Writing about war: Jung, Much Ado About Nothing, and the Troy novels of Lindsay Clarke

Arguably, in a time of war literature, and indeed all writing, is saturated with deep psychic responses to conflict. So that not only in literary genres such as epic and tragedy, but also in the novel and comedy, can writing about war be discerned. C.G. Jung, Shakespeare and Lindsay Clarke are fundamentally writers of war who share allied literary strategies. Moreover, they diagnose similar origins to the malaise of a culture tending to war in the neglect of aspects of the feminine that patriarchy prefers to ignore. In repressing or evading the dark feminine, cultures as dissimilar as ancient Greece, the 21st century, Shakespeare's England and Jung's Europe prevent the healing energies of the conjunctio of masculine and feminine from stabilising an increasingly fragile consciousness. In the Troy novels of Clarke, Answer to Job by Jung and Much Ado About Nothing by Shakespeare, some attempt at spiritual nourishment is made through the writing. [From the Publisher

Literature and the shaman: Jung, trauma stories and new origin stories in The Lion, the witch and the wardrobe by C.S. Lewis

The paper first considers the role of Jungian ideas in relation to academic disciplines and to literary studies in particular. Jung is a significant resource in negotiating developments in literary theory because of his characteristic treatment of the ‘other’. The paper then looks at The Lion, the Witch and the Wardrobe (1950) by C.S. Lewis whose own construction of archetypes is very close to Jung’s. By drawing upon new post-Jungian work from Jerome Bernstein’s Living in the Borderland (2005), the novel is revealed to be intimately concerned with narratives of trauma and of origin. Indeed, a Jungian and post-Jungian approach is able to situate the text both within nature and in the historical traumas of war as well as the personal traumas of subjectivity. Where Bernstein connects his work to the postcolonial ethos of the modern Navajo shaman, this new weaving of literary and cultural theory points to the residue of shamanism within the arts of the West. [From the Publisher

Carp Mountains

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Review of George Eliot and the Conventions of Popular Women\u27s Fiction: A Serious Literary Response to the Silly Novels by Lady Novelists

As Susan Rowland Tush notes, recent critics have given considerable attention (often rather harshly) to George Eliot\u27s essay \u27Silly Novels by Lady Novelists\u27, which was published in the Westminster Review in October 1856. Among these critics are some who argue that Eliot undermines the position of women by calling a certain class of novels \u27silly\u27. Tush points out, quite rightly, that Eliot does not apply the term casually or universally; she is very specific about the qualities she considers silliness, and she praises Harriet Martineau, Currer Bell, and Mrs. Gaskell in the same essay. Tush reminds her readers, as does Thomas Pinney in Essays of George Eliot (London: Routledge and Kegan Paul, 1963), that \u27Silly Novels\u27 appeared just before Eliot began writing fiction. Thus, her comments on what constitutes bad fiction are particularly interesting. Eliot directs attention to three categories of novels and uses six examples published in 1856 to support her case

Identifying harmonic attributes from online partial discharge data

Partial discharge (PD) monitoring is a key method of tracking fault progression and degradation of insulation systems. Recent research discovered that the harmonic regime experienced by the plant also affects the PD pattern, questioning the conclusions about equipment health drawn from PD data. This paper presents the design and creation of an online system for harmonic circumstance monitoring of distribution cables, using only PD data. Based on machine learning techniques, the system can assess the prevalence of the 5th and 7th harmonic orders over the monitoring period. This information is key for asset managers to draw correct conclusions about the remaining life of polymeric cable insulation, and prevent overestimation of the degradation trend

Teaching science students to communicate: A participatory workshop

AIMS The aim of this workshop is to help participants learn how to teach science students to communicate using high impact, simple activities. The workshop will be engaging and participatory; we will learn by doing! WORKSHOP STRUCTURE The workshop facilitators have recently completed an edited book for Springer Nature (Rowland & Kuchel, 2022). The book includes a wide variety of practical communication-teaching exercises, which can be easily implemented in existing science courses by science academics. In this workshop, participants will experience a set of these activities; they may include improv theatre, speaking, drawing, writing, listening and argumentation. Bring your enthusiasm and leave your fear of failure at the door. CONCLUSIONS Participants will learn new techniques and approaches to communicating science. We hope you will be better able to teach your students about how to communicate after you complete this workshop.  REFERENCE Rowland, S. L. & Kuchel, L. J. (2002). Teaching Science Students to Communicate: A Practical Guide. ISBN: 978-3-030-91627-5. Wien, Austria: Springer Nature

Discipline predicts Work Integrated Learning (WIL) practice in Science courses

Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy