There and Back Again; Tolkien’s Recovery of Englishness Through Walking

This thesis examines the complex representation of walking in J.R.R. Tolkien’s The Hobbit and The Lord of the Rings. In his 1951 letter to his close associate Milton Waldman, Tolkien lamented the lack of a specifically English (as opposed to British) myth, and expressed his desire to create a mythology that he could dedicate to England. Tolkien’s novels, which are primarily structured around hobbits undertaking quests on foot, are an attempt to create this mythology. Through representing walking in all of its diversity, Tolkien engages with the politics and philosophy associated with the pedestrian mode. The genre of fantasy and Tolkien’s goal of creating a myth for England are closely tied to concepts that Tolkien calls “escape” and “recovery.” As in fantasy, walking involves a removal, or escape, from society in order to recover a truth. This study explores the interplay between the genre of fantasy and various modes of walking, and concludes with the assertion that the intersection between the two provides a space for Tolkien to create a mythology for the English

Using Learning Activity Management Systems (LAMS) with pre-service secondary teachers: An authentic task.

Within an authentic learning framework, second year pre-service teachers were introduced to LAMS (the Learning Activity Management System) as part of one of the information and communication technology (ICT) units they are required to complete as part of their course. Using case study methodology, the students returned some interesting results: LAMS helped the students plan all aspects of their lesson and allowed them to preview their lesson from the learner’s perspective. Additionally, the software provided a visual overview of the lesson which assisted them to identify the learning styles that were addressed with the activities employed. Students also saw the benefit in the production of standardised templates of activities that could easily be modified for future re-use

Introducing learning design and LAMS to pre-service teachers: When is the best time to do this?

Pre-service education students are exposed to a variety of technology while studying at university. This generally occurs as part of the course they study, while on practicum and informally, both at home and socially. This paper focuses on the experiences of students studying an educational technology course at one Australian university in Sydney and using data from two different studies and presents a case for determining the best time that pre-service education students are exposed to learning design and the Learning Activity Management System (LAMS). The data suggests that students may be more able to integrate skills learnt with content knowledge in later years at university

Learning designs: A pre-service teacher perspective

Novice teachers are often looking for good learning designs on which to model their own teaching and learning environments. Additionally, they need the opportunity to discuss and reflect on their original designs and the designs of others to gain confidence and skills in teaching (Cameron, 2006; Kearney, 2007). However, as the research this paper describes found, our pre-service teachers are not been given this opportunity in their practicum schools. Encouraging these pre-service teachers to share and discuss their learning designs will facilitate these inexperienced teachers’ evaluation of the efficiencies, value and limitations of the individual learning designs and their experience in using them. If given this opportunity, these teachers would then take these insights with them into their professional lives

Alla ricerca... dei rifiuti interrati

Alcune metodologie geofisiche permettono di individuare rifiuti interrati illegalmente nel sottosuolo e di studiare alcune forme di inquinamento sotterraneo. Tali tecniche sono state sviluppate presso il Laboratorio di Geofisica Ambientale dell’Istituto Nazionale di Geofisica e Vulcanologia e vengono applicate su richiesta dei Carabinieri per la Tutela dell’Ambiente e del Corpo Forestale dello Stato. I rifiuti tossici interrati illegalmente nel sottosuolo sono molto pericolosi perché inquinano il terreno e le falde acquifere; inoltre queste sostanze tossiche possono entrare nella catena alimentare e nuocere alla salute umana

Climate Change in the Piscataqua/Great Bay Region: Past, Present, and Future

Earth ’s climate changes. It always has and always will. However, an extensive body of scientific evidence indicates that human activities are now a significant force driving change in the Earth’s climate system. This report describes how the climate of the Piscataqua/Great Bay region of coastal New Hampshire in the United States has changed over the past century and how the future climate of the region will be affected by human activities that are warming the planet. Overall, the region has been getting warmer and wetter over the last century, and the rate of change has increased over the last four decades. To generate future climate projections for the region, simulated temperature and precipitation from four general circulation models were fitted to local, long-term weather observations. Unknowns regarding future fossil fuel consumption were accounted for by using two future emissions scenarios. As greenhouse gases continue to accumulate in the atmosphere, temperatures will rise, extreme heat days are projected to occur more often and will be hotter, extreme cold temperatures are projected to occur less often, and cold days will be warmer.. Annual average precipitation is projected to increase 12 to 17% by end-of-century and the region can expect to see more extreme precipitation events in the future. Tidal gauge data indicates relative sea level at Portsmouth has risen 0.7 inches per decade over the past eight decades. Projected sea level rise of 1.7 to 6.3 feet will result in higher storm surges and more frequent flooding in coastal New Hampshire

Teaching Economics Principles as Part of Development Studies

SUMMARY The article starts from the proposition that present divisions in the subject of economics, its practice and teaching, are due to the existence of fundamental irreconcilable differences, which can be characterised as alternative theories of value. Three such theories are briefly outlined; the subjective preference theory which starts from the proposition of individual utility maximisation and logically derives monetarist policy; cost of production theory which sees the complex technical interrelationships of industrial society as demanding active, detailed state intervention to regulate and coordinate; and abstract labour theory, with the tensions of class struggle finding their reflection in political activity and threatening the position of the commodity relationship as the basis of social existence under capitalism. The authors suggest that teaching economics principles would be better organised if these different theories of value were taught sequentially as internally consistent rival schools of thought. RESUME L'enseignement des principes économiques dans le cadre des études sur le développement L'article part de la proposition que les divisions actuelles dans l'étude de l'économie, sa pratique et son enseignement sont dues à l'existence de différences fondamentales irréconciliables qui peuvent être caractérisées comme des théories de valeur rivales. Trois de ces théories sont brièvement décrites; la théorie de la préférence subjective qui part de la proposition de la maximisation de l'utilité individuelle et aboutit logiquement à une politique monétaire; la théorie du coût de production qui considère que les interrelations techniques complexes de la société industrielle exigent une intervention de l'état active et détaillée pour assurer une direction et une coordination; et la théorie abstraite du travail, selon laquelle les tensions de la lutte de classe se reflètent dans l'activité politique et menacent la position du rapport des marchandises comme base de l'existence sociale sous un régime capitaliste. Les auteurs suggèrent que l'enseignement des principes économiques serait mieux organisé si ces différentes théories de valeur étaient enseignées en séquence comme étant des écoles de pensée rivales et intérieurement conséquentes. RESUMEN Enseñanza de los principios económicos como parte de los estudios de desarrollo El artículo comienza declarando que las divisiones actuales del tema de economía, su práctica y enseñanza, se deben a la existencia de diferencias fundamentales irreconciliables que se pueden caracterizar como teorías alternativas del valor. Se reseñan brevemente tres de dichas teorías: la teoría de preferencia subjetiva que comienza basándose en la maxi?mización de la utilidad individual y lógicamente deriva en la política monetarista; la teoría sobre costo de producción que contempla las complejas relaciones técnicas de la sociedad industrial como una exigencia activa y detallada en favor de la intervención estatal para la reglamentación y coordinación; y la teoría abstracta del trabajo, con las tensiones creadas por la lucha de clases que se reflejan en la actividad política y amenazan la posición de la relación entre productos básicos como la base de la existencia social bajo el capitalismo. Los autores sugieren que la enseñanza de los principios económicos podría organizarse mejor si se enseñasen estas diversas teorías del valor de manera consecutiva como escuelas rivales de ideas con consistencia interna

Network Meta-Analysis of Ulcerative Colitis Pharmacotherapies: Carryover Effects from Induction and Bias of the Results

Dear Editor, In their network meta-analyses (NMAs) of treatments for ulcerative colitis (UC), Singh et al1 did not take into account a complication associated with studies that re-randomized patients for the maintenance phase: differential carryover effects from induction can bias the results. In those studies, patients who responded to induction were re-randomized to maintenance treatments that included placebo. If, however, carryover effects from induction differ substantially among active treatments, the effects of those treatments, relative to placebo, are not comparable