1,367,431 research outputs found
World War I record of service survey for Marcus A. Sutcliffe, signed 2 February 1926
No full textQuestionnaire about Marcus Allen Sutcliffe's service in World War I, 1917-1919, signed by Sutcliffe on 2 February 1926.Questionnaire originally part of a survey of Norwich University alumni. Data from these questionnaires was used in a chapter of "Vermont in the world war, 1917-1919" by Harold P. Sheldon (1928). Transcriptions may be subject to error
Pahe-a-Range, the New Zealand Chief, B. Burns [picture] /
No full textCaption: "Pahe-a-Range, the New Zealand Chief. Printed by W. Monkhouse; York"--Printed beneath image.; Inscriptions printed beneath image l.r.: J. Sutcliffe from life; B. Burns.; Rex Nan Kivell Collection NK10680; NK6552 ; NK5959 ; NK371.; U6028 ; U6030 ; U6031 ; U6029 not col
A tale of two cities: urban networks in Paris and London - An interview with Anthony R. Sutcliffe
No full textSutcliffe Anthony, Sander Agnès. A tale of two cities: urban networks in Paris and London - An interview with Anthony R. Sutcliffe. In: Flux, n°19, 1995. pp. 56-58
Stephen Sutcliffe at Fifty
No full textAt Fifty is the first catalogue dedicated to Stephen Sutcliffe. Both a microcosm and macrocosm of the processes at play in his works, it is also something of an artist’s book, one that, typical of the artist’s critical practice, formally addresses questions about the value of the monologue, the archive, and the status of the artist. At Fifty documents how Sutcliffe’s work has developed and how the means for channeling his deconstructive sensibility has been honed. It includes commissioned essays and an interview with the artist. Dan Fox’s essay, "Be In My Broadcast, When This Is Over," looks at television, that one-time pillar of British culture that was as formative for him as it was for Sutcliffe. "Overlaid, not removed," by Ilsa Colsell, focuses on Sutcliffe’s use of collage for the deft yet deliberately overt repurposing of signs and symbols. And an interview conducted by Michelle Cotton delves into Sutcliffe’s assimilation of interruptions, creative blocks, and anxiety. Taken together with the artist’s vision for this special publication, at Fifty brings to life, for the first time in book form, a remarkable and distinctive practice that now spans over twenty years.--Publisher's websit
Frank Meadow Sutcliffe, Hon F.R.P.S Whitby and its people as seen by one of the founders of the naturalistic movement in photography : a second selection of his work
No full textFrank Meadow Sutcliffe, Hon. F.R.P.S. Whitby and its people as seen by one of the founders of the naturalistic movement in photography : a fourth selection of his work
No full textA goodness of fit measure related to r² for model performance assessment
No full textChecking the predictive worth of an environmental model inevitably includes a goodness of fit metric to quantify the degree of matching to recorded data, thereby giving a measure of model performance. Considerable analysis and discussion have taken place over fit indices in hydrology, but a neglected aspect is the degree of communicability to other disciplines. It is suggested that a fit index is best communicated to colleagues via reference to models giving unbiased predictions, because unbiased environmental models are a desirable goal across disciplines. That is, broad recognition of a fit index is aided if it simplifies in the unbiased case to a familiar and logical expression. This does not hold for the Nash–Sutcliffe Efficiency E which reduces to the somewhat awkward unbiased expression E = 2 – 1/r², where r² is the coefficient of determination. A new goodness of fit index V is proposed for model validation as V = r²/(2-E), which simplifies to the easily communicated V = r4 in the unbiased case. The index is defined over the range 0 ≤ V ≤ 1, and it happens that V < E for larger values of E. Some synthetic and recorded data sets are used to illustrate characteristics of V in comparison to
P4C Pocketbook
No full textPhilosophy for Children (P4C) was conceived by Professor Matthew Lipman in the late 1960s. It encourages children to develop their own way of thinking about the world and aims to help them 'become more thoughtful, more reflective, more considerate and more reasonable individuals'. A recent study in Scottish primary schools concluded that one hour of philosophical enquiry each week can promote development in cognitive ability; development in critical reasoning skills and dialogue in the classroom; emotional and social development. This cartoon-illustrated Pocketbook provides a practical introduction to P4C in the classroom. Using real classroom examples, it explains how teachers can engage, support and facilitate students across the age range in philosophical enquiry. It outlines a ten-step process from building a community of enquiry and presenting a stimulus; through thinking time, question-making question-airing and question-choosing; and on to collaborative exploration and review. Chapters are devoted to defining P4C, choosing a stimulus, questions, the Socratic Method, facilitating and review. A final section contains a broad range of training and classroom-ready resources. The text is supported by helpful tables and graphics throughout. Authors Barry Hymer and Roger Sutcliffe are both well respected in the P4C field. Both have taught in UK schools and both now train teachers. Barry who also trained and practised as an educational psychologist, is visiting professor of education at the University of Cumbria and director of the education consultancy Still Thinking UK Ltd . Roger is a founder member and president of SAPERE, and author of The Philosophy Club
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