505 research outputs found
Oral History Interview: Kat Williams
No full textThis interview is one of series conducted concerning the Oral History of Appalachia. This interview contains a summary prepared by the interviewer, which includes page numbers. Kat Williams was the director of the Women\u27s Studies Program at Marshall University. She discusses: detailed information about her childhood, family, and education; some information about her jobs as a dental technician and a jeweler; her exposure to the organized women\u27s movement; her experiences as a baseball player and a girl scout as a child; her involvement in the Women\u27s Movement; the National Organization for Women and why she was involved in it but not a member of it; how inequality manifested itself in her desire to play baseball (she was denied Little League as a child because she was female); her women\u27s history degree at the University of Louisville; women\u27s studies programs at universities; comparisons between women\u27s studies programs at different universities; women\u27s studies at Marshall University and her views and hopes on the future of it; as well as other topics.https://mds.marshall.edu/oral_history/1600/thumbnail.jp
Kit Kat Club group portrait
No full textGroup portrait of the members of the Kit Kat Club, 1946. The Kit Kat Club of Columbus, Ohio, has its roots in a literary publication titled "The Honey Jar: A Receptacle for Literary Preserves." The magazine began in 1898 in Columbus, but it had a limited circulation. When it ceased publication in 1911, Charles C. Pavey, an attorney and contributor, offered to start a new publication to be called the "Kit-Kat Magazine." The title came from an article in "The Honey Jar" concerning a famous 18th century literary club in London, England, whose namesake was Christopher “Kit” Kat, the owner of an English tavern in the 1700s where members such as writer and critic Samuel Johnson reportedly met.
Pavey invited 19 men to assemble and discuss underwriting the publishing of the new magazine on October 5, 1911. The Kit Kat Club was formed as a result of this meeting, and their first regular meeting was held on November 3, 1911. The club's mission is to "promote social intercourse among congenial men who are interested in literature, art, and other matters of broad human concern." They also published the monthly magazine from 1912 to 1920.
Membership in the club is limited to 39 men. Nominations for new members are made by a three-man committee when a member dies or resigns, and voted on by members. Many noted Columbus men were members of the Kit Kat Club, including John W. Bricker, Charles Y. Lazarus, Edward Orton Jr., Edward S. Thomas, John M. Vorys, and many men from The Ohio State University, including four of its presidents. An accompanying description of this photograph lists the members pictured as follows: Front row: Adolph E. Waller, James R. Hopkins, Howard Dwight Smith, John F. Cunningham, Howard L. Bevis, Otto Mees, George W. Rightmire and E.J. Crane. Second row: Carl V. Weygandt, Claris Addams, Robert G. Patterson, Hugh Huntington, James E. Pollard, H.E. Cherrington, Boynton Merrill, Robert E. Pfeiffer, Dr. Jonathan Forman, H.C. Shetrone, Harlan H. Hatcher, Dr. George M. Curtis, George Washburne and C.E. MacQuigg. Additional members who were not pictured include Landon C. Bell, James I. Boulger, John W. Bricker, Dr. W.O. Doescher, Dr. Leroy Johnson, Richard B. Bean (who took the photograph), George R. Roudebush, Harrison M. Sayre, Samuel Shellabarger, George K. Smith, Edward S. Thomas, Henry A. Williams, and John M. Vorys
Gliding swifts attain laminar flow over rough wings
No full textSwifts are among the most aerodynamically refined gliding birds. However, the overlapping vanes and protruding shafts of their primary feathers make swift wings remarkably rough for their size. Wing roughness height is 1–2% of chord length on the upper surface—10,000 times rougher than sailplane wings. Sailplanes depend on extreme wing smoothness to increase the area of laminar flow on the wing surface and minimize drag for extended glides. To understand why the swift does not rely on smooth wings, we used a stethoscope to map laminar flow over preserved wings in a low-turbulence wind tunnel. By combining laminar area, lift, and drag measurements, we show that average area of laminar flow on swift wings is 69% (n = 3; std 13%) of their total area during glides that maximize flight distance and duration—similar to high-performance sailplanes. Our aerodynamic analysis indicates that swifts attain laminar flow over their rough wings because their wing size is comparable to the distance the air travels (after a roughness-induced perturbation) before it transitions from laminar to turbulent. To interpret the function of swift wing roughness, we simulated its effect on smooth model wings using physical models. This manipulation shows that laminar flow is reduced and drag increased at high speeds. At the speeds at which swifts cruise, however, swift-like roughness prolongs laminar flow and reduces drag. This feature gives small birds with rudimentary wings an edge during the evolution of glide performance
Author Gender Representation at Audio Engineering Conferences - An Anonymised Dataset
No full textThis repository contains the author gender dataset (as a comma-delimited .csv file) associated with the paper entitled 'The Impact of Gender on Conference Authorship in Audio Engineering: Analysis Using a New Data Collection Method', published in the IEEE Transactions Special Issue on Increasing the Socio-Cultural Diversity of Electrical and Computer Engineering and Related Fields. Available at: dx.doi.org/10.1109/TE.2018.2814613. Please cite both the paper and dataset if used. Visualisation is available at: http://tibbakoi/github.io/aesgender.
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The dataset was produced using a novel method which used self-identified pronouns, therefore allowing for as many groups as necessary to describe the population.
A list of authors was generated from conference proceedings.
An email was sent to each author to acquire their pronoun.
If no email was available/no response was received, a pronoun was acquired from a biography.
If no biography was available, a pronoun was inferred from traditional gender markers and gender presentation.
If no gender marker/photograph was available, the entry was labelled as 'Information Unavailable'. For brevity, the label 'Unknown' is used in the paper.
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The columns in the dataset are as follows:
ID: unique identifier of entry
Pronoun: pronoun of entry
Position (abs): numerical absolute position within author list for entry
Position (relative): relative position within author list for entry (either First, Last, or Middle)
Single/multi-author: whether the publication for that entry has a single author or has multiple authors (single author publications are excluded from author position analysis)
Conference: Full conference name of entry
Topic: Topic of conference of entry, taken from conference name
Year: Year of conference of entry
Type: Type of publication for that entry as listed on the online conference proceedings
Grouped Type: Grouping of publication types for that entry for easier analysis due to inconsistencies in online conference proceedings (groups are: workshop, poster, paper, panel, keynote, invited speaker, invited paper, demo)
Inc. for author pos?: True/False as to whether to include the entry for analysis over author position (included types are: paper, invited paper, poster as these have meaningful author orders)
Inc. for single/multi-author?: True/False as to whether to include the entry for analysis over single/multi author (includes types are: paper, invited paper, poster as these have meaningful author orders)
Invited paper status: Grouping of the types to allow statistical analysis over invited vs non-invited types (invited types are: invited speaker, invited paper, keynote, panel. Non-invited types are: poster, paper, demo, workshop)
NB: Some grouping of the data is required as online conference proceedings are not always consistent (Column 10). Some labelling of the data is required to determine which entries to include in certain types of analysis (Columns 11-13).
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This dataset is distributed in the hopes that it will prove useful under the Creative Commons Attribution 4.0, with no warranty; or the implied warranty of merchantability or fitness for a particular problem.
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Dataset curated by: Kat Young and Michael Lovedee-Turner at the Audio Lab, Dept. of Electronic Engineering, University of York.
Contact: [email protected], [email protected]</p
Kat & Lily: An Original Screenplay
No full textIn Kat & Lily, my screenplay focuses on the strained relationship between two sisters and their approach to love, life, and self-actualization. Kat, the older sister, is a wild child and Lily, the youngest, has a much more practical approach to life. Their parents divorced when they were young, thus causing both sisters to approach love in different ways. On one hand, Kat uses her sexuality to gain power over men, and on the other hand, Lily feels that her brain is more important than her body. My screenplay is very much a romantic comedy trope, however, I wanted to flip it on its head and give it more meaning.
The context of my screenplay is deeply rooted in feminism and the idea of complex familial relationships and human vulnerability. Kat and Lily both represent two sides of feminism, while their relationships, both familial and romantic, remain incredibly complex. This screenplay is meant to challenge modern ideas of feminism and what makes a woman ultimately powerful. In a larger scope, it’s a direct criticism of human society--we are all flawed and vulnerable, and that’s what makes us human. I took inspiration from women in comedy like Lena Dunham and Amy Schumer, as well as writers like Woody Allen and Tennessee Williams. Schumer and Dunham represent new waves of feminism and Williams and Allen influenced my overarching themes of complex family and love lives
Transition from Knowledge of Algebra for Teaching (KAT) to Technological Knowledge of Algebra for Teaching (T-KAT)
No full textAs technology becomes increasingly prominent in modern mathematics education, there’s a growing need to understand the essential knowledge mathematics teachers need to effectively integrate technology in algebra instructions. This study therefore enhances the current Knowledge of Algebra for Teaching (KAT) framework, which theorises teachers’ knowledge for teaching algebra, by introducing technological knowledge as a requisite teacher knowledge for interactive teaching of algebra. Through the narrative review methodology, the study builds on the Expanded KAT framework to develop the Technological Knowledge of Algebra for Teaching (T-KAT) model as a structured framework that projects technological knowledge as crucial teacher knowledge for interactive and effective teaching of algebra using technology. The study showed that mathematics teachers need not just Algebra Teaching Knowledge (ATK) to pedagogically drive the teaching of algebra, as hypothesised in the Expanded KAT framework, instead, an Algebra Teaching Knowledge (ATK) redefined in the light of technology (Technological Algebra Teaching Knowledge - TATK) to meet the technological demands of 21st century mathematics education. The study further resulted in the identification of four distinct technological knowledge domains (TATK, TSATK, TAATK, and TPCKA) within the proposed T-KAT framework. These findings provide valuable insights for teacher professional development and further research
Kat River revisited
No full textThere is a paucity of oral-history works on Kat River. Likewise, although various histories of Kat River/Stockenstrom exist, few have focused on the forced removals of Stockenstrom coloured people in the 1980s, the effects of displacement on them, and their involvement in current land claims issues. This dissertation seeks to redress these lacunae and provide information from "the underside" on the Kat River Rebellion of 1851-1853. In order to accomplish this, between 2011 and 2016 the author interviewed, with their consent, people of Khoikhoi descent in Kat River, recording, transcribing and analysing the interviews. The interviews, which range from conversations with male and female subsistence farmers and lay preachers to activists - such as the late Manie Loots, aka James Stewart - are set in the broader context of a selective Kat River history from 1829 to the present. Vagrancy legislation during the historical period is discussed; showing the link between pauperism, vagrancy, and colonial perceptions of disease such as leprosy, which was often associated with "loose" women. It is argued that the above perceptions, together with fear, led to the targeting of women and lepers during the attack on Fort Armstrong in 1852. Despite attempts to marginalise them, it was found that both colonial women, including rebels, and women in present-day Kat River exercised, and continue to exercise, remarkable agency. This thesis also reassesses the ideological bases of the Kat River Settlement, arguing that they were cultivation and militarism, with the latter exemplified in the Kat River settlers' service in frontier wars. Further, it found that neo-Marxist theories of commoning can shed light on the etiology of the Kat River Rebellion, and that people, whose access to their commons or other rights is restricted or denied, become radicalised. It was also found that, although their dispossession from Kat River took place in the 1980s, the interviewees, who all demonstrated strong ties to the land on which they grew up, still feel the effects of it, their all-consuming aim being the recognition of their land claims and the restoration of their titles
The Impact of Parental Complaints on Teacher Mental Health and Wellbeing
No full textKat Lord - ORCID: 0000-0002-4926-255X
https://orcid.org/0000-0002-4926-255XJane Williams - ORCID: 0000-0002-8105-0557
https://orcid.org/0000-0002-8105-0557This study examined the impact of parental complaints on the mental health and wellbeing of teachers within Scottish state schools during Covid-19. Prior to the Covid-19 pandemic, a significant proportion of teaching staff reported feeling undervalued by society (OECD, 2018) and over half of Scottish teachers reported mental ill health due to workplace stress (White, 2020). As the pandemic continued, poor mental health continued to affect UK teachers (Kim & Asbury, 2020) and a noticeable, negative rhetoric about teachers began circulating in the UK media (O'Donnell, 2020, Power, 2020; Prior, 2020; Vine, 2020; Woolcock, 2020) and via social media platforms (Chakrabarti, 2020; Education Support, 2020), with parental dissatisfaction and anxiety directed at teachers. The research was undertaken using a mixed methods sequential design consisting of an online survey followed by semi-structured interviews. The survey data was analysed using SPSS, providing descriptive and inferential statistical data about the respondent demographics, experiences of complaints, and level of wellbeing as measured through an interpretative phenomenological approach exploring how the parent – pupil – teacher – school relationship is impacted by complaints. Findings include: (i) the need for greater dialogue around the role of complaints and parental engagement in schools postCovid, (ii) what teachers believe they are able to deliver and parental expectations of that delivery, at times resulted in unreasonable and difficult parental behaviours that impacted the parent- pupil relationship in a minority of cases, and (iii) that most interviewees felt well supported but that the complaints process could be improved.https://www.dpublication.com/wp-content/uploads/2022/03/4-6413pubpu
Pressure from particle image velocimetry for convective flows: A Taylor\u92s hypothesis approach
No full textTaylors hypothesis is often applied in turbulent flow analysis to map temporal information into spatial information. Recent efforts in deriving pressure from particle image velocimetry (PIV) have proposed multiple approaches, each with its own weakness and strength. Application of Taylors hypothesis allows us to counter the weakness of an Eulerian approach that is described by de Kat & van Oudheusden (2012 Exp. Fluids 52 1089106). We build on the findings of de Kat & Ganapathisubramani (2013 Meas. Sci. Technol. 24 024002) and look in more detail into different ways of obtaining estimates for convection velocity on the determination of pressure from PIV using Taylor\u92s hypothesis. We also look at the influence of the omission of viscous terms. Results appear to indicate that pressure can indeed be obtained from PIV data in turbulent convective flows using the Taylors hypothesis approach, where there are no other methods to determine pressure. A more local estimate of convection velocity results in a pressure field that has less obvious defects. Other than a change in reference pressure for the pressure evaluation, inclusion or omission of the viscous terms appears to not have a significant effect
Tucker, Cole, Coleman, Adams, McCullough, Covington, Williams, and Chassaniol at Remembering William Rasberry Lecture
No full text(seated) Neely Tucker, Louise Cole, (standing) Frances Coleman, Margaret Adams, Sarah McCullough, Annie Covington, Kat Williams, and Sen. Lydia Chassaniol pose for a photo after lectur
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