From República inmoral to La peste fascista: Agit-prop theatre of the second republic

This article considers the relationship between culture, specifically the theatre, and the State during the Second Republic and analyses some of the work of certain writers who employed propagandistic theatre to fUrther their political aims. It examines the purpose, both political and artistic, of this theatre before going on to demonstrate how its reception by the state s censors during the Second Republic and the early Civil War years mirrored the political changes and confusion of the period. Finally, some conclusions are drawn about the worth of this theatre, both as art and as social document. Tomando como punto de partida la relación entre el teatro y el estado, este articulo examina el teatro reformista de los años treinta y luego la evolución de un teatro propagandístico, inspirado en las obras de autores extranjeros como Piscator, y aliado a un movimiento político revolucionario. Se considera la recepción oficial de este teatro por un análisis de los informes de los censores, y concluye que los juicios de los censores reflejan la confusión política de la época. Con respeto al valor literario de este teatro se puede decir que muchas veces no es un teatro muy logrado, pero no deja de ser así un importante documento histórico-social de la II República

ENST 411: Merrill W. Linn Conservancy - Dale’s Ridge

Collaborative community-based project working on developing an ecological management and trail maintenance plan alongside updating the trail brochure for the Dale’s Ridge property managed by the Merrill W. Linn Conservancy in East Buffalo Township, Pennsylvania. This is a collaborative project between the Conservancy & the ENST 411 culminating experience course

A Study of First Year Undergraduate Computing Students\u27 Experience of Learning Software Development in the Absence of a Software Development Process

Despite the ever-growing demand for software development graduates, it is recognised that a significant barrier for increasing graduate numbers lies in the inherent difficulty in learning how to develop software. This paper presents a study that is part of a larger research project aimed at addressing the gap in the provision of educational software development processes for freshman, novice undergraduate learners, to improve proficiency levels. As a means of understanding how such learners problem solve in software development in the absence of a formal process, this study examines the experiences and depth of learning acquired by a sample set of novice, freshman university learners. The study finds that without the scaffolding of an appropriate structured development process tailored to novices, students are in danger of failing to engage with the problem solving skills necessary for software development, particularly the skill of designing solutions prior to coding

A Software Development Process for Freshman Undergraduate Students

This conceptual paper presents work which is part of an ongoing research project into the design of a software development process aimed at freshman, undergraduate computing students. The process of how to plan and develop a solution is a topic that is addressed very lightly in many freshman, undergraduate courses which can leave novices open to developing habit-forming, maladaptive cognitive practices. The conceptual software development process described in this paper has a learning process at its core which centres on declarative knowledge (in the form of threshold concepts) and procedural knowledge (in the form of computational thinking skills) scaffolding freshman software development from initial planning through to final solution. The process - known as Computational Analysis and Design Engineered Thinking (CADET) - aims to support the structured development of both software and student self-efficacy

A Conceptual Framework for a Software Development Process based on Computational Thinking

A software development process is a mechanism for problem solving to help software developers plan, design and structure the development of software to solve a problem. Without a process to guide the structured evolution of a solution, it is extremely likely that at least some aspect of the resulting software will be omitted or incorrectly implemented. Even though the importance of utilising a software process for solving problems is accepted in the business and academic communities, it is a topic that is addressed very lightly (if at all) in most freshman undergraduate computing courses with most courses focussing on programming procedures rather than the process of how to develop a solution. A consequence of this is that some students go on to develop maladaptive cognitive practices where they rush to implement solutions to problems with little planning. Typically these maladaptive practices involve surface practices such as coding by rote learning and cutting and pasting code from existing projects. Such practices can be very difficult to unlearn and can result in students lacking skills in planning and designing solutions to problems which can persist to graduation. Despite these issues, little active research has been found on the development of software processes aimed at freshman third level learners and consequently there are few approaches available to help freshman students through all stages of the software process. However, there is a wealth of current research into computational thinking (CT) as a mechanism to help solve computational problems. Even though CT is seen as a key practice of computer science, most of the research into CT (as a named area) is aimed at 1st and 2nd level education with CT being a more implicit part of third level computing courses. This suggests that there is an exciting opportunity to explicitly exploit the affordances and skills of CT into a software process aimed at freshman third level learners. This paper presents work which has been carried out as part of an ongoing research project into this issue in which the key skills associated with computational thinking are incorporated into a conceptual framework which will provide a structure for a software process aimed at freshman undergraduate computing students. This research is not tied to any particular programming paradigm but its use is assumed to be in the context of imperative, commercial programming languages. The framework is centred on declarative knowledge (in the form of threshold concepts) and procedural knowledge (in the form of CT skills) scaffolding freshman software development from initial planning through to final solution. The framework known as Computational Analysis and Design Engineered Thinking (CADET) – once operationalised as a software process with an accompanying support tool - aims to support the structured development of both software and student self-efficacy in the topic

Consensus coding sequence (CCDS) database: a standardized set of human and mouse protein-coding regions supported by expert curation.

The Consensus Coding Sequence (CCDS) project provides a dataset of protein-coding regions that are identically annotated on the human and mouse reference genome assembly in genome annotations produced independently by NCBI and the Ensembl group at EMBL-EBI. This dataset is the product of an international collaboration that includes NCBI, Ensembl, HUGO Gene Nomenclature Committee, Mouse Genome Informatics and University of California, Santa Cruz. Identically annotated coding regions, which are generated using an automated pipeline and pass multiple quality assurance checks, are assigned a stable and tracked identifier (CCDS ID). Additionally, coordinated manual review by expert curators from the CCDS collaboration helps in maintaining the integrity and high quality of the dataset. The CCDS data are available through an interactive web page (https://www.ncbi.nlm.nih.gov/CCDS/CcdsBrowse.cgi) and an FTP site (ftp://ftp.ncbi.nlm.nih.gov/pub/CCDS/). In this paper, we outline the ongoing work, growth and stability of the CCDS dataset and provide updates on new collaboration members and new features added to the CCDS user interface. We also present expert curation scenarios, with specific examples highlighting the importance of an accurate reference genome assembly and the crucial role played by input from the research community. Nucleic Acids Res 2018 Jan 4; 46(D1):D221-D228

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Effect Of Dating Violence Presentation On The Attituds Of 8Th Grade Girls

In 2013, the Violence Policy Center ranked South Carolina number one in rate of women killed by men with a rate that is more than double the national average. According to the Center for Disease Control, nearly 1.5 million high school students in the United States experience dating violence from a boyfriend or girlfriend annually. A study tested the change in attitudes of Chapin Middle School 8th grade females about dating violence before and after an educational presentation on dating violence. A survey on Google forms was administered to the 8th grade girls assessing their knowledge and attitudes on dating violence. An educational slide show and video will be presented, and then one week following the presentation, the students took an identical survey on Google Forms. The change in the student\u27s attitudes will be assessed using a Matched Pairs T Test. The test yielded a P Value of .02, yielding that the change in the subjects attitude with a specific decrease in their acceptance of dating violence. The results demonstrated that minimal and cost effective education about dating and domestic violence changes the attitudes of students and reduce acceptance of dating violence

Geometric modelling of the temporal bone for cochlea implant simulation

The first stage in the development of a clinically valid surgical simulator for training otologic surgeons in performing cochlea implantation is presented. For this purpose, a geometric model of the temporal bone has been derived from a cadaver specimen using the biomedical image processing software package Analyze (AnalyzeDirect, Inc) and its three-dimensional reconstruction is examined. Simulator construction begins with registration and processing of a Computer Tomography (CT) medical image sequence. Important anatomical structures of the middle and inner ear are identified and segmented from each scan in a semi-automated threshold-based approach. Linear interpolation between image slices produces a three-dimensional volume dataset: the geometrical model. Artefacts are effectively eliminated using a semi-automatic seeded region-growing algorithm and unnecessary bony structures are removed. Once validated by an Ear, Nose and Throat (ENT) specialist, the model may be imported into the Reachin Application Programming Interface (API) (Reachin Technologies AB) for visual and haptic rendering associated with a virtual mastoidectomy. Interaction with the model is realized with haptics interfacing, providing the user with accurate torque and force feedback. Electrode array insertion into the cochlea will be introduced in the final stage of design