9,544 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
Citation marks in early Latin manuscripts. (With a list of citation marks in manuscripts earlier than A. D. 800 in English and Irish libraries)
No full textMcGurk Patrick. Citation marks in early Latin manuscripts. (With a list of citation marks in manuscripts earlier than A. D. 800 in English and Irish libraries). In: Scriptorium, Tome 15 n°1, 1961. pp. 3-13
Letter from Bishop Patrick Finegan to Hagan
No full textHolograph letter from Bishop Patrick Finegan, Bishop's House, Culliss, Cavan, to Hagan, enclosing cheque for dispensational fees; details on his account. In thanks for his report; disappointed with Mr. Brennan's marks. Season's greetings
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
Patrick Power Library: Reference Room, ca. 1980
No full textb&w photographGood condition: sides curling, ink marks and crop lines drawn on frontPhotograph of students studying in the Reference Room, whose stacks (bays of books) can be seen in the left distance. These stacks are gone now: in 2009 this area was opened up with a new Circulation Desk to the left, an integrated Information and IT Help Desk in the centre, and the skylighted Atrium out beyond (with hallway to McNally Building to the left and new library entrance to the right).Written in ink and crossed out on reverse: 'P.195A,' '3 1/4,' '1.70 .11,' '10' encircled and 'cd 44'. Written in ink on reverse: '71%,' '18B,' 'Pg. 179-A' and 'Reduce to 33x32 Picas using crop marks'. Written in red pencil crayon and crossed out on reverse: 'Library'. Written in green pencil crayon on reverse: '4B' and '52%'. Typed on adhesive on reverse: 'Don Robinson Photography, 1013 Bland St., Halifax, N.S. 425-3511'. Came in an envelope marked 'Patrick Power Library Interior'. From Art Gallery
Marks (Shula) and Atmore (Anthony) eds : Economy and Society in pre-industrial South Africa
No full textVidecoq Patrick. Marks (Shula) and Atmore (Anthony) eds : Economy and Society in pre-industrial South Africa. In: Revue française d'histoire d'outre-mer, tome 67, n°248-249, 3e et 4e trimestres 1980. pp. 391-392
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
Marks (Shula) and Trapido (Stanley) : The Politics of Race, Class and Nationalism in the Twentieth Century South-Africa
No full textVidecoq Patrick. Marks (Shula) and Trapido (Stanley) : The Politics of Race, Class and Nationalism in the Twentieth Century South-Africa. In: Revue française d'histoire d'outre-mer, tome 77, n°287, 2e trimestre 1990. p. 284
Marks (Shula) and Trapido (Stanley) : The Politics of Race, Class and Nationalism in the Twentieth Century South-Africa
No full textVidecoq Patrick. Marks (Shula) and Trapido (Stanley) : The Politics of Race, Class and Nationalism in the Twentieth Century South-Africa. In: Revue française d'histoire d'outre-mer, tome 77, n°287, 2e trimestre 1990. p. 284
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
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