310,114 research outputs found
Chester Page Collection
No full textPianist and art connoisseur, Chester Page (1929-) was a close confidant to Modernist American author, Djuna Barnes (1892-1982) during the final decade of her life, as well as a friend to several other major literary figures such as Marianne Moore (1887-1972), Bryher (1894-1983), and Elizabeth Bishop (1911-1979). Barnes and Page shared a mutual friendship with Moore. In the spring of 1970 Page wrote to Barnes to introduce himself and to offer his assistance. He was invited to tea at Barnes's apartment at 5 Patchin Place in New York City on 19 May 1970, and from that moment forward, enjoyed a close friendship with the author until her death. After Barnes's death on 18 June 1982, Page became an invaluable source of information on the reclusive author during her final days. He had managed a closeness which Barnes bestowed on a select few. The Chester Page Collection contains correspondence between Barnes and several friends and literary figures and some epemera collected by Page. The collection spans the period 1933 to 1992. Correspondence with Louise Crane (1913-1997) dating between 1970 and 1973 constitutes the bulk of the collection
MRS. GANDHI GAVE NEW ECONOMIC APPROACHES
No full textPlenty of food, Sufficient clothing, Proper monitoring of the Key Socio- Economic factors, with commitment to Domestic Productivity were the Essence of the Administrative strategy of Mrs. Indira Gandhi (Late Prime Minister of India). These approaches could be critically related to the remarkable Economic advancement of the Indian sub-continent, with Self- sufficiency in Agriculture, leaving a surplus for export and strides in Industry, Atomic Research, and Space Exploration in India. The author feels that these unique thoughts and approaches of the late Prime Minister could serve as an eye-opener to all the Third World Nations to Accelerate their pace of Social and Economic development. ================================================================ Between 1972 and 1981, the author was a Social worker in India, and a Honorary Consultant for the effective implementation and monitoring of the 20 Point Socio-Economic Development programs designed by Shrimathi Indira Gandhi, the late Prime Minister of India. Centre page article by DR.VSRS in the Barbados Advocate, the largest circulated Daily in Barbados, West Indies, and the English speaking Caribbean Countries. Page 4 - Tuesday - January 8, 1985. During 1982 - 1986, the author was a “Consultant Adviser - Computer Services”, to the Caribbean Development Bank, Barbados, West Indies ( World Bank / UNDP Setup ), under nomination from his assignment as the “Data Processing Expert” to the Commonwealth Fund for Technical Co- operation, London, UK.20 Point Program, Economic Development, Development Ratios, Government Strategy, Indira Gandhi, Key Ratios, Management Decision, Mass Development, Mrs.Gandhi, Political Economics, Productivity, Redefined Productivity, Social Development, Socio-Economic Development
Continuous metadata flows for distributed multimedia
No full textThe practical use of temporal multimedia has increased markedly in recent years as enabling technologies for the distribution and streaming of media have become available. As a part of this trend, hypermedia systems and models have adapted accordingly to incorporate such distributed multimedia for presentation. Structured interpretation of information has long been a fundamental feature of both open hypermedia systems and knowledge systems. Metadata, in its many forms, has become the cornerstone for providing this structured knowledge above and beyond basic data and information. This thesis presents the rationale and requirements for continuous metadata, which supports the metadata accompanying distributed multimedia throughout the lifecycle of streamed media, from generation, through distribution, to presentation. Throughout this process it is the temporal and continuous nature of the metadata which is paramount. A conceptual framework for continuous metadata is proposed to encapsulate these principles and ideas. Continuous metadata and the associated framework enable the development, in particular, of real-time, collaborative, semantically enriched distributed multimedia applications. Experience building one such system using continuous metadata is evaluated within the framework. An ontology is developed for the system to enable the collation, distribution, and presentation of structure aiding navigation of multimedia, and it is shown how continuous metadata utilising the ontology can be distributed using multicas
Royalty Statements: Doubleday Page & Co. to Ida M. Tarbell, Febrary 1, 1909
No full textRoyalty Statements for works published by Doubleday Page & Co., February 190
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Electronic voting systems in undergraduate teaching
No full textOne of the major differences undergraduates experience during the transition to university is the style of teaching. In schools and colleges most students study key stage 5 subjects in relatively small informal groups where teacher–pupil interaction is encouraged and two-way feedback occurs through question and answer type delivery. On starting in HE students are amazed by the sizes of the classes. For even a relatively small chemistry department with an intake of 60-70 students, biologists, pharmacists, and other first year undergraduates requiring chemistry can boost numbers in the lecture hall to around 200 or higher. In many universities class sizes of 400 are not unusual for first year groups where efficiency is crucial. Clearly the personalised classroom-style delivery is not practical and it is a brave student who shows his ignorance by venturing to ask a question in front of such an audience. In these environments learning can be a very passive process, the lecture acts as a vehicle for the conveyance of information and our students are expected to reinforce their understanding by ‘self-study’, a term, the meaning of which, many struggle to understand. The use of electronic voting systems (EVS) in such situations can vastly change the students’ learning experience from a passive to a highly interactive process. This principle has already been demonstrated in Physics, most notably in the work of Bates and colleagues at Edinburgh.1
These small hand-held devices, similar to those which have become familiar through programmes such as ‘Who Wants to be a Millionaire’ can be used to provide instant feedback to students and teachers alike. Advances in technology now allow them to be used in a range of more sophisticated settings and comprehensive guides on use have been developed for even the most techno-phobic staff
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