Pedagogy, prejudice, and pleasure: extramural instruction in English literature, 1885-1910

This thesis considers the teaching of English literature within extramural organisations for adults in England between 1885 and 1910. This challenges the assumption that the beginnings of English as a tertiary-level academic subject can be traced back only as far as the foundation of the Oxford English School at the end of the nineteenth century; in fact extramural English courses had been flourishing for decades before this, and these reached their zenith in the final years before it was introduced at Oxbridge. Oxford created an Honours School of English in 1894, and the Cambridge English Tripos was established in 1917; in ideological terms, such developments were of course crucial, yet it has too often been the case that the extramural literary teaching being conducted contemporaneously has been sidelined in studies of the period. My first chapter will consider the development of English in various institutional and non-institutional environments before 1885, including Edinburgh University, Dissenting Academies, and Mechanics’ Institutes. Thereafter I will explore the campaign, led by University Extension lecturer John Churton Collins, to incorporate English literature as an honours degree at Oxford. Focusing on the period between 1885 and 1891, this second chapter will assess the veracity of some of Collins’s most vehement claims regarding the apparently low critical and pedagogical standards in existence at the time, which he felt could only be improved if Oxford would agree to institutionalise the subject, and thereby raise the standard of teaching more generally. Collins’s campaign enjoyed more success when he drew attention to the scholarly teaching available within the University Extension Movement; my third chapter is underpinned by research and analysis of previously unexplored material at the archives of London University, such as syllabuses, examination papers, and lecturers’ reports. I examine the way in which English literature, the most popular subject among Extension students, was actually being taught outside the universities while still excluded from Oxbridge. Thereafter my penultimate chapter focuses on an extramural reading group formed by Cambridge Extension lecturer Richard G. Moulton. This section considers Moulton’s formulation of an innovative mode of literary interpretation, tailored specifically to suit the abilities of extramural students, and which also lent itself particularly to the study of novels. Uncollected T. P.’s Weekly articles written by Arnold Bennett highlight the emphasis that he placed on pleasure, rather than scholarship. My final chapter considers Bennett’s self-imposed demarcation from the more serious extramural pedagogues of literature, such as Collins and Moulton, and his extraordinary impact on Edwardian reading habits. A brief coda will compare the findings of the 1921 “Newbolt Report” with my own assessment of fin-de-siècle extramural education

COLLECTING EVIDENCE OF GOOD PRACTICE AND LEADERSHIP IN A TUMULTUOUS TIME

GOAL To deliver an outcomes-focused workshop that guides participants in recognising and communicating potential sources of evidence as part of their teaching practice and leadership. BACKGROUND With the increase in education-focused roles around Australia, many tertiary institutions have established new pathways for recognition, reward and progression. However, the wave of new and transitioning tertiary educators in recent times may be unfamiliar with navigating through these new expectations and pathways. Fortunately, there are many commonalities in the reward and recognition processes for tenure, promotion and awards across institutions and a strong, supportive science education community to share experiences and advice! AIMS In this session, we will share our collective experiences and expectations across a range of Australian institutions. We will highlight proactive approaches to the collection and organisation of teaching and leadership evidence in different teaching and service contexts, paying close attention to the challenges posed by the transition to online teaching during the COVID-19 pandemic. Through this workshop, we intend to develop strategies that individual participants may employ to build their teaching and leadership portfolios. Participants from all science disciplines and academic levels are invited. DELIVERABLES Through this workshop we aim to facilitate the following: • A landscape view of commonalities in the awards and academic progression requirements across tertiary institutions; • Tips, tricks and strategies for the collection and organisation of teaching and leadership evidence; • Reflection on your own academic portfolio and plans for future evidence collection. WORKSHOP Introduction (15 minutes) We will begin this workshop by breaking down a few of the key expectations of institutions, including important similarities and differences. The promotion and award experiences of some of our most respected members within the science education community will be shared. Workshop task 1 (30 minutes) Participants will be split into small groups (2-3) to spend a short period of time evaluating the impact of different types of evidence. Coming back together, each group will summarise key points from their discussion.   Communicating your evidence (30 minutes) An important step in communicating your evidence is the consider your own, personal teaching philosophy. Through a short activity, this will be explored before splitting into small groups once more to spend time focused, through key prompts, on dot pointing some evidence of impact of their recent activities. Each member of the group will discuss their own experiences and provide each other with feedback regarding additional evidence they might seek and include. Wrap-up (15 minutes) To conclude, we will come together to once more share this experience with the wider group and discuss where-to from here. A set of tips and tricks for collecting and organising evidence will be provided and discussed

The Structure of Liquid and Amorphous Hafnia.

Understanding the atomic structure of amorphous solids is important in predicting and tuning their macroscopic behavior. Here, we use a combination of high-energy X-ray diffraction, neutron diffraction, and molecular dynamics simulations to benchmark the atomic interactions in the high temperature stable liquid and low-density amorphous solid states of hafnia. The diffraction results reveal an average Hf-O coordination number of ~7 exists in both the liquid and amorphous nanoparticle forms studied. The measured pair distribution functions are compared to those generated from several simulation models in the literature. We have also performed ab initio and classical molecular dynamics simulations that show density has a strong effect on the polyhedral connectivity. The liquid shows a broad distribution of Hf-Hf interactions, while the formation of low-density amorphous nanoclusters can reproduce the sharp split peak in the Hf-Hf partial pair distribution function observed in experiment. The agglomeration of amorphous nanoparticles condensed from the gas phase is associated with the formation of both edge-sharing and corner-sharing HfO6,7 polyhedra resembling that observed in the monoclinic phase

A cryogenic rotation stage with a large clear aperture for the half-wave plates in the Spider instrument

We describe the cryogenic half-wave plate rotation mechanisms built for and used in Spider, a polarization-sensitive balloon-borne telescope array that observed the Cosmic Microwave Background at 95 GHz and 150 GHz during a stratospheric balloon flight from Antarctica in January 2015. The mechanisms operate at liquid helium temperature in flight. A three-point contact design keeps the mechanical bearings relatively small but allows for a large (305 mm) diameter clear aperture. A worm gear driven by a cryogenic stepper motor allows for precise positioning and prevents undesired rotation when the motors are depowered. A custom-built optical encoder system monitors the bearing angle to an absolute accuracy of +/- 0.1 degrees. The system performed well in Spider during its successful 16 day flight.Comment: 11 pages, 7 figures, Published in Review of Scientific Instruments. v2 includes reviewer changes and longer literature revie

Parnassus: Classical Journal (Volume 4, 2016)

Parnassus is an undergraduate journal published by the College of the Holy Cross in conjunction with the Classics Department. Parnassus\u27 mission is to share the passion of Holy Cross students for the ancient world. All pieces aim to be generally understandable, allowing the field to be more accessible to non-specialists in the community.https://crossworks.holycross.edu/parnassus/1003/thumbnail.jp

FLASH Irradiation Results in Reduced Severe Skin Toxicity Compared to Conventional-Dose-Rate Irradiation

Radiation therapy, along with surgery and chemotherapy, is one of the main treatments for cancer. While radiotherapy is highly effective in the treatment of localized tumors, its main limitation is its toxicity to normal tissue. Previous preclinical studies have reported that ultra-high dose-rate (FLASH) irradiation results in reduced toxicity to normal tissues while controlling tumor growth to a similar extent relative to conventional-dose-rate (CONV) irradiation. To our knowledge this is the first report of a dose-response study in mice comparing the effect of FLASH irradiation vs. CONV irradiation on skin toxicity. We found that FLASH irradiation results in both a lower incidence and lower severity of skin ulceration than CONV irradiation 8 weeks after single-fraction hemithoracic irradiation at high doses (30 and 40 Gy). Survival was also higher after FLASH hemithoracic irradiation (median survival >180 days at doses of 30 and 40 Gy) compared to CONV irradiation (median survival 100 and 52 days at 30 and 40 Gy, respectively). No ulceration was observed at doses 20 Gy or below in either FLASH or CONV. These results suggest a shifting of the dose-response curve for radiation-induced skin ulceration to the right for FLASH, compared to CONV irradiation, suggesting the potential for an enhanced therapeutic index for radiation therapy of cancer