English Bards and Unknown Reviewers: a Stylometric Analysis of Thomas Moore and the Christabel Review

Fraught relations between authors and critics are a commonplace of literary history. The particular case that we discuss in this article, a negative review of Samuel Taylor Coleridge's Christabel (1816), has an additional point of interest beyond the usual mixture of amusement and resentment that surrounds a critical rebuke: the authorship of the review remains, to this day, uncertain. The purpose of this article is to investigate the possible candidacy of Thomas Moore as the author of the provocative review. It seeks to solve a puzzle of almost two hundred years, and in the process clear a valuable scholarly path in Irish Studies, Romanticism, and in our understanding of Moore's role in a prominent literary controversy of the age

Manuscript transcription by crowdsourcing: Transcribe Bentham

Transcribe Bentham is testing the feasibility of outsourcing the work of manuscript transcription to members of the public. UCL Library Services holds 60,000 folios of manuscripts of the philosopher and jurist Jeremy Bentham (1748-1832). Transcribe Bentham will digitise 12,500 Bentham folios, and, through a wiki-based interface, allow volunteer transcribers to take temporary ownership of manuscript images and to create TEI-encoded transcription text for final approval by UCL experts. Approved transcripts will be stored and preserved, with the manuscript images, in UCL's public Digital Collections repository. The project makes innovative use of traditional Library material. It will stimulate public engagement with UCL's scholarly archive collections and the challenges of palaeography and manuscript transcription; it will raise the profile of the work and thought of Jeremy Bentham; and it will create new digital resources for future use by professional researchers. Towards the end of the project, the transcription tool will be made available to other projects and services

Irish Diplomacy in Time of Crisis and the Evolution of a ‘European’ diplomatic service

The foreign policies of several European states have been centrally engaged in national crisis management subsequent to the crisis in the euro-zone. In several instances this has included determined efforts to rebuild national credibility, intensively to engage with bilateral partners and multilateral agencies both in Europe and internationally and actively to contribute to trade promotion and the attraction of foreign direct investment as part of a programme of national economic recovery. In such a context, where a national diplomatic service is tasked with roles that can be seen to be addressing a near existential crisis for the state, what if any role does foreign policy coordination at EU level play? If such coordination played a marginal role or was non-existent, what does this say about the utility and purpose of EU foreign policy? To what extent does this necessarily delimit or define the potential added-value of the EEAS to national diplomatic services? The proposed paper will conduct a detailed analysis of Irish diplomacy in a time of crisis (2008-2014), assess its response to that crisis, evaluate the role of EU-level foreign policy coordination and finally offer conclusions as to what this may suggest for the future of EU foreign policy

The Irish Presidency of the Council of the EU has shown that serious decisions on European security and defence still need to be made.

Europe as a region has 1.7 million troops, and the second highest level of regional defence spending in the world. Yet it lacks the capacity to manage and coordinate these forces as a whole. Ben Tonra looks at how Ireland’s Presidency of the Council of the EU has helped to move forward the discussion on European security and defence, ahead of the European Council summit in December. He argues that, in light of the need for Europe to take a larger role in international security, Member States’ national defence ministries should be better connected to EU policy and decision making

There is no 'anti-English' sentiment in Ireland in the wake of Brexit

There is no ‘anti-English’ sentiment in Ireland in the wake of Brexit. The success of Sinn Fein in the recent Irish general election was built on a deep-seated public dissatisfaction with the quality of social provision in health, housing, childcare and other ‘quality of life’ issues at a time of a booming economy. The party’s traditional nationalism is certainly an issue of concern, but it played simply no role in its electoral success, writes Ben Tonra (University College Dublin)

Minimality and stability properties in Sobolev and isoperimetric inequalities

This thesis addresses the characterization of minimizers in various Sobolev- and isoperimetric-type inequalities and the analysis of the corresponding stability phenomena. We first investigate a family of variational problems which arise in connection to a suitable interpolation between the classical Sobolev and Sobolev trace inequalities. We provide a full characterization of minimizers for each problem, in turn deriving a new family of sharp constrained Sobolev inequalities on the half-space. We then prove novel stability results for the Sobolev inequality and for the anisotropic isoperimetric inequality. Both of these results share the feature of being “strong-form” stability results, in the sense that the deficit in the inequality is shown to control the strongest possible distance to the family of equality cases.Mathematic

Directing a Contemporary Deconstruction of a Chekhov Play

When examining Stupid Fucking Bird, it is important to recognize that it is a deconstructed adaptation of Chekhov’s The Seagull. Aaron Posner’s, Stupid Fucking Bird, shakes up Chekhov’s old form with something new and, perhaps, more relevant than its original form. The thesis includes a detailed analysis of the production process and post-production analysis of Stupid Fucking Bird written by Aaron Posner and directed by Margaret Tonra at UNO, October 2021-February 2022

The Threat Of Border Security On Indigenous Free Passage Rights In North America

This note will examine the development and current state of passage rights under United States (Part I), Canadian (Part II), and Mexican law (Part 111). Part IV of this note will then critically explore the current state of the law as it affects two tribes whose homelands are bisected by the United States\u27 borders with its neighbors: the Mohawk Nation, along the U.S.-Canada border; and the Tohono O\u27odham, on the U.S.-Mexico border. The Note will conclude with an examination of a number of possible changes to border policies affecting the indigenous nations, and a proposal for a unified policy for the United States, Canada, and Mexico in cooperation with the tribes along the border

Profile of High Order Thingking Skill (HOTS) of Junior High School Students’ Grade 8 in Solving Linear Equation System Problems Based on Kinesthetic and Visual Learning Styles

This qualitative research aims to describe profile high order thinking  skill (HOTS) of Junior high school students’ grade 8 in solving linear equation system problems based on kinesthetic and visual learning styles. In collecting data, mathematics ability test and learning style questionnaire aims to select students to be research subjects. Then, problem solving tests to determine the high order thinking skills and interviews were used to obtain data on students' high order thinking skills that were not obtained from problem solving tests. There are 3 (three) aspects of HOTS in this study which are analyzing, evaluating and creating. The results of the study show that in the aspect of analyzing, students with kinesthetic and visual learning styles can distinguish the information needed, know what is sought and know the relationship between information. In creating aspect, kinesthetic and visual aspects can know ideas, strategies used and can implement these ideas and strategies in solving problems. Whereas in the Evaluation aspect, kinesthetic uses a strategy in checking the truth in the answer but the visual does not use the strategy. Thus, it can be concluded that the differences of kinesthetic students and visual students lay on strategies used in checking the truth of the answers of the problem given