Hardy and God: Tess of the D\u27Urberville\u27s Role as the Ultimate Pawn

Thomas Hardy\u27s Tess of the D \u27Urbervilles has multiple competing claims which are difficult to reconcile within the schools ofhist0l1cal, feminist, or classical criticism. A better way to approach the novel is to look at Tess as a pawn within Hardy\u27s own struggle with God. Hardy constructs God as the author of the multiple systems which lead to Tess\u27 final doom: a flawed genetic line, a flawed sexual double standard, and a flawed system of justice. Tess, in Hardy\u27s mind, becomes the victim of a God who is akin to the deity of Greek playwright Aeschylus\u27 Prometheus Bound, rather than the merciful and loving Christian God. This victimization justifies Hardy\u27s assertion that Tess is a pure woman even though society holds her responsible for multiple sins

Rhetoric and interpretation: the values students and special interest groups attribute to design & technology

This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors. Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990. Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits;; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life. By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change. The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms

MF174 Fannie Hardy Eckstorm

A series of interviews with people who knew and lived with Fannie Hardy Eckstorm (1865–1946) of Brewer, Maine. Hardy Eckstorm was an American writer, ornithologist, and folklorist who earned recognition as one of the foremost authorities on Maine\u27s history, wildlife, and cultures. Hardy Eckstorm served as the first female superintendent of schools in Brewer, Maine from 1889-1891. Though she authored many works, Hardy Eckstorm maybe best known for her book The Penobscot Man, first published in 1904. See: Volume XVI of Northeast Folklore Fannie Hardy Eckstorm: A Descriptive Bibliography by Jeanne Patten Whitten, 1975. See also: Fannie Hardy Eckstorm Papers and Fannie Hardy Eckstorm in General Maine History Photographs in this repository. NA1118 Rev. Alfred G. Hempstead, interviewed by Edward D. “Sandy” Ives, August 1977, Lake Onawa, Maine. Rev. Hempstead talks about his recollections of Fannie Hardy Eckstorm; one woods story. NA1297 Fannie Hardy Eckstorm, interviewed by Miles L. Hanley, summer 1934. Donated by Audrey Duckert, 1979, Brewer, Maine. Copy of interview with Eckstorm, by Hanley, associate director of The Linguistic Atlas of New England. Mrs. Eckstorm was an informant for the Atlas (informant #404). NA2353 Claire Crosby, interviewed by Pauleena MacDougall, January 1995, Wayne, Maine. Crosby talks about her memories of living with Fannie Hardy Eckstorm in Brewer, Maine in 1930. NA2475 Wayne Libhart, interviewed by Pauleena MacDougall, summer 1997, Seal Cove and Tremont, Maine. Libhart talks about his recollections of Fannie Hardy Eckstorm during his youth in Brewer, Maine. Also included: hand-drawn sketch/floor plan of Fannie Hardy Eckstorm’s home. NA2477 Pauleena MacDougall, August 1997, Maine. Six Years under Maine Game Laws by Fannie Hardy Eckstorm. Photocopy of articles as they appeared in Forest and Stream magazine from March-August, 1891.https://digitalcommons.library.umaine.edu/ne_findingaids/1030/thumbnail.jp

Who makes better use of technology for learning in D&T? Schools or university?

University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject's content and pedagogy. This paper discusses this latter area. It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a 'bubble' away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre's curriculum development to ensure the relevance of the university curriculum content and practices. Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre's trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences

Hardy’s inequality for functions of several complex variables

We obtain a generalization of Hardy’s inequality for functions in the Hardy space H1 (Bd), where Bd is the unit ball {z = (z1, …, zd) ∈ In particular, we construct a function φ on the set of d –dimensional multi-indices {n = (n1, …, nd) | ni ∈ {0}} and prove that if f(z) = Σ anzn is a function in H1 (Bd), then ≤ Moreover, our proof shows that this inequality is also valid for functions in Hardy space on the polydisk H1 (Bd)

The consequence of school performance measures – inequality of access and opportunity

This paper assesses the potential impact of two performance measures on equality of access to a general education for all pupils. It argues that government policy, which on the surface appears to facilitate equality of opportunity, is in fact marginalising some school subjects and appropriate qualifications. Focussing on the subject design and technology (D&T), this paper illustrates the potentially limiting effect of school performance measures on pupils' opportunity for a broad and balanced education. This paper has four parts. This paper firstly explains two government school performance policies that are the context for the decline, secondly it presents three scenarios where pupils are guided to study certain qualifications, thirdly it proposes how these scenarios might lead to a narrowing of the D&T curriculum content, the final section presents arguments why D&T is an important component of all pupils' education. D&T is used to illustrate the consequence of school performance measures that is relevant to other marginalised subjects. Therefore, this paper will be of interest to others who represent subjects, such as art and design, drama and music. The five reasons for D&T as part of a general education could be reframed for other subjects

IMPLEMENTATION OF THE HARDY-WEINBERG TEST FOR EQUILIBRIUM IN A STUDY EXAMINING THE RELATIONSHIP BETWEEN THE DOPAMINE TRANSPORTER GENE (SCL6A3) AND SMOKING CESSATION IN WOMEN

The dopamine transporter gene is an untranslated polymorphic region, which consists of a replication of 40-base pairs. The locus of this 3' variable number tandem repeat (VNTR) polymorphism is on 5p15.3 and repeats from 3 to 13 times. In most populations, the most common alleles are 9 and 10. The distribution of the dopamine transporter genotypes also varies among races.These genotypes have been shown to be associated with different conditions of health such as smoking status, obesity and food intake. Nine-carriers have been associated with late initiation of smoking. Homozygous for SCL6A3 - 10 are related to have higher concentration of dopamine transporter protein and to have lower postsynaptic concentration of dopamine. In this paper, the role of the SCL6A3 genotypes and allele carriers are investigated in a sample of women smokers willing to quit smoking who are concerned with postcessation weight gain. Because of the small number of women carrying alleles other than 9 or 10 allele, the sample size was limited to three genotypes. The main purpose of this work is to test departure from Hardy-Weinberg Equilibrium.The result shows that the proportions of the genotype were p^2, 2pq, and q^2; therefore, this gene is in Hardy-Weinberg Equilibrium. The genotype proportions in Caucasian women were similar to those previously reported in European-Caucasian women, and the proportions in African-American women were similar to previously reported literature values among African-American. These findings could have public health relevance in smoking cessation programs