Acquiring and marketing eBooks at University College Chester - it's all down to teamwork and communication

This is a PDF version of an article published in Sconul newsletter© 2004. It is available online at http://www.sconul.ac.uk/publications/newsletter/31/4.pdfThis article discusses the events leading up to the launch of the eBooks collection at University College Chester

'Avarice’ and ‘evil doers’: profiteers, politicians, and popular fiction in the 1920s

This article examines the depiction of the profiteer as villain within popular low and middlebrow British novels from the 1920s. It argues that concerns with profiteering persisted in the landscape of popular fiction well after the end of World War I in works by authors such as H.C. McNeile and Warwick Deeping among others. The figure of the profiteering villain embodied anxieties about profiteering, food shortages, and 'big business' during a period of intense economic and political instability, while further allowing the ex-soldier to be simultaneously re-imagined after the war as a heroic breadwinner and soldier

Battle of the Blockbusters: Joss Whedon as Public Pedagogue

This article discusses the concept of public pedagogy and the reasons for considering it relevant to the work of the writer/ director/ producer Joss Whedon, creator of numberous TV programmes, such as Buffy the Vampire Slayer, Angel and Firefly, and Films Serenity, Marvel's The Avengers and The Age of Ultron. It analyzes Marvel’s The Avengers (Whedon, 2012) and Christopher Nolan’s (2012b) The Dark Knight Rises as competing public pedagogies.It suggests that popular films can be seen as important educational projects; filmmakers have tremendous resources at their disposal and their creations have a global reach that cannot be matched by individual teachers or national education systems. Whedon can be seen as a radical educator; he enables his audiences to experience ways of looking at the world that challenge aspects of neo-liberal hegemony, and also encourages them to become critical thinkers who have to reflect on their own feelings and perspectives and resist simplistic perspectives on morality and the difficult political choices facing global society

Identifying trades tutors' and institutions' perceptions of tutors' roles within the ITP sector : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University, Palmerston North, New Zealand

Since 1984 tertiary education institutions have been subject to progressive and far-reaching change. Much of this change has been shaped by neo-liberalist agendas which espouse accountability, efficiency, responsiveness, professionalism and managerialism. This thesis looks at how these themes have shaped or influenced managerial and tutorial perceptions of tutors' operational roles, responsibilities and performance within a selection of contemporary Institutes of Technology and Polytechnics (ITP) teaching environments. Analysis of the research identifies that scant or poorly prepared institutional documentation around tutorial roles and responsibilities has contributed to uncertainty or confusion, and consequently to individuals adapting their teaching roles to suit themselves. It has also been identified that managers appointed to the pivotal role of Head of School are stretched in their ability to cope with the demands that are placed on them. This thesis suggests that the increasing responsibilities they carry for managing tutorial staff have contributed to a breakdown in workload planning and performance management processes. Managers acknowledge that further work needs to be done in defining tutors' roles, responsibilities and performance. But such work presupposes the question: how do managers and tutors perceive tutorial roles in today's ITP teaching environment? Research on this key question and associated issues provides the basis for this thesis

Dependent Care: Current Tax Benefits and Legislative Issues

CRS_January_2005_dependent_care.pdf: 450 downloads, before Oct. 1, 2020

Classification of calving fronts around Antarctica

Iceberg calving is the largest loss term in Antarctic mass balance. The iceberg areas vary from a few square meters (growler) to several hundred square kilometres (huge tabular icebergs or ice islands) and their shape (blocky, domed or tabular) depends on the morphology of their calving front. The Antarctic coastline has a length of about 18 000km and is characterized by a large spectrum of morphological properties. In contrast to the Greenland ice sheet, Antarctica is surrounded by a variety of large, medium and small sized ice shelves, besides of glacier tongues and parts without offshore floating ice masses. With the aid of synthetic aperture radar (SAR) images all ice shelves and glacier tongues around Antarctica were mapped. The mosaic of the RADARSAT-1 Antarctica Mapping Project (RAMP) Antarctic Mapping Mission 1 (AMM) was used at a 100 m x 100 m image resolution and the ice shelves were extracted by using the grounding line of the MODIS Mosaic of Antarctica (MOA) Project and the RAMP1-AMM coastline. An automated detection of crevasses was used as a first calving front classification. On the basis of the orientation of the crevasses to one another and relative to the calving front, and the distance between them, an estimation of the dominant size of potentially calving icebergs was made. Other parameters (e.g. shape of the calving front itself, pinning points) were used to make a clearer distinction between calving sites. The Antarctic coast is classified into several groups of calving sites e.g. no floating ice offshore (e.g. Mawson Coast), large ice shelf (e.g. Filcher-Ronne-Ice Shelf) or large glacier tongue (e.g. Mertz Glacier). The resulting map of the classified calving fronts around Antarctica and their description will be used to achieve a detailed picture of crevasse formation and propagation within a co-operation with material scientists and ice shelf modelers