728 research outputs found
Measurement of the flux of ultra-high energy cosmic rays by the telescope array FADC fluorescence detectors
No full textUltra-high energy cosmic rays (UHECRs) produce the most powerful collisions between single particles and atmospheric matter. They have been studied since the early 20th century yet, to this date, there is no clear answer as to the acceleration process responsible for their produc-tion. The Telescope Array Project is an experiment designed to observe the showers of particles produced as by-products of the interactions between UHECRs and the atmosphere. As a hybrid experiment, it currently utilizes 38 fluorescence detectors (FDs) divided between three sites over-looking an array of 507 surface detectors (SDs). The project’s mission is to study the energy, composition and origin of UHECRs using a variety of techniques which may include some or all of the experiment’s apparatus. This document, in particular, is a presentation of the UHECR en-ergy spectrum measured at Telescope Array using the fluorescence detection technique in mo-nocular mode. Only data from the 24 FDs at Black Rock Mesa (BR) and Long Ridge (LR) sta-tions are used here.Ph. D.Includes bibliographical referencesby Sean R. Stratto
An Interview with Cass R. Sunstein: Author of The World According to Star Wars
No full textThe guest editors of special issue 12, Jason W. Ellis and Sean Scanlan, interview Cass R. Sunstein, the Robert Walmsley University Professor at Harvard, where he is founder and director of the Program on Behavioral Economics and Public Policy. He is the author of many books, including the bestseller Nudge: Improving Decisions about Health, Wealth, and Happiness (with Richard H. Thaler). His 2016 book The World According to Star Wars attempts to understand the Star Wars universe in ten chapters through the lenses of Sunstein’s academic interests, namely: culture, sociology, psychology, behavioral science, and political science. The book is both personal and theoretical, practical and academic. It takes accurate measure of the genesis of the movies, the movies themselves, and briefly, but trenchantly, it examines concepts such as reputational cascades and speculates on what Star Wars can teach viewers about constitutional disputes
Appropriations of Irish drama by modern Korean nationalist theatre : a focus on the influence of Sean O’Casey in a colonial context
No full textMy thesis explores how a translated author on the periphery of the host culture’s
translated repertoire can be at once subversive and innovative on the colonial scene,
using as an example the case of Sean O’Casey in colonial Korea. It explores the
importation of Irish drama in modern Korean theatre during the colonial period and
examines the appropriations of O’Casey’s plays by a central Korean playwright, Yu
Chi-jin, in creating his own plays. Under Japanese colonial rule in the early twentieth
century, intellectuals perceived the supreme task for the Korean people to be the
recovery of national sovereignty and independence. The modern Korean theatre
movement which rose among Korean intellectuals and dramatists during the colonial
period was to play a major part in this task. The ultimate goal of this movement was
to establish a modern national theatre promoting Korean culture and educating the
people, thereby recovering national independence. As their modernised dramatic
polysystem was still "young", Korean intellectuals and dramatists who were
involved in the theatre movement had to borrow dramatic models from other
countries. One of the models they chose was Irish playwrights, especially those who
were involved in the Irish dramatic movement. They published or staged the works
of W.B. Yeats, Lord Dunsany [Edward John Moreton Drax Plunkett], Augusta
Gregory, J.M. Synge, St. J. Ervine, T.C. Murray and Sean O'Casey. Although
O'Casey was considered an important dramatist in the Irish dramatic movement, he
was a playwright on the periphery in the list of translated Irish dramatists in Korea
due to the colonisers’ censorship. However, he remained as a subversive and
innovative playwright on the colonial scene by virtue of being appropriated by Yu
Chi-jin who used O’Casey’s plays as models when creating his own works. In
discussing the subject matter of my thesis, I use Even Zohar’s polysystems theory as
a starting point in looking at ideological issues surrounding translation and extend
the discussion to offer a postcolonial perspective. While most translation in a
colonial context was considered as "an expression of the cultural power of the
colonisers," my thesis shifts the focus to translation as an expression of the cultural
power of the colonised. I explore how the colonised uses another colonised culture to
subvert the colonisers’ power
Implementation Of Regulations In Handling Children In Conflict With The Law (ABH)
No full textThe implementation of the BAP by the police is not in accordance with Article 30 Paragraph (1) of Law No. 11 of 2012 concerning the Child Criminal Justice System and the Regulation of the Minister of State for Women's Empowerment and Child Protection of the Republic of Indonesia Number 15 of 2010 concerning General Guidelines for the Handling of Children Facing the Law, namely the facts in the field are contrary to the law. because the implementation is not only 24 hours, sometimes until the early hours of the morning when an investigation is carried out, this provision becomes contradictory because the rules and the implementation are not in line. Problem Formulation: 1) How is the Implementation of Regulations in Handling Children in Conflict with the Law (ABH)?, 2) How are the Sanctions for Law Enforcement Officials in Handling Children in Conflict with the Law (ABH) not in accordance with the Regulations?, Type of research: normative juridical, which is a study of legal principles, existing legal rules to obtain information related to this research. The author concludes: The application of laws and regulations in the juvenile justice system should be supported by various parties to ensure legal protection of the rights of children who are in conflict with the law, as well as there are no sanctions for law enforcement officials as article 30 paragraph (1) of Law No. 11 of 2012 concerning the Juvenile Criminal Justice System (SPPA Law) makes something ordinary
Becoming A/r/tographers whilst contesting rationalist discourses of work
No full textExtending critical perspectives which have problematized “work,” in this essay we
contest rationalist values of “work” through a/r/tography, noting that a/r/tography is
particularly suited to troubling the artificial divisions and correlative productivities
between art and research, teacher and student, teacher and researcher, and so forth.
We explore the notions of transmediation and pedagogical recognition to suggest
that if our educative systems, processes, and imaginations could more generatively
attend to students as creative beings, and if students could be invited to a fuller
activity in the world across multiple domains, then an increasing social tendency
to accept economic values as trumping all others might be redressed. We argue
that how adults value young people in the progress and process of their making art,
making knowledge, and making a life, comes to affect the ontology and epistemology
of work in all its social manifestations
Learning theories and interprofessional education: a user's guide
No full textThere is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required
A poet’s journey as A/r/tographer:: poetic inquiry with junior high school students
No full textIn this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations.While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change
Defining student writing : a stylistic view
No full textThe theory and practice of composition teaching stands to benefit from a stylistic awareness of texts commonly labelled "student writing." Traditionally, the phrase "student writing" has implied a range of terms ("simplistic," "absolutist," "flawed," etc.) which hold meaning only by virtue of their contrast to opposing terms ("complex," "relativistic," "polished") descriptive of academic or professional discourse. Remove student writing from the contrastive glare of such "higher-order" discourses, however, and a definition of student writing on its own terms becomes necessary. The definition can no longer depend on terms such as "simplistic," which hold meaning only in relation to an opposing sense of complexity. Rather, composition instructors need a more textually-specific awareness, dependent on the features which, repeated on a grammatical level, help define a style. Hallidayan stylistics, an approach to style based on the systemic/functional grammar of linguist M.A.K. Halliday, can provide such a stylistic definition. Applied to student writing, this methodology will not only identify the particular textual features referred to by terms such as "simplistic," but it will suggest that the textual features themselves are symptoms of an underlying ideology or world-view in the authors of basic texts. This world-view, briefly stated, is one of alienation and powerlessness. This study suggests (1) how the alienation and powerlessness felt by student writers manifests itself comprehensively in the style of their expository texts and (2) how an awareness of that style and world-view can help students revise their writing toward more successful expository prose. Toward a textually-specific definition of student writing, the study considers several freshman responses to various writing prompts, first considering the samples' "student" quality from the viewpoint of other assessment methods and then--through a Hallidayan approach--suggesting how the samples demonstrate similar stylistic tendencies, which reveal a shared ideology between the samples. Toward suggesting the pedagogical applications of the stylistic definition, the study reports the results of an investigation (conducted in a developmental writing class at CSUN) into which stylistic features may be most useful to student writers, focusing primarily on how those features relate to the underlying ideology of student texts, on the assumption that student writers must first recognize their world-view before they can recognize how to revise their writing.California State University, Northridge. Department of English.Includes bibliographical references (leaves 97-98
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