The Spectrum from Lattice NRQCD

I review recent results for heavy-heavy spectroscopy using Lattice NRQCD. The NRQCD collaboration reports that spin-independent splittings for the $\Upsilon$ are scaling for a sensible range of $\beta$ values in the quenched approximation. Spin-dependent splittings are not, if the scale is set by spin-independent splittings. Results which include higher order spin-dependent relativistic and discretisation corrections show differences from previous (NRQCD collaboration) results without these. As expected, the differences are small for $\Upsilon$ but rather large for charmonium. New results from the SESAM collaboration for $\Upsilon$ spectroscopy on configurations with Wilson dynamical fermions show good agreement with previous results on HEMCGC configurations with staggered dynamical fermions.Comment: 10 pages, Latex. 10 figures, 7 in postscript. Review for Tsukuba worksho

Using assessment to improve the quality of student learning in art and design.

The purpose of this ongoing project is to evaluate the impact of a self- and peer assessment programme on students' approaches to their learnin

Effective Assessment in Art and Design : writing learning outcomes and assessment criteria in art and design

This document has been written to help teachers in art and design who are writing project briefs or unit outlines in learning outcomes form for the first time. It is not meant to be prescriptive but rather a general guide that attempts to clarify the purposes of outcome-led learning and identify some of the pitfalls you might encounter. You will find that the most successful examples of outcome-led learning come from competency-based learning where it is relatively straightforward for students to provide evidence of their learning because the outcomes are almost always skills oriented. Increasingly, universities are adopting the learning outcomes approach (student-centred) in preference to the aims and objectives approach (teacher-centred). Many examples now exist of text-based subjects working with learning outcomes. One of the major challenges for them is to take the term 'understanding' and redefine it in terms of more specific measurable cognitive (thinking) outcomes. In art and design our challenge is greater because we work with rather more ambiguous terms such as 'creativity', 'imagination', 'originality' etc as well as 'understanding'. A significant challenge for you then will be to articulate learning outcomes in a way which promotes these important cognitive attributes but at the same time provides some useful methods of measuring their achievement

From Communism to Postcapitalism: Karl Marx and Friedrich Engels’ The Communist Manifesto (1848)

History bears testament to the Manifesto’s planetary circulation, global readership and material impact. Interpretations of this short document have affected the lives of millions globally, particularly in the second half of the twentieth century. The text is somehow able to outline the complex theoretical foundations for the world’s most enduring critique of capitalism in a comprehensible and persuasive language, and as such, readers of all classes, professions, nations and ethnicities have drawn on – and in many cases warped and manipulated – its valuable insights. Whilst arguing for the importance of the Manifesto as an anti-imperial book and exploring the reasons for its viral circulation, this chapter will also show that it is a self-reflexive text that predicts its own historic impact. It is the formal and generic – or, in fact, ‘literary’ – qualities of this astonishing document that have given it such primacy in the canon of anti-imperial and anti-capitalist writing

Shining a Light on Policing of the Dark Web: An analysis of UK investigatory Powers

The dark web and the proliferation of criminals who have exploited its cryptographic protocols to commit crimes anonymously has created major challenges for law enforcement around the world. Traditional policing techniques have required amendment and new techniques have been developed to break the dark web’s use of encryption. As with all new technology, the law has been slow to catch up and police have historically needed to use legislation which was not designed with the available technology in mind. This paper discusses the tools and techniques police use to investigate and prosecute criminals operating on the dark web in the UK and the legal framework in which they are deployed. There are two specific areas which are examined in depth: the use of covert policing and hacking tools, known in the UK as equipment interference. The operation of these investigatory methods within the context of dark web investigations has not previously been considered in UK literature, although this has received greater analysis in the United States and Australia. The effectiveness of UK investigatory powers in the investigation of crimes committed on the dark web are analysed and recommendations are made in relation to both the law and the relevant Codes of Practice. The article concludes that whilst the UK has recently introduced legislation which adequately sets out the powers police can use during online covert operations and when hacking, the Codes of Practice need to specifically address the role these investigative tools play in dark web investigations. Highlighted as areas of particular concern are the risks of jurisdiction forum shopping and hacking overseas. Recommendations are made for reform of the Investigatory Powers Act 2016 to ensure clarity as to when equipment interference can be used to search equipment when the location of that equipment is unknown

The standardisation of diplomatic in Scottish Royal Acts down to 1249. Part 2: letters with notification

This second major class of letters is closer in form to the charter, for it gives notice of a disposition which has given rise to the consequent instruction or injunction that the letter serves to relate. The notification of the type Sciatis quod or Sciatis me/nos is not diagnostic, but it is usually a signal that we are dealing with letters rather than a charter

A Model of Critical Thinking in Higher Education

“Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of identifying and distinguishing valid from invalid syllogisms. Critical thinking in higher education can also encompass debates about critical pedagogy, i.e., political critiques of the role and function of education in society, critical feminist approaches to curriculum, issues related to what has become known as critical citizenship, or any other education-related topic that uses the appellation “critical”. Equally, it can, and usually does, refer to the importance and centrality of developing general skills in reasoning—skills that we hope all graduates possess. Yet, despite more than four decades of dedicated scholarly work “critical thinking” remains as elusive as ever. As a concept, it is, as Raymond Williams has noted, a ‘most difficult one’ (Williams, 1976, p. 74)