Art Follows Empire: new scholarship in Early American art history

Wendy Bellion │ Introduction The following essays presented in this collaborative study of early American art developed from a session at the conference, “London and the Americas, 1492-1812,” organized by the Society of Early Americanists (SEA) at Kingston University, United Kingdom, in July 2014. For a roundtable entitled “Art Follows Empire,” I invited participants to discuss an object of their choice. The caveat: speakers had to identify a single object that epitomized or problematized the..

« Art Follows Empire » : un état des lieux des connaissances sur l’histoire de l’art américain à ses débuts

Introduction | Wendy Bellion Les essais suivants présentés dans cette étude collaborative sur l’art américain à ses débuts sont tirés d’une séance de travail qui a eu lieu lors de la conférence « London and the Americas, 1492-1812 ». Celle-ci avait été organisée par la Society of Early Americanists (SEA) à Kingston University, au Royaume-Uni, en juillet 2014. Pour cette table ronde intitulée « Art Follows Empire », j’avais invité tous les participants à présenter un objet de leur choix. Avec ..

“I think we need to get a better generator”: Household resilience to disruption to power supply during storm events

AbstractElectricity is becoming ever more central to the everyday practices of households. As the energy system decarbonises, it is likely that electricity will supply even more services, thereby increasing the dependence of communities on reliable electricity supply. In this situation, the risk of power outages during extreme weather events poses a serious challenge to the safety and wellbeing of communities. However, little is known of the capacity of households to manage normal day-to-day life in such circumstances. This paper focuses on the UK winter storms that occurred in February 2014, the result of which 80,000 homes were left without power and communities not reconnected for several days. We outline the impacts these power outages had on households, describing the challenges faced and the strategies adopted to alleviate impacts. This provides insight into everyday household-level resilience achieved through social and material elements that constitute everyday life

Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy.

Instructor Talk-noncontent language used by instructors in classrooms-is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a single course, we present here our results surrounding the applicability of the Instructor Talk framework to noncontent language used by instructors in novel course contexts. We analyzed Instructor Talk in eight additional biology courses in their entirety and in 61 biology courses using an emergent sampling strategy. We observed widespread use of Instructor Talk with variation in the amount and category type used. The vast majority of Instructor Talk could be characterized using the originally published Instructor Talk framework, suggesting the robustness of this framework. Additionally, a new form of Instructor Talk-Negatively Phrased Instructor Talk, language that may discourage students or distract from the learning process-was detected in these novel course contexts. Finally, the emergent sampling strategy described here may allow investigation of Instructor Talk in even larger numbers of courses across institutions and disciplines. Given its widespread use, potential influence on students in learning environments, and ability to be sampled, Instructor Talk may be a key variable to consider in future research on teaching and learning in higher education

Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations

Life Factors Contributing to 'Resilience with Aid' in ADHD Children

(Statement of Responsibility) by Dana Byrd(Thesis) Thesis (B.A.) -- New College of Florida, 1997(Electronic Access) RESTRICTED TO NCF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE(Bibliography) Includes bibliographical references.(Source of Description) This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.(Local) Faculty Sponsor: Barton, Michell

Wired for insight-recent advances in Caenorhabditis elegans neural circuits.

The completion of Caenorhabditis elegans connectomics four decades ago has long guided mechanistic investigation of neuronal circuits. Recent technological advances in microscopy and computation programs have aided re-examination of this connectomics, expanding our knowledge by both uncovering previously unreported synaptic connections and also generating models for neural networks underlying behaviors. Combining molecular information from single cell transcriptomes with elegant tools for cell-specific manipulation has further enhanced the ability to precisely investigate individual neurons in behaving animals. This mini-review aims to provide an overview of new information on connectomics and progress toward a molecular atlas of C. elegans nervous system, and discuss emerging findings on neuronal circuits

Wired for insight-recent advances in Caenorhabditis elegans neural circuits.

The completion of Caenorhabditis elegans connectomics four decades ago has long guided mechanistic investigation of neuronal circuits. Recent technological advances in microscopy and computation programs have aided re-examination of this connectomics, expanding our knowledge by both uncovering previously unreported synaptic connections and also generating models for neural networks underlying behaviors. Combining molecular information from single cell transcriptomes with elegant tools for cell-specific manipulation has further enhanced the ability to precisely investigate individual neurons in behaving animals. This mini-review aims to provide an overview of new information on connectomics and progress toward a molecular atlas of C. elegans nervous system, and discuss emerging findings on neuronal circuits