351,712 research outputs found
A treatise on Marks' patent artificial limbs with rubber hands and feet.
No full text"Geo. E. Marks is the author, but the firm claims proprietaryship to all the treatises"--Publishers' answer.Pref. signed Geo. E. Marks.Mode of access: Internet
J.J. McNamara from E. Homer Marks, October 14, 1911
No full textLetter to J.J. McNamara from E. Homer Marks dated October 14, 1911
Well-known trade mark protection: confusion in EU and Japan
No full textIn this thesis concerning the protection of well-known trade marks against confusion in the European Community Trade Mark (CTM) and Japanese trademark systems, the author critically considers the difficulties in comprehensively defining ‘well-known trade mark’ in the relevant international trade mark instruments. After critical analysis of various definitions of both ‘trade mark’ and ‘well-known trade mark’, she undertakes a comparison of the definitions of the parallel concepts of ‘trade mark of repute’ and ‘syuchi-syohyo’, and also undertakes an assessment as to the extent to which these trade marks are protected against confusion and kondo in the CTM and Japanese systems, respectively. It is concluded that the protection of well- known trade marks against confusion in the CTM and Japan cannot be said to be completely clear, and the author identifies some areas for legal refor
Camera machine. Leo Marks, Michael Powell and Peeping Tom
No full textCamera / Machine is built on an audio interview with ‘Peeping Tom’ [1960] scriptwriter Leo Marks. In the interview Marks discusses Michael Powell and their working relationship before, during and after 1960’s ‘Peeping Tom’. Mark’s interview was candid, at times salacious, and at times funny but what really interested me was his discussion of the working relationship between writer and director.
The exploration of this relationship is at the heart of the film and provides a platform for academic investigation into the collaborative process between the film’s director and its scriptwriter. Marks is candid about his influence on the final version of the film, stating that Powell ‘didn’t object to an author putting in the shots as the author saw them…’ This assertion openly problematises the traditional accepted authority of the director as visual storyteller and when juxtaposed with Marks reputation for paranoia and his suspicion that his words might be used inappropriately or out of context, presents Marks as a questionable and possibly unreliable narrator. Using both archive and footage shoot specifically for the project, the film challenges traditional spectator expectations through its structure, its audio/visual composition and its editing strategy. Through the nature of the original audio recording, the use of an unexplained note taking ‘tape operative’ and a considered and abstracted image, viewers are encouraged to ‘lean into’ the film to fully grasp the significance and implications of Mark’s words and the insights offered through the connections presented. The film is designed to ask for active participation through a pro-active engagement with the material articulating the significance of the writer/director dichotomy and the reliability or not of a paranoid narrator
The case for a regulated drugs market. by Robert E. Marks
No full texttag=1 data=The case for a regulated drugs market. by Robert E. Marks
tag=2 data=Marks, Robert E.
tag=3 data=Policy,
tag=4 data=7
tag=5 data=1
tag=6 data=Autumn 1991
tag=7 data=28-33.
tag=8 data=DRUGS
tag=10 data=The social costs of prohibiting drugs far outweigh the social benefits, and supports the Cleeland Report's, 1989, recommendation of a regulated drugs market.
tag=11 data=1991/3/6
tag=12 data=91/0516
tag=13 data=CABThe social costs of prohibiting drugs far outweigh the social benefits, and supports the Cleeland Report's, 1989, recommendation of a regulated drugs market
An exploration of the effects of group summative assessment marking on higher education students’ overall marks
No full textGroupwork and group summative assessment (GSA) are important learning, teaching and assessment methods used by many educational institutions, not just universities. The differences between the marks that HEI students were awarded for their own independent individual summative assessment (IISA) work and their GSA marks were explored.
The study topic presented itself while the author was contemplating studying for a first degree, when it became apparent that group working and group summative assessment was included in summative assessment methods used in the chosen programme.
Three data sources were from UK undergraduates and graduates, and one was from Australian PG students. Module marks data were collected from over 4000 HE students. They were divided into eighteen faculty/year data sets from four HEI sources.
A systematic difference was found between the distributions of GSA and IISA marks, supporting Lejk et al. (1999). Lower IISA ability students scored higher in GSA modules than in IISA modules. Higher IISA ability students scored lower in GSA modules.
In addition, the mean GSA mark was higher than the mean IISA mark. The standard deviation of the GSA marks was lower than the SD of the IISA marks. Both of these findings support Downie (2001). The relationship was found to vary between the data sets, modules, assessment items and especially between faculties.
The results and conclusions from this study will empower stakeholders, enabling them to be better informed in their choice of first-degree study programmes. They will also allow the use and impact of GSA to be more transparent and better understood, leading to further research and improvement in practice
Annie Martin : Tout doit partir = Annie Martin : Everything Must Go
No full textIn this booklet, author Marks focuses on the mimetic, metaphoric and metonymical qualities of objects filmed by Martin. She demonstrates how the artist critiques consumerism by highlighting the transitory and ephemeral nature of these objects. Texts in French and English. Biographical notes on artist and author
A Maze of Complicity : Luca Buvoli, Dianna Frid, Anton Vidokle
No full textIn this playful catalogue, Marks stresses the importance of manual labour in three New York-based artists' "brave objects" and comments on the works' "fragile and unassuming" character. Brief biographical notes on artists and author
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Student-led appraisal of marks
No full textStudent progression through an academic year is often full of questions regarding the relative level of achievement in continuous appraisal compared with end-of-year exams. In-course assessment marks are distributed to students during the year but many students do not know how their performance in the in-course assessment affects the score required to pass the year.In line with future curriculum developments that will allow students to include or exclude in-course assessment marks in their final examination score, we have developed an innovative new system to enable students to not only view their continuous assessment marks for the entire year on the web, but also to see how these marks contribute to their final exam grades. This will indicate how many marks must be potentially attained in their final exam to pass. Areas of weakness are clearly visible and the effect these weaknesses have on the overall outcome will be shown.The student-led appraisal of marks (SLAM) system is currently being used for the 2nd year Medical Neuroscience course. Students can view their marks for timed essays, spot tests, tutorial attendance and practical assessments on-line. Using an active server page interface to a relational database backend running on Internet Information Services, students log in to the system using their email address and candidate number. In-course assessment marks are added to the database as they are released, allowing a cumulative total of marks to be viewed throughout the year. By the time the students are revising for their end-of-year exams their grade record for the whole year is available on-line.The weightings of these in-course assessment marks are taken into account when the system calculates what percentage the student must score in their final exam to attain a pass, merit or distinction. Assessment titles are displayed along with the maximum mark attainable as well as the marks that the student has obtained for each one. When these marks are passed through the calculation algorithm the percentages that must be achieved in the final exam are shown for the different grade levels. Individual assessment marks may be de-selected, meaning that they are not included in the grade calculations. The effect of including each unit in the final assessment can be seen.Over 900 'hits' on the system have been made by 2nd year medical students (350 students), indicating multiple repeat visitors. Although this system is currently running on an informative basis at the moment, it is hoped that in the future, students will actively use this system to determine which in-course assessment marks to include or exclude before final examinations are taken and to register these preferences on-line
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