
Detrital zircon U-Pb age probability distributions from the northern Canadian Cordilleran passive margin indicate sediments were sourced from the east in the Early Cambrian (Terreneuvian; Vizer formation and correlatives) and the northeast during Early Cambrian (Series 2) deposition of Sekwi Formation and correlative strata. In the early Middle Cambrian the middle member of the Mount Roosevelt Formation was primarily locally sourced, whereas the upper member was derived from Laurentian basement to the east and southeast. The change from reworked Paleoproterozoic cover in the Terrenuvian to primary basement sources in the Middle Cambrian suggests significant denudation of the basement occurred southeast of the Liard Line.The accepted manuscript in pdf format is listed with the files at the bottom of this page. The presentation of the authors' names and (or) special characters in the title of the manuscript may differ slightly between what is listed on this page and what is listed in the pdf file of the accepted manuscript; that in the pdf file of the accepted manuscript is what was submitted by the author
Mapping the co-evolution of artificial intelligence, robotics, and the internet of things over 20 years (1998-2017)
No full textUnderstanding the emergence, co-evolution, and convergence of science and technology (S&T) areas offers competitive intelligence for researchers, managers, policy makers, and others. This paper presents new funding, publication, and scholarly network metrics and visualizations that were validated via expert surveys. The metrics and visualizations exemplify the emergence and convergence of three areas of strategic interest: artificial intelligence (AI), robotics, and internet of things (IoT) over the last 20 years (1998-2017). For 32,716 publications and 4,497 NSF awards, we identify their topical coverage (using the UCSD map of science), evolving co-author networks, and increasing convergence. The results support data-driven decision making when setting proper research and development (R&D) priorities; developing future S&T investment strategies; or performing effective research program assessment
Zircon provenance of the Carboniferous Mattson delta complex, western Laurentian margin, Canada: record of a Greenland sourced pancontinental river system
No full textNew detrital zircon U-Pb dates for seven late VisĂŠan to Bashkirian (Middle Mississippian to Lower Pennsylvanian) Mattson and Kindle formation sandstone samples from the Mattson delta complex in the Liard Basin of northeastern British Columbia, combined with two previously published detrital zircon samples from these units, indicate a dominant Greenland Caledonian clastic wedge and orogen source with a small contribution of Ellesmerian aged material. This provenance remained consistent over time. The Labrador-Greenland high was the only paleogeographically viable source area during the time of deposition of the Mattson delta complex. Detritus deposited on the western margin of Laurentia in the Mattson delta complex was likely transported southwestward by a late VisĂŠan to Bashkirian pancontinental river system. This conclusion contrasts with previous interpretations which proposed that these sediments were recycled from the Ellesmerian clastic wedge. Tectonic uplift and denudation of eastern Greenland provided detritus from the Silurian to Devonian Caledonian clastic wedge and orogen to the western margin of Laurentia and detritus from the Caledonian orogen to the Serpukhovian to middle Bashkirian (Namurian) conglomeratic successions of the Millstone Grits in England. Detrital zircon U-Pb dates for two samples from the unconformably overlying Cisuralian (lower Permian) Tika formation are similar to those of the Mattson delta complex samples, as are those from the Pennsylvanian Spray Lakes Group of the southern Prophet Trough, indicating they all probably shared the same dominant source areas. The Tika formation was mainly derived from recycling of the Mattson and other Caledonide sourced sediments of northern Laurentia.The presentation of the authors' names and (or) special characters in the title of the pdf file of the accepted manuscript may differ slightly from what is displayed on the item page. The information in the pdf file of the accepted manuscript reflects the original submission by the author
One dog, but which dog? How researchers guide participants to select dogs in surveys of human–dog relationships
No full textSmith, BP ORCiD: 0000-0002-0873-3917; Thompson, KR ORCiD: 0000-0002-2758-6537Surveys and questionnaires are regularly used in studies of human–animal relationships. However, little attention has been given to understanding how survey participants are provided with instructions for the selection of a single animal within a multi-pet household, let alone the implications for reporting and interpreting data. We reviewed the instructions for the selection of an individual animal in studies addressing emotional or psychological attachment between people and dogs. By searching multidisciplinary journals from the year 2000 onwards, we identified a total of 128 papers, of which 63 met the inclusion criteria. Where selection criteria/instructions were not clear, authors were contacted. One in five studies (21%, or n = 13) did not report their instructions. When provided, instructions varied considerably. The most commonly provided direction was “favorite/closest relationship” (n = 12, or 19%). The remainder (n = 38, or 60%) were spread across eight different categories. Around half of the studies used a validated questionnaire that already contained an instruction, though a similar proportion of studies implemented author-designed instruments. Overall, the common absence and inconsistency of instructions for individual dog selection is taken to imply that there is no standard expectation or approach for instructions to be reported in studies of human relationships with dogs, or human–animal relationships more generally. We recommend further research on the implication of selection methods to ensure that instructions can be matched with specific research aims. © 2018 ISAZ
Guidelines for tolerance and acceptance of diversity in higher education.
No full textEstas Guías para la tolerancia y la aceptación de la diversidad en la educación superior, constituyen una valiosa herramienta para la comunidad educativa en aras de lograr un espacio de convivencia y crecimiento inclusivo y enriquecedor. La obra está compuesta por 10 guías sobre otros tantos temas de importancia para las comunidades universitarias en América Latina. Los temas fueron escogidos por el equipo del paquete de trabajo 5, llamado Apoya, del proyecto de investigación, cofinanciado por el programa Erasmus+ de la Unión Europea, ACACIA (561754-EPP-1-2015-1-CO-EPPKA2-CBHE-JP). Cada guía presenta el problema que trata, incluyendo un glosario, caracterización de los actores, orientaciones para la detección y trato, es decir, pautas para reconocer cuándo una persona, alumno, docente o personal administrativo y técnico de la Universidad está pasando por tal situación y cómo tratarlo, así como qué hacer una vez se ha detectado el caso; orientaciones curriculares o cómo tratar el tema cuando se está impartiendo alguna materia de cualquier tipo, cómo incluirlo incluso en materias que pueden parecer muy desconectadas como puede ser el caso de materias técnicas. Incluyen también, en la mayoría de los casos, un cuestionario para la valoración de la actitud hacia la cuestión tratada. El objetivo principal de todas y cada una de las guías aquí recogidas es, como su título indica, mejorar el grado de tolerancia y aceptación de la diversidad en la comunidad universitaria. La tolerancia, entendida como el respeto, la aceptación y el aprecio de la rica diversidad de las culturas de nuestro mundo, de nuestras formas de expresión y medios de ser humanos, pero nunca como concesión, condescendencia o indulgencia; ni mucho menos como una invitación a renegar de las creencias o convicciones propias. Los temas aquí tratados son tan variados como el de la intolerancia religiosa, que afecta cada vez en mayor medida a los países según van creciendo las migraciones; la intolerancia hacia la diversidad sexual y hacia la diversidad étnica y cultural; la discapacidad, para facilitar la comprensión y por ende la inclusión de las personas, incluso con problemas psicosociales, eliminando barreras físicas, comunicacionales y mentales; el acoso sexual, la violencia de género y la violencia intrafamiliar; así como el conflicto armado que ha marcado la situación social de muchos de nuestros países en América Latina. Cada documento, cada guía, constituye un capítulo de este libro y fue elaborada partiendo del trabajo de uno o más miembros del paquete Apoya actuando como líderes de autoría, para después ser revisadas por todo el equipo y, por tanto, contamos a todos sus miembros como autores colaboradores de cada una de las guías. Por ello se trata de una obra colaborativa que tiene en cuenta la perspectiva de los once países que participan en el proyecto, pero muy especialmente las circunstancias y necesidades de aquellos en los que se han creado CADEP Acacia en la América Hispana. Esta es, por tanto, una obra con un propósito transformador. Las Guías para la tolerancia y la aceptación de la diversidad en la educación superior son un recurso imprescindible para que la comunidad universitaria sea más integradora y menos segregadora, facilitando de esta manera mejorar el nivel académico y reducir la deserción universitaria ya que los aspectos emocionales son factores determinantes para garantizar la conclusión de los estudios y el desarrollo de una carrera exitosa, sin mencionar que la tolerancia y la aceptación de la diversidad por parte de la comunidad universitaria supone una garantía de mejora general de nuestra sociedad.These Guidelines for tolerance and acceptance of diversity in higher education constitute a valuable tool for the educational community in order to achieve a space for inclusive and enriching coexistence and growth. The work is composed of 10 guidelines on ten topics of importance for university communities in Latin America. The topics were chosen by the team of work package 5, called Apoyo, of the research project co-financed by the Erasmus+ program of the European Union, ACACIA (561754-EPP-1-2015-1-CO-EPPKA2-CBHE-JP). Each guide presents the problem it deals with, including a glossary, characterization of the actors, guidelines for detection and treatment, that is, guidelines for recognizing when a person, student, teacher or administrative and technical staff of the University is going through such a situation and how to deal with it, as well as what to do once the case has been detected; curricular guidelines or how to deal with the subject when teaching a subject of any kind, how to include it even in subjects that may seem very disconnected, such as technical subjects. They also include, in most cases, a questionnaire to assess the attitude towards the issue being dealt with. The main objective of each and every one of the guides collected here is, as its title indicates, to improve the degree of tolerance and acceptance of diversity in the university community. Tolerance, understood as respect, acceptance and appreciation of the rich diversity of the cultures of our world, of our forms of expression and ways of being human, but never as a concession, condescension or indulgence; much less as an invitation to renounce one's own beliefs or convictions. The topics discussed here are as varied as religious intolerance, which increasingly affects countries as migration increases; intolerance towards sexual diversity and towards ethnic and cultural diversity; disability, to facilitate understanding and therefore the inclusion of people, even those with psychosocial problems, by eliminating physical, communicational and mental barriers; sexual harassment, gender violence and domestic violence; as well as the armed conflict that has marked the social situation of many of our countries in Latin America. Each document, each guide, constitutes a chapter of this book and was prepared based on the work of one or more members of the Apoyo package acting as author leaders, to then be reviewed by the entire team and, therefore, we count all its members as contributing authors of each of the guides. Therefore, it is a collaborative work that takes into account the perspective of the eleven countries participating in the project, but especially the circumstances and needs of those in which CADEP Acacia have been created in Hispanic America. This is, therefore, a work with a transformative purpose. The Guidelines for tolerance and acceptance of diversity in higher education are an essential resource for the university community to be more inclusive and less segregating, thus facilitating improved academic levels and reducing university dropout rates, since emotional aspects are determining factors in ensuring the completion of studies and the development of a successful career, not to mention that tolerance and acceptance of diversity by the university community is a guarantee of general improvement in our society
