Plagiarism and Referencing lecture and workshop

designed for an hour's class on plagiarism, this lecture introduces the concepts of plagiarism and Harvard/ APA referencing styles, the importance of correct referencing and most importantly: the use of an authentic authorial voice. This concept is introduced by giving three extracts from journals on fair trade, and a slide on the fair trade of chocolate, using the supplier Askinosie as an example. Students then discuss, critically evaluate, reflect and debate the concept of Fair Trade. When I tried this out on a group of first year undergraduates they performed very well at this task, and I was able to explain to them how they might use the extracts to inform and inspire discussion in their essays, and to avoid the common mistakes of summarising and paraphrasing too closely to the originals, so that they avoid patchworking in their essays

Meg Brayshaw, Sydney and Its Waterway in Australian Literary Modernism: Palgrave Macmillan, 2021. 230 pages. AU$119.00 ISBN 9783030644284 (Paperback)

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"Like iron and whisky": nursing and marriage in Fin de Siècle English Canadian fiction

This article explores the central conflicts surrounding Canadian nursing and how this profession was depicted in the fiction of the period. It considers the extent to which Canadian configurations of the New Woman were both activated and muted by this era's often contradictory maternal-feminist rhetoric, discussing the constraints it placed upon authors and the destinies they could provide for their heroines. Focusing on the representation of nursing in Jessie Kerr Lawson's Dr Bruno's Wife (1893) and Grant Allen's Hilda Wade (1899), this article interrogates whether these fictional nurses maintained a rhetoric of female subjection and submissiveness or whether the novel instead acted as a site of agency and subversion for nurses and, perhaps, for the figure of the New Woman more broadly

Example video of tutor feedback: student 5 LH Lee

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVO

Example video of tutor feedback: student 10 SD Sarah

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVO

A Data Mining-Driven Decision Support System

The project is a data mining-driven decision support system that is designed to improve and assist managers in making rational and knowledgeable decisions. The system will make prediction of future e-mails overhead and forum replies, as well as identifying clusters of similar customers by analyzing the type of e-mails they send

Example video of tutor feedback: student 7 VC Victoria

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVO

Possible resonance free lattices for the VLHC

A systematic search for resonance-free lattices has been performed. Numerous solutions exist for sets of about fifty cells. A VLHC-like machine could be made of blocks of 61 cells which are free from resonances up to tenth order. A tracking test shows a 20% improvement of the dynamic aperture with respect to standard cells, for several multi-pole components. It opens the possibility of relaxing the constraints on systematic multipole components for the cells. The tolerances on field quality will then be by chromatic and an-harmonic effects of the mul-tipole components

The Paraldor Project

Paraldor is an experiment in bringing the power of categorical languages to lattice QCD computations. Our target language is Aldor, which allows the capture of the mathematical structure of physics directly in the structure of the code using the concepts of categories, domains and their inter-relationships in a way which is not otherwise possible with current popular languages such as Fortran, C, C++ or Java. By writing high level physics code portably in Aldor, and implementing switchable machine dependent high performance back-ends in C or assembler, we gain all the power of categorical languages such as modularity, portability, readability and efficiency.Comment: 4 pages, 2 figures, Lattice 2002 conference proceeding