Finlaggan report 6: kitchens and houses by jetty.

Finlaggan, Islay, the centre of the Lordship of the Isles. Excavations and fieldwork 1989-1998. Part six, kitchens and houses by jetty

Finlaggan report 1: introduction and background

Finlaggan, Islay, the centre of the Lordship of the Isles. Excavations and fieldwork 1989-1998. Part two, introduction and background

How to bring forth good social learning in teacher education through technology

A core theme of this context statement is the contribution that digital technology can make to social learning in online and face-to-face contexts. The work contributes to the field of educational technology across sectors, by considering some of the obstacles currently facing practitioners such as new curricula, new pedagogical approaches and the fast pace of change. I present a rationale for technology supporting social learning and discuss several significant themes, such as the role of learning communities in supporting the co-creation of knowledge, the pedagogic approaches that support computational thinking, digital literacy and mobile learning, and the potential of international projects and online courses to make purposeful connections between teachers and learners. Looking firstly with a distant lens at the forms of technology-enabled learning communities (TELCs) in my public works, and then with a closer lens at the interactions and behaviours within them, I present a characterisation of the learning landscape that involves a topology and typology of TELCs. These consist of five distinct forms of TELCs together with a set of five dualities that describe conditions for knowledge-building. This framework contributes towards an understanding of the epistemology of TELCs within the context of my public works. It offers descriptive and diagnostic tools for analysing the nature of learning, knowing and knowledge-building within TELCs, and demonstrates how some key variables are interrelated. As such, it has relevance to the design and evaluation of social online learning and makes a contribution to the debate around theories of learning in a digital age

Bigger Rip with No Dark Energy

By studying a modified Friedmann equation which arises in an extension of general relativity which accommodates a time-dependent fundamental length $L(t)$, we consider cosmological models where the scale factor diverges with an essential singularity at a finite future time. Such models have no dark energy in the conventional sense of energy possessing a truly simple pressure-energy relationship. Data on supernovae restrict the time from the present until the Rip to be generically longer than the current age of the Universe.Comment: 10 pages latex including 2 figures. Grammar improved. References adde

Lord Curzon in India: 1898-1903 (1903)

Contents: Lord Curzon\u27s aims -- Russia, Afghanistan and Persia -- The independent tribes -- The new frontier province -- Famine administration -- Irrigation and railways -- British rule in India -- Miscellaneous reforms -- The best viceroy since Lord Lawrence. Includes an appendix containing Lord Curzon\u27s speech justifying the Delhi Durba

Finlaggan report 5: houses and halls.

Finlaggan, Islay, the centre of the Lordship of the Isles. Excavations and fieldwork 1989-1998. Part five, houses and halls

Marlowe\u27s cosmology

A general study of Marlowe \u27s cosmology may by no means be original, for numerous critics have mentioned the subject in varying degrees; however, there is a wide disparity or opinion concerning the relative importance of the subject in relation to the playwright. This study is not exhaustive; it is significant, however, because it attempts to prove by means of biographical and historical backgrounds the idea that Mar­lowe had an intellect that was always climbing after knowledge infin­ite. In this study there are two obvious omissions: the plays Dido, Queen of Carthage, and The Massacre at Paris. These two plays have been omitted because Dido, Queen of Carthage, according to the title page, was written by Marlowe and Thomas Nashe, and Marlowe\u27s share is not clear; and the text of The Massacre at Paris is available only in fragmentary form