Impact of Compositional Grading and Component Lumping on Ultimate Recovery

Imperial Users onl

The cultural dynamics of the term Hellanodikes in Palaiologan Byzantium

In ancient Greek literature, Hellanodikai (Ἑλλανοδίκαι) were figures of public authority and high esteem, renown for their fair judgment, overseeing control, and morally transparent life. The characteristics we gather regarding their public role come from a number of historical and other sources, such as Cassius Dio, Lucian, and Pausanias. In the Byzantine era, the term was revived either as a historical gloss contextualizing the position of Hellanodikes (Ἑλλανο- δίκης) in ancient times or as a lexical and grammatical entry. As a contrast to the conventional treatments of this term, Palaiologan scholars proceeded to its unique redeployment. In this article, I argue that Hellanodikes became an epithet of social and cultural significance in Palaiologan Byzantium, a notion embedded within the intellectual peculiarities of this age, especially in contexts of imperial patronage and scholarly apprenticeship

Anonymity In Cyberspace: Judicial and Legislative Regulations

Historically, the scope of constitutional protections for fundamental rights has evolved to keep pace with new social norms and new technology. Internet speech is on the rise. The First Amendment protects an individual’s right to speak anonymously, but to what extent does it protect a right to anonymous online speech? This question is difficult because the government must balance the fundamental nature of speech rights with the potential dangers associated with anonymous online speech, including defamation, invasion of privacy, and intentional infliction of emotional distress. While lower courts have held that there is a right to anonymous online speech, they have not yet adopted a common standard. Meanwhile, to simplify the confusion and protect the rights of those who are injured by anonymous online speech, state legislatures are seeking to restrict some or all anonymous online-speech rights. This Note explores the history of speech regulation, with a special focus on the history of anonymous online speech, and the justifications for protecting speech rights. It then discusses the judicial standards under which courts require disclosure of anonymous speakers and the current legislative proposals to restrict speech rights. Next, this Note suggests that legislatures should not restrict speech rights, and should instead expand the remedies available to those injured by harmful speech. This Note also suggests that courts should adopt a summary judgment standard that requires plaintiffs to provide evidence demonstrating that the anonymous speaker has committed a tort before requiring the speaker to disclose his or her identity

Intute Repository Search Service (www.intute.ac.uk/irs): A Collaborative Project to Showcase UK Research Output Through Advanced Discovery and Retrieval Facilities

4th International Conference on Open RepositoriesThis presentation was part of the session : Conference PostersInstitutional repositories are a major element of the Open Access movement and more specifically in research and education. Their main purpose is to make available as much research output of an institution as possible. Technological changes and developments have an impact on search and discovery functionalities. This impact in turn inspires ideas and projects about useful and efficient ways of searching for academic research output. Intute Repository Search is a project that was set up to develop a UK repository search service to support academic activity. It is funded by the JISC and led by MIMAS in partnership with SHERPA and NaCTEM. Intute Repository Search is designed to serve as a showcase for UK research and education. The technological developments in Intute Repository Search operate to reach the project main targets. This paper will discuss these targets and the project & achievements.JIS

Protest and survive

Sophia created this article as she was concerned about World surviva

We need to talk about silence: Re-examining silence in International Relations theory

The critique of silence in International Relations theory has been long-standing and sustained. However, despite the lasting popularity of the term, little effort has been made to unpack the implications of existing definitions and their uses, and of attempts to rid the worlds of theory and practice of silences. This article seeks to fill this vacuum by conducting a twofold exercise: a review and revision of the conceptualisation of silence current in the literature; and a review of the implications of attempts to eliminate silence from the worlds of theory and practice. Through the discussion, the article suggests that we deepen and broaden our understanding of silence while simultaneously accepting that a degree of silence will be a permanent feature of theory and practice in international politics. Finally, the conclusion illustrates the possibilities for analysis and theory opened by these arguments through an exploration of how they may be used to interpret and address recent events in Yemen

Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology

The exclusion of students who experience disability is a social justice issue that persists in New Zealand despite efforts to establish a fully inclusive education system. Although there has been some research into the teaching of inclusive practice in initial teacher education (ITE) in New Zealand, little research examining beginner teachers’ feelings of preparedness for inclusion has been undertaken. This mixed-methods study investigated the role of ITE in preparing beginner, secondary school teachers for including diverse groups of learners by capturing their experiences of ITE and early career. Phase one involved an online questionnaire to secondary school teachers in the first three years of their career. Phase two involved conducting four follow-up interviews exploring salient findings from the questionnaire. The findings of this study suggest that while ITE recognises the diversity of the classroom, it falls short when it comes to the pragmatic implications for teaching and learning. The vast majority of participants felt their ITE did little or nothing to help them develop their knowledge of legislation and policy as it relates to inclusion. Two-thirds of participants felt that their ITE did little or nothing to help them develop their knowledge of supports available for students who experience disability while the majority had little to no experience teaching such students on practicum. Teachers’ sense of preparedness to include learners varied significantly according to their personal connection with a person with a disability. Several key themes which align with literature in the field of teacher education for inclusion emerged, namely: knowledge about, and understanding of inclusive pedagogy; lack of focus on legislation, policy and human rights; lack of focus on collaborative practice; and beginner teachers not identifying as lifelong learners. Research-driven practices that are beneficial in preparing teachers to make sociallyjust decisions are discussed in light of the themes. These include: (1) critical reflection about experiences gained during practicum and service-learning opportunities; (2) explicit teaching of human rights; (3) explicit teaching about effective collaboration with professionals, teacher aides and whānau