Notes From the Field (From the Desk): To Hold

2021 ◽  
Vol 62 (3) ◽  
pp. 354-357
Author(s):  
Kélina Gotman

The last seminar of my “Introduction to Literary Theories” course in the fall semester of 2020 involved really difficult material on gender and race; it was exposing; none of the students had their cameras on. I was nearly in tears. Kept composure. We had been navigating well through the semester, with this and the other first-year module on poetry—subjects adjacent to theatre as a result of my situation within a department of English literature. This semester, I've been more bold, gently asking students to turn cameras on; I remember, though, always, Owen Parry's articulation of audience participation at the start of a Zoom event for the Welsh National Theatre. Some people hang back; some people are highly present (front-row types—I was always one of those); but all of this is good.1 I've been relaxing my need to “see” everyone out there. As a committed lecturer—a relapsed performer who has found solace in lecture stages—I'm always keen to read the room, normally; to see body posture, faces, engagement or puzzlement, and to respond to this; everything nonverbal that goes on. I was devastated, unsurprised, at the end of a conversation with a colleague on the development of what may become a major “Creative Hub,” to hear that our lecture halls might be replaced with sort of multifunction rooms, as if movable chairs meant we could suddenly be free. I think not enough is understood of the theatre of a lecture hall—the theatricality, the performativity, of what goes on—ways this is live, deeply so; ways students are not “passive” at all listening. That we don't need to go to “participatory art” in order to find ourselves within an ethical, social, committed space together; everything of that sort is lost with screens, or nearly. The sentiment of speaking out into a void.

2015 ◽  
Vol 10 (4) ◽  
pp. 227
Author(s):  
Elaine Sullo

A Review of: Folk, A. L. (2014). How well are we preparing them?: An assessment of first-year library student assistants’ information literacy skills. College & Undergraduate Libraries, 21(2), 177-192. http://dx.doi.org/10.1080/10691316.2013.829377 Objective – To examine the information literacy skills of first year library student assistants, in comparison to first year students who are not library assistants. Additionally, the study investigates whether information literacy skills of library student assistants increased more than those of the general student population during their first semester at college. Design – Pretest/posttest. Setting – Two regional campuses of a research university in the United States of America. Subjects – First-year students, including library student assistants and students in the Freshman Seminar course. At one regional campus, 103 first-year students, including 5 library student assistants, completed the pretest. At the same campus, 75 first year students, including 5 library student assistants, completed the posttest. At the other campus, 30 first-year students, including 3 library student assistants, completed the pretest, and 26 first-year students, including 2 library student assistants, completed the posttest. Methods – The researcher distributed a pretest and posttest that included demographic questions and 11 items related to information literacy to first-year students. The pretest was given within the first two weeks of the fall semester, before the students attended library instructional sessions. At one campus, the library student assistants took the pretest at the beginning of their first shift, while at the second campus, the library student assistants completed the pretest within the first two weeks of the semester. The posttest was given to participants within the last two weeks of classes during the fall semester. Main Results – On the pretest, the library student assistant scores ranged from 6 to 10, out of a maximum of 11 points. For the posttest, these students had scores that ranged from 8 to 11. Both of these score ranges were higher than the mean score of the general first-year students. The mean of the pretest scores of the general first-year students was 5.95 points out of 11 points with a mean score of 54.1%, while the mean of the pretest scores for the library student assistants was 8.13, or 73.9%. The mean of the posttest scores for the general first-year students was 7.29, or 66.3%, while the mean of the posttest scores for the library student assistants was 9.43, or 85.7%. No students earned a perfect score on the pretest. On the posttest, 29% of the library student assistants scored a perfect 11 points, while only 4% of the general first-year students earned a perfect score. In comparing pretest to posttest scores, the general first-year students’ mean score increased 1.34 points, while the mean score of the library student assistants increased by 1.3 points. The library student assistants scored higher than the general first-year students on both the pretest and posttest; these numbers are statistically significant. The author reports that the increase in the mean scores from the pretest to the posttest for the library student assistants is not statistically significant. On the other hand, the increase of the mean scores from the pretest to the posttest for the general first-year students is statistically significant (p. 186). Conclusions – The author concludes that the information literacy skills of first-year library student assistants are better than general first-year students. This information is valuable to librarians who wish to gauge how well they are doing in regards to teaching information literacy skills to library student assistants. Additionally, librarians can better understand how their instruction is contributing to the library student assistants’ educational experiences in general as well as their future as lifelong learners.


1970 ◽  
Vol 4 (6) ◽  
pp. 17
Author(s):  
Vikram Patel

hetan Bhagat is one of the most influential fiction writers of contemporary Indian English literature. Postmodern subjects like youth aspirations, love, sex, marriage, urban middle class sensibilities, and issues related to corruption, politics, education and their impact on the contemporary Indian society are recurrently reflected thematic concerns in his fictions. In all his fictions, he has mostly depicted the contemporary urban social milieu of Indian society. Though the fictions of Chetan Bhagat are romantic in nature, contemporary Indian society and its major issues are the chief of the concerns of all his fictions. He has focused on the contemporary issues of middle class family in his fictional works. All of the chief protagonists of his works are sensitive youth and they do not compromise with the prevalent situations of society. Most of the characters are like caricatures that represent one or the other vice or virtue of the contemporary Indian society. The author has a mastery to convince the reader about the prevalent condition of society so that one can easily reproduce in mind, a clear cut image of contemporary Indian society. The present article is a sincere endeavor to present the detailed literary analysis of the select fictions of Chetan Bhagat keeping in mind how the contemporary Indian society has been replicated in the fictions.


2021 ◽  
pp. 106689692110082
Author(s):  
Sarah Al-Rawaf ◽  
Salem Alowami ◽  
Robert Riddell ◽  
Asghar Naqvi

Russell bodies are accumulation of immunoglobulin in plasma cells forming intracytoplasmic inclusions. Russell body colitis is rare with only 3 cases described in the English literature up to date. We report a 78-year-old male with cirrhosis showing prominent cecal infiltration of Russell body containing plasma cells. Plasma cells showed no nuclear atypia or mitoses, and no evidence of light chain restriction. In this article, we report a fourth case of Russell body colitis, that is unique in being localized to the cecum in contrast to the other 3, 1 of which was in an inflammatory polyp in the sigmoid colon, 1 in a rectal tubulovillous adenoma and 1 as part of diffuse gastrointestinal disease. This is therefore the first report of localized Russell body typhlitis, occurring in a cirrhotic patient in whom an adjacent erosion was likely nonsteroidal anti-inflammatory drug-associated, a combination that may have facilitated the formation of Russell bodies.


2017 ◽  
Vol 26 (3) ◽  
pp. 273-294
Author(s):  
Ina Schabert

In this period the city of Rouen is known for commercial activity and for certain literary connections, but its status as a centre of sorts for English-French translation has gone unrecognized. This paper explores the writers involved (some well known, some less familiar), the rationales for their translations (particularly from the poetry of Alexander Pope), and their relation on the one hand to the commercial life of Rouen, on the other to its Académie Royale, founded in 1744.


1801 ◽  
Vol 91 ◽  
pp. 382-396 ◽  

Master W. the son of a respectable clergyman, at Castlecary, in Somersetshire, was born in the year 1793; and, for many months, appeared to be a healthy perfect child: his eyes, in particular, were large and rather prominent. When about six months old, he began to cut his teeth; which was attended with great pain, and frequently with violent convulsive fits. About the end of his first year, a number of persons passing in procession near his father's house, accompanied with music and flags, the child was taken to see them; but, instead of looking at the procession, it was observed that, though he was evidently much pleased with the music, his eyes were never directed to the place from whence the sound came. His mother, alarmed by this discovery, was naturally led to try whether he could see silver spoons, and other glaring objects, which she held before him at different distances; and she was soon convinced, that he was unable to perceive any of them. A surgeon in the country was consulted, who, on examining the child's eyes, discovered an opacity in the pupils, which was so considerable, that he did not hesitate to pronounce there was a complete cataract in each. A description of the child’s situation was then sent to me, with a request that I would point out those steps which its parents should pursue. The case was so evident, that I could not hesitate in saying, that the removal of the opaque crystalline humour, from the place it occupied behind the pupil, was the only method by which the child could obtain his sight; and, attached as I was, at that time, in all cases, to the operation of extracting the cataract, in preference to that of depressing it, I added, that I did not think he would be fit for the operation, until he was at least thirteen or fourteen years old. This advice being approved, all thoughts of assisting his sight were, for the present, relinquished. He soon discovered a great fondness for music; his memory was very retentive of the little stories that were read or recited to him; and, in every way, it became evident that he had a mind capable of receiving information. As soon as he could speak, it was also observed, that when an object was held close to his eyes, he was able to distinguish its colour, if strongly marked; but, on no occasion, did he ever notice its outline or figure. In November, 1800, his parents took him to Bristol; whither they went for the purpose of seeing the works carried on in the school for the indigent blind in that city, and in order that they might ascertain whether their son, who was then arrived to his seventh year, could be taught any thing that would be useful or amusing. Here he very quickly learnt the art of making laces. But his parents, having brought him so far from home, thought it adviseable to extend their plan, and make a visit to the metropolis, for the sake of giving me an opportunity of inspecting his eyes, and of hearing whether my opinion continued the same as that which I had written to them six years before. About a month previous to the time of their arrival, a Portuguese boy, fourteen years old, had been put under my care, who was in a similar situation; and, in this case, notwithstanding all the efforts I could use, I found it impossible to fix the eye, in order to extract the cataract, without employing a degree of force which might have been highly injurious. I therefore relinquished my intention of performing the operation in that way, and determined to make use of the couching needle; being prepared, either to depress the cataract with this instrument, if it was sufficiently solid for the purpose, or, if it was soft or fluid, (which I rather expected,) to puncture its capsule largely, so as to bring the opaque crystalline into free contact with the aqueous and vitreous humours. In order to fix the eye for this operation, I was not afraid to make use of a speculum oculi; since a pressure; which would have been highly dangerous in extracting the cataract, might be applied on the present occasion with perfect safety. Conformably to my expectation, the cataract was of a soft consistence; in consequence of which, I was not able to depress it, and contented myself with making a large aperture through the capsule, by means of which the crystalline was brought into contact with the other humours, a considerable part of it coming forwards, and shewing itself directly under the cornea.


2017 ◽  
Vol 7 (1) ◽  
pp. 173-179
Author(s):  
Elona Cera ◽  
Nevila Furxhiu

Abstract The entrepreneur aim is a very important factor, which is considered as a key element in youth employment and the development of the country's welfare. Literature suggests that same of factors which influence enterpreneurship intention are educatin programs, subjective norms and perceived behavioral control. This study was conducted based on an intentional sample, which consisted of master's student, respectively the first year Business Administration and Public Administration, in Economic Faculty of Tirana University. The sample is composed with 63 people. The empirical analysis is based in the main two elements: first, the use of a standardized instrument and secondly, statistical analysis, factor analysis, correlation and linear regression. The study shows that education programs and subjective norms don’t relate positively with the entrepreneur aim. On the other hand, it emerges that perceived behavioral control has a positive impact on the development of entrepreneurial goal.


10.37236/7201 ◽  
2018 ◽  
Vol 25 (1) ◽  
Author(s):  
Christopher R. H. Hanusa ◽  
Carla D. Savage

In 1997 Bousquet-Mélou and Eriksson introduced lecture hall partitions as the inversion vectors of elements of the parabolic quotient $\widetilde{C}/C$.  We provide a new view of their correspondence that allows results in one domain to be translated into the other.  We determine the equivalence between combinatorial statistics in each domain and use this correspondence to translate certain generating function formulas on lecture hall partitions to new observations about $\widetilde{C}/C$.


Author(s):  
Johanna F. de Vos ◽  
Herbert Schriefers ◽  
Kristin Lemhöfer

Abstract We investigated whether the language of instruction (Dutch or English) influenced the study success of 614 Dutch and German first-year psychology students in the Netherlands. The Dutch students who were instructed in Dutch studied in their native language (L1), the other students in a second language (L2). In addition, only the Dutch students studied in their home country. Both these variables could potentially influence study success, operationalised as the number of European Credits (ECs) the students obtained, their grades, and drop-out rates. The L1 group outperformed the three L2 groups with respect to grades, but there were no significant differences in ECs and drop-out rates (although descriptively, the L1 group still performed best). In conclusion, this study shows an advantage of studying in the L1 when it comes to grades, and thereby contributes to the current debate in the Dutch media regarding the desirability of offering degrees taught in English.


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