2,462 research outputs found

    Maine Perspective, v 12, i 16

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    The Maine Perspective, a publication for the University of Maine, was a campus newsletter produced by the Department of Public Affairs which eventually transformed into the Division of Marketing and Communication. Regular columns included the UM Calendar, Ongoing Events, People in Perspective, Look Who\u27s on Campus, In Focus, and Along the Mall. The weekly newsletter also included position openings on campus as well as classified ads. Articles in this issue include coverage of the 198th Commencement ceremonies; recognition of outstanding faculty members; the creation of an endowment to honor the vision of Richard Emerick; UMaine\u27s first Ph.D. graduate in Computer Science builds a Beowulf cluster to benefit marine research; and personal profiles of top graduating students

    Playing Beowulf 1: Ludic Rhapsodies

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    I've chosen Chapter 7 as a sample because it gives something of an overview of projects run by myself and colleagues in young people's game designs based, in this case, on Beowulf. It draws heavily on my colleagues' published work, while also offering an in-depth analysis of one game made by a 10 year-old boy in the workshop we ran at the National Videogame Arcade in Nottingham. The chapter refers back to some of the arguments I've made in previous chapters about the playful disposition of literature in general, the cellular nature of game narrative in particular, the multimodal qualities of videogames, and the kinds of literacies that game play and game design involve. It anticipates further chapters which go on to explore videogame transformations of Beowulf by graduate students of Anglo-Saxon, and game designs of Macbeth by secondary students in Cambridge, Yorkshire and London. I hope readers may find this sample a sufficiently interesting taster to lead them to the whole book, which represents at least ten years of applied and theoretical research, as well as a hinterland of experience in classrooms, which honed my sense of the literature game and what young people make of it

    Dynamic, Playful and Productive Literacies

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    This paper reflects on recent projects in a variety of media forms, in both formal and informal educational settings, discussing ways of expanding our notions of literacy practices which reflect their place in the wider lived experience of digital culture. We have collected these reflections under three headings. The first of these, Dynamic Literacies, presents an overarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic, incorporating both semiotic and sociocultural versions of literacy in ways which reflect the changing nature of lived experience in the digital age. The second strand, Productive Literacies, constructs an argument around digital making practices with younger learners which views these as media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects which are located in games and game-authoring practices as a specific example of connecting pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken together, the three perspectives allow for common ground to be established between multimodal production practices, whilst providing suggestions for framing literacy pedagogy in response to the pervasive use of media and technology in contemporary digital culture

    The Grizzly, September 15, 2005

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    Gas Prices Continue to Rise • Campus and Local Community Begin Relief Efforts • Students Share Study Abroad Experiences • The Deal with the Meal Deal • One of Ursinus\u27 Own Performs Professionally • Watch Out, Employers: You Could be Next! • How Much is Too Much? Your Guide to Avoiding Portion Distortion • Excitement Building in Kaleidoscope • Beyond the Condom: Guide to Safe Sex • Opinions: New Price of Driving; Ursinus, U are Worth it • Irony of Work Study • Things They Didn\u27t Teach You at Freshman Orientation • Who Says Division III Players Can\u27t Go Pro?https://digitalcommons.ursinus.edu/grizzlynews/1692/thumbnail.jp

    Beowulf and the floating wreck of history

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    In his Introduction to A Beowulf Handbook, John Niles writes that future Beowulf studies are likely to reflect an increasing self-consciousness about both the historicity of Anglo- Saxon scholarship and the theoretical underpinnings of literary scholarship in general. 1 There have been many scholars who have recently been attending to this task, especially in order to trace the connections between the historical and political issues of English linguistic imperialism and cultural colonization and the history of Old English studies, with the intention of raising what Allen Frantzen has termed a critical self-consciousness among Old English scholars, such that they might be willing to rethink their practices and subjects within the larger arena of Cultural Studies, while still continuing to emphasize the close study of language and history.2 As a result, it is no longer news that Anglo- Saxon England and the Middle Ages are, to a certain extent, cultural constructs that have arisen out of the negotiations and interactions between scholars and their subjects, and therefore, efforts thus far to construct disciplinary genealogies often focus on persons, texts, and textual events that tend to underline the notions that Anglo-Saxon England is mainly a discursive formation and that scholarly disciplines are mainly ideological enterprises and power discourses which, over the course of time, cover over their political origins through various acts of repression and forgetting. While it seems apparent that disciplines maintain their institutional existence and authority–that they endure–through the discourses of one or more dominant ideologies, hidden or overt, and through historically codified systems of doctrine, it is the argument of this dissertation that the discipline of Beowulf studies emerges out of a series of historical accidents intersecting-sometimes randomly, sometimes more purposefully-with what Michel Foucault called the more enduring structures of history, 3 in much the same way Beowulf exists for us today, not as the singular fruit of a long and purposeful enterprise of a unified nationalist bibliography, but rather, as one of the more beautiful scraps of the floating wreck of history. Furthermore, the scholars of our discipline cannot be construed as knowing subjects embodying transcendental notions of language and history; rather, caught in the pitch and tide of existential time, their lives and careers represent, not the fixity of any one idea, but the flux of ideas. This study constructs a narrative of Anglo-Saxon scholarship from the seventeenth through twentieth centuries that will hopefully draw a picture of both the always historically contingent nature of the scholarly enterprise as well as the necessity of rethinking that enterprise in ways that could connect the study of an Anglo-Saxon text like Beowulf with one of the most pressing and urgent questions in the university community today: why are humanities studies necessary? Given the current state of the American university, which, as Bill Readings has shown so cogently in his book The University in Ruins, has become a kind of transnational techno-bureaucratic economically-driven corporation, the very question of the value of culture (detached from its role in building bureaucratic excellence ) has reached a crisis point. Readings convincingly argues in his book that we need to find a way to both recognize the historical anachronism at the heart of the space of the university (it is no longer the perfect model of a rational community, nor the sole legitimator of what culture means), while also continuing to hold that space open as one site among others where the question of being-together is raised, which is another way of saying that the university is quite possibly the best site (if somewhat structurally and ideologically past) for holding open the temporality of questioning culture\u27s relationship to history and vice versa, and this dissertation aims to demonstrate that the study of Beowulf can play an important role in this project

    Integrating IS Curriculum Knowledge through a Cluster-Computing Project: A Successful Experiment

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    Foundation to Promote Scholarship and Teaching 2013-2014 Awards

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    Proposal abstracts of 2013-2014 award recipients in a wide range of disciplinary areas

    ELAIA 2019

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    DIRECTOR\u27S NOTE Each fall, the Honors Program at Olivet Nazarene University admits a small number of academically gifted students into its freshman class. From the moment they set foot on our campus, these women and men join a community of scholars, and together they read, reflect upon, and discuss the most important ideas of the past and present—all within a Christian fellowship. The first two years of the program involve a series of Honors courses, taught by a team of faculty and modeled on the historic “old-time college,” where small class relationships, interdisciplinary discussion, and debate prevailed. In the junior and senior years, the Honors Program shifts its focus away from the classroom to the laboratory or library. There, students work on a capstone scholarship project within their major that involves original research and writing. Honors students gain experience comparable to what happens at large research institutions as they work one-on-one with a faculty mentor and alongside their classmates in research seminars to conceive and complete their individual projects. For our graduates—many of whom go on to advanced study in medicine, law, or other fields—scholarship becomes a deeply personal, transformative, and spiritually meaningful act. Throughout their four years, Honors students ultimately learn how to love God with their minds, as well as their hearts. Since its establishment in 2007, the program has continued to grow and flourish, and the depth of its research continues to increase. This second volume of ELAIA represents the fruits of that development, containing capstone research projects from the 2019 Honors Program senior class and their faculty mentors. The Table of Contents is diverse, and in that way it is a crystalline reflection of our program’s community of scholars. I, along with the members of the Honors Council, am gratified by the work of each student and faculty mentor printed within these pages. - Stephen Lowe, Honors Program Directo

    Programming agent-based demographic models with cross-state and message-exchange dependencies: A study with speculative PDES and automatic load-sharing

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    Agent-based modeling and simulation is a versatile and promising methodology to capture complex interactions among entities and their surrounding environment. A great advantage is its ability to model phenomena at a macro scale by exploiting simpler descriptions at a micro level. It has been proven effective in many fields, and it is rapidly becoming a de-facto standard in the study of population dynamics. In this article we study programmability and performance aspects of the last-generation ROOT-Sim speculative PDES environment for multi/many-core shared-memory architectures. ROOT-Sim transparently offers a programming model where interactions can be based on both explicit message passing and in-place state accesses. We introduce programming guidelines for systematic exploitation of these facilities in agent-based simulations, and we study the effects on performance of an innovative load-sharing policy targeting these types of dependencies. An experimental assessment with synthetic and real-world applications is provided, to assess the validity of our proposal
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