519 research outputs found
Records of Travels in Turkey, Greece etc. and of a cruise in the Black Sea, with the capitan Pacha, in the years 1829, 1830, and 1831. By Adolphus Slade, Esq. in two volumes. London Saunders and otley, Conduit street 1832
No full textPreface: by the authorDedication: by the author to his royal Highness the ... of CumberlandContent description: Detailed contentsIllustration: 2 (Maps ,Views ,)Pagination: PP13+513P, PP6+511PVolumes: 2Edition:1stText Genre:ProseIllustration: 2 (χάρτες ,τοπία ,
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Written evidence submitted by Professor Karen Slade (RAR0071) to Rehabilitation and resettlement: ending the cycle of reoffending (Inquiry)
Get PDFThis submission focuses specifically on sections 2 and 3 of the inquiry terms of reference and is based on research and practice expertise from the author. Karen Slade is a Professor of applied forensic psychology and a Forensic Psychologist at Nottingham Trent University (NTU). She is currently on secondment with HMPPS, and this submission is written in a personal capacity based on her academic research. This submission makes four recommendations to questions related to section two and five related to section three. This submission focuses on the concept of dual harm and mortality recording, prevention and support within the custodial estate and beyond
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Student Vulnerability And Agency In Networked, Digital Learning
No full textAmidst vast changes sweeping the higher education landscape, there is an increasing need to use data to increase the effectiveness of teaching and learning, and subsequently, ensure accountability and efficiency in an increasingly resource-constrained and competitive higher education landscape (Altbach et al, 2009). Learning analytics as an emerging discipline and practice promises to contribute to more effective teaching, learning and resource allocation through the collection, analysis and use of student data (Prinsloo & Slade, 2014).
As teaching and learning move progressively online and digital, the amount of student data increases exponentially, opening opportunities for data-informed strategies and pedagogies. Though there is no doubt that the collection, analysis and use of student digital data do offer huge potential, there are also a number of risks and ethical challenges such as the belief that data is neutral; the role of algorithms and the algorithmic turn in higher education; the assumptions and epistemologies informing the collection and analysis and use of data; and the increasing possibilities for discriminating against already vulnerable and at-risk students (Slade & Prinsloo, 2013; Prinsloo & Slade, 2014).
This paper follows Prinsloo (2014) who proposes that ‘Learning analytics are a structuring device, not neutral, informed by current beliefs about what counts as knowledge and learning, coloured by assumptions about gender/race/class/capital/literacy and in service of and perpetuating existing or new power relations.’ Though the collection, analysis and use of student digital data aims to decrease students’ vulnerability and risks of failing or dropping out, there is also the possibility that in the light of the asymmetrical power relationship between student and institutions of higher learning, students’ vulnerability may actually be exacerbated.
As higher education institutions (HEIs) optimise the potential of learning analytics, this paper proposes that institutions should adopt a student-centric approach to learning analytics, empowering students to make informed decisions about the type of data they share, the uses of that data and access to the data collected by higher education.
This paper explores student vulnerability and agency in the context of the phenomenon of Privacy 2.0
The Gothic Elements of David Mitchell's Slade House
No full textThis thesis introduces the tradition of the English Gothic novel and defines the basic themes, motives, and poetics, and names the representatives of the Gothic literary tradition in the English novel. The following chapter introduces the author David Mitchell and his work in the context of contemporary British literature in comparison with other authors of the Gothic tradition in contemporary literature (Neil Gaiman). The core of the work is a literary analysis of the novel Slade House, which focuses on the narrative technique of the novel (alternation of narrators), Gothic elements of horror atmosphere and suspense gradation, elements of fantastic literature (ghosts in the house) and the concept of a haunted house based on the studies of M. Aguirre (The Closed Space), etc. The thesis mentions Royle´s theoretical concept of The Uncanny and in the final section it attempts to capture the essence of the concept in Mitchell´s Slade House
Student Vulnerability, Agency, and Learning Analytics: An Exploration
No full textIn light of increasing concerns about surveillance, higher education institutions (HEIs) cannot afford a simple paternalistic approach to student data. Very few HEIs have regulatory frameworks in place and/or share information with students regarding the scope of data that may be collected, analyzed, used, and shared. It is clear from literature that basic opting in or out does not sufficiently address many of the complex issues in the nexus of privacy, consent, vulnerability, and agency. The notion of vulnerability (institutional and individual) allows an interesting and useful lens on the collection and use of student data. Though both institutional and individual vulnerability need to be considered, this paper focuses specifically on student vulnerability. In this conceptual article, we explore student vulnerability in the nexus between realizing the potential of learning analytics; the fiduciary duty of HEIs in the context of their asymmetrical information and power relations with students; and the complexities surrounding student agency in learning analytics. This article expands on an earlier framework developed by Prinsloo and Slade (2015). It aims to explore ways to decrease student vulnerability, increase their agency, and empower them as participants in learning analytics — moving them from quantified data objects to qualified and qualifying selves
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Student perspectives on the use of their data: between intrusion, surveillance and care
Get PDFThe Open University (OU) is a large, open distance learning institution with more than 200,000 students. In common with many other higher education institutions (HEIs), the University is looking more closely at its use of learning analytics. Learning analytics has been defined as the collection and analysis of data generated during the learning process in order to improve the quality of learning and teaching (Siemens, Dawson, & Lynch, 2013). In the context of the Open University, learning analytics is the use of raw and analysed student data to, inter alia, proactively identify interventions which aim to support students in completing their study goals. Such interventions may be designed to support students as individuals as well as at a cohort level.
The use of a learning analytics approach to inform and provide direction to student support within the Open University is relatively new and, as such, existing policies relating and referring to potential uses of student data have required fresh scrutiny to ensure their continued relevance and completeness (Prinsloo & Slade, 2013). In response, The Open University made the decision to address a range of ethical issues relating to the University’s approach to learning analytics via the implementation of new policy. In order to formulate a clear policy which reflected the University’s mission and key principles, it was considered essential to consult with a wide range of stakeholders, including students
December 1997
Get PDFJacaranda Team 1997
Dale Bolst, Sharon Dunstall, Kent Lock, Brenton Luchow, Merinda Rickards, Glynda Slade and Jodine Stewart. Printed in Australia.https://research.avondale.edu.au/jacaranda/1042/thumbnail.jp
0749: Nelson Slade Bond Collection, 1920-2006
Get PDFNelson Slade Bond had a varied writing career that spanned 70 years. Primarily known for science fiction short stories, Bond also wrote plays, radio and television scripts, newspaper and magazine articles, poetry, public relations material, and books. The collection reflects the author\u27s professional and personal lives consisting of writings, correspondence, business papers and financial records from 1925 to 2005. The collection was donated in four installments during and after Bond’s life from April 2006 to September 2007. The order in which the materials were received is maintained with only minor modifications. Input from Nelson Bond and his family members was considered and utilized in processing the collection.
The collection has approximately 370 magazines containing stories published by Nelson Bond. Although Bond wrote detective and sport stories, he is primarily known as a science fiction and fantasy author from the Golden Age of science fiction contemporary to authors such as Robert Bloch, A.E. Van Vogt, Isaac Asimov, and Ray Bradbury to name a few. Magazines from 1938 to 1999 such as Planet Stories, Fantastic Adventures, Weird Tales, and Amazing Stories are included in the first seven boxes. Also included are 200 short stories, 80 television and play scripts, 200 radio scripts, six books of short stories, three novel length stories, galley proofs and magazine and newspaper articles. Memorabilia from the collection is located in the Nelson Bond Room
Student Consent in Learning Analytics: The Devil in the Details?
No full textFew would contest the impact of technology on modern day society. There are, however, wide-ranging opinions and contestations regarding the social and ethical implications of the increasing entanglement of our lives with technology (Introna, 2017; Marx, 2016; Robertson & Travaglia, 2017). Introna (2017) suggests that “At the center of this technology/society interrelationship we find many complex questions about the nature of the human, the technical, agency, autonomy, freedom and much more” (para. 1). Central to our entanglement in this techno-societal complex is the issue of the use of personal data and the scope and limitations of individuals’ agency (a) to make rational, informed choices regarding consent to having their data collected, analyzed, and used (Prinsloo & Slade, 2015); (b) for freely gifting (Kitchin, 2013, p. 263) unrequested data in ways that suggest digital promiscuity (Payne, 2014); and (c) to negotiate terms and conditions around receiving benefits in exchange for personal data, in a phenomenon known as the “privacy calculus” (Knijnenburg, Raybourn, Cherry, Wilkinson, Sivakumar, & Sloan, 2017, para. 1). It is also important to note the increasing automated and directed surveillance of digital users without their knowledge or consent (Kitchin, 2013), which raises “unprecedented challenges to how we currently elicit, secure, and sustain user consent” (Luger, Rodden, Jirotka, & Edwards, 2014, p. 613). The Big Data revolution (Kitchin, 2014) with its accompanying generative mechanisms for extracting data “has become an idea with social and political power in its own right” (Robertson & Travaglia, 2017, para. 1). The reductive quantification of complex social phenomena and the combination of different datasets suggest the need to (re)consider the notion of consent, the scope and limitations of informed consent, in general (Wilson, 2017), and, more specifically, consent in the context of higher education.
As the volume, velocity, and variety in data have increased, institutions, including higher education organizations, are increasingly enlarging their capacity to facilitate the tracking of students on an unprecedented scale. As such, “The privacy and ethical issues that emerge in this context are tightly interconnected with other aspects such as trust, accountability, and transparency” (Pardo & Siemens, 2014 p. 438). In deciding whether providing individuals (i.e., students) control over their personal data is a “true remedy or fairy tale” (Lazaro & Le Métayer, 2015), we suspect that the devil lies in the details.
In this chapter, we provide a broad overview of ethical considerations in the collection, analysis, and use of student data before investigating specific issues surrounding and informing the notion and scope of student consent. We map a broad framework of considerations and consider the ethical implications of allowing students to opt out of all or some aspects of the collection of their data
Occupational Therapy Music Hall Party
No full textPatients and staff at a dress-up party (music hall)Front row: Julie Bonnici, Patient, Patient, Joan Maitland,Patient. Back row: Patient, Patient, Sharon Boeor, Patient, Patient, Don Cutting(volunteer driver), Cheryl Slade
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