Teaching Post-Pornography

This article introduces the term ‘post-pornography’, drawing on diverse texts from the last three decades. We propose that ‘post-pornography’ expands Porn Studies beyond its focus on explicit representations of sex. First, we outline the history of post-pornography as a concept that emerged in the sex-positive, anti-censorship and queer/feminist moment in the United States in the 1980s and 1990s and has subsequently been taken up by a diverse group of artists, activists and scholars to describe practices that both reference and attempt to move beyond pornography. We define post-pornography as characterised by three aspects—the denaturalising of sex, the de-centring of the spectator and the recognition of media and technology as inseparable from sex. We examine the history of Porn Studies in the university, including in our own faculty at UNSW Art & Design, and the singular influence of Linda Williams in defining its place and setting out its pedagogical methods. We propose post-pornography as a framework that can confront prevailing assumptions about sex and sexuality that underpin Porn Studies and its critique of pornography, and outline a set of concepts that have emerged from the development of the second- and third-year art theory course Post-Pornographic Bodies

Performance analysis of Flettner rotor installations

I 2018 annonserte den internasjonale sjøfartsorganisasjonen sitt mål om å redusere utslippene av drivhusgasser med 50\% fra 2008 til 2050. Siden dette har det vært et økende fokus på å implementere utslippsreduserende tiltak innen skipsfart. Et av disse mulige tiltakene er vindassistsert skipspropulsjon, og innenfor dette er flettner rotorer blitt det mest omtalte konseptet. Mesteparten av de publiserte studieneIdag fokuserer på å estimere potensialet for drivstoffbesparelser for generiske skip og operasjoner. Målet I denne oppgaven er å beskrive en metode som kan brukes for å avgjøre hvorvidt det er økonomisk lønnsomt å installere flettner rotorer for et gitt skip. Den foreslåtte metoden kan hovedsaklig deles innIfire faser som igjen inneholder flere prosesser. Den første av disse fasene består av å samle data om fartøyet og om det foreslåtte opsettet av rotorer.Iden andre fasen gjøres en analyse av potensielle rotorbesparelser, samt innsamling og prosessering av AIS og værdata. Tredje fase fokuserer på å sette sammen AIS og værdatadata, med resultatene fra besparelsesanalysen, for å vise de potensielle besparelsene for fartøyets operasjoner. Til sist bør det gjøres en økonomisk analyse for å estimere den økonomiske tilbakebetalingstiden på rotorene, gitt resultatene fra de tidligere fasene. Metoden testes i en case med et ekte fartøy. Casen undersøker bulkskipet Ma Lian Hai, og prøver å estimere besparelsene for fartøyet over året 2020.Iden andre fasen av metoden ble det brukt flere eksternt byggede programmer til blandt annet besparelsesanalysen. Da resultatene fra denne analysen skulle prosesseres ble det oppdaget en rekke feil I koden som kan lede til unøkyaktige eller urealistiske resultater. Disse feilene bidro til å oppdage noen av ulempene med den foreslåtte metoden, samt å fortå og foreslå noen av forbedringene som kan gjøres. Resultatene fra denne oppgaven viser at en metode for å avgjøre hvorvidt flettner rotor installasjoner lønner seg er mulig å implementere, og at den kan brukes til å støtte i en skipseiers avgjørelser. Den viser også at det finnes tilgjengelige verktøy, slik som AIS og værdata, som kan brukes til å forbedre nøyaktigheten til analyser av flettner rotor besparelser. Men, oppgaven viser også at nøyaktige og pålitelige simuleringsmodeller for flettner rotor besparelser er vanskelige å lage, og kan være en flaskehals for den foreslåtte metoden.After the International Maritime Organisation announced its goal to reduce greenhouse gas emissions by 50\% from 2008 to 2050, an increasing focus has been drawn to implementing emission reduction measures in the shipping industry. Wind-assisted ship propulsion is one of the most commonly referenced measures to reduce emissions, particularly the flettner rotor concept. Most published research into this topic focuses on estimating the potential savings of flettner rotors for generic ships and routes. However, this thesis aims to describe a method that any shipowner can use to determine whether flettner rotor installation is economically viable for their specific case. The proposed method consists of four main phases that are again divided into several steps. The first of these phases consists mostly of data gathering for the chosen vessel and potential setup. The second phase includes a rotor performance analysis and AIS and weather data gathering and processing. In phase three, the performance simulation and the weather data is combined in order to show the performance for the selected vessel and operational profile. Finally, an economic analysis is performed in order to estimate the economic payback time of the rotors given performance results from previous sections. The method is tested in a case with a real vessel. The case investigates the bulk carrier Ma Lian Hai and attempts to estimate the savings for this vessel in the year 2020. In the second phase of the method, several external programs are used to perform the rotor savings estimation. While processing the results from this phase, several bugs were discovered in the code, leading to inaccurate simulation results. These bugs lead to the discovery of some of the method disadvantages, as well as some of the improvements that could be made in order to improve it. The results of this thesis show that a method for performance analysis of flettner rotor installations can be made and that it can work to assist a shipowner in decision making. It also shows that there are tools available, such as AIS and weather data, that can be used to improve the accuracy of flettner rotor performance analysis. However, the thesis also shows that accurate performance simulation models are difficult to create and can be a bottleneck in the proposed method

Relationship between pre-adoptive risk factors and psychopathological difficulties of internationally adopted children in Iceland

Neðst á síðunni er hægt að nálgast greinina í heild sinni með því að smella á hlekkinn View/Open Allur texti - Full textOBJECTIVE: In recent years a number of children have been adopted to Iceland. The aim of our study was to evaluate which factors may affect their mental and behavioural health. MATERIALS AND METHODS: Information was collected on the health of internationally adopted children in Iceland as well as on pre-adoptive risk factors. This was done using a survey developed by Dr. Dana Johnson from the International Adoption Project at the University of Minnesota in the United States. Other questionnaires include the Child Behavior Checklist (CBCL), Strenghts and Difficulties Questionnaires (SDQ), Attention Deficit/Hyper activity Rating Scale (ADHD-RS-IV) and Austism Spectrum Screening Questionaire (ASSQ). For the comparative analysis data from the general population was used. RESULTS: Children adopted after 18 months of age and who have been institutionalised for 18 months or more showed higher risk for ADHD symptoms and behavioral and emotional problems than the general population. In addition, those who were subject to severe emotional neglect had significantly higher scores on CBCL, SDQ and ADHD-RS. A trend was seen between risk factors and scores on ASSQ. Children adopted before 12 months of age scored within the normal range on all questionnaires. CONCLUSION: These results suggest that children adopted after 18 months of age are at risk of psychopathological difficulties. These results emphasize the importance of early adoption and of minimizing the time spent in an institution.Inngangur: Undanfarin ár hafa allmörg börn verið ættleidd til Íslands. Markmið rannsóknarinnar var að kanna hvaða áhættuþættir geta haft áhrif á andlega líðan og hegðun barna ættleiddra erlendis frá. Efniviður og aðferðir: Upplýsingum var safnað um áhættuþætti fyrir ættleiðingu, andlega líðan og hegðunarvanda hjá börnum ættleiddum erlendis frá. Notaður var yfirgripsmikill spurningalisti um þetta efni sem var þróaður af Dana Johnson, lækni hjá Háskólanum í Minnesóta í Bandaríkunum. Einnig voru lagðir fyrir eftirfarandi staðlaðir hegðunarmatslistar: Spurningalisti um atferli barna (CBCL), Spurningalisti um styrk og vanda (SDQ), Ofvirknikvarðinn (ADHD-RS-IV) og Einhverfumatslistinn (ASSQ). Listarnir hafa áður verið staðlaðir við almennt þýði. Niðurstöður: Börn ættleidd eftir 18 mánaða aldur og þau sem hafa dvalið á stofnun lengur en fyrstu 18 mánuði lífsins eru í aukinni áhættu á að sýna einkenni athyglisbrests með ofvirkni og hegðunar- og tilfinningavanda en almennt þekkist. Auk þess skora þau börn sem talin eru hafa sætt alvarlegri tilfinningalegri vanrækslu marktækt hærra á hegðunar og tilfinningamatslistunum en þekkist í almennu þýði. Tilhneiging í þá veru sást einnig á skori á einhverfumatslistanum. Þau börn sem voru ættleidd fyrir 12 mánaða aldur skoruðu sambærilega við almennt þýði á öllum matslistum. Ályktun: Niðurstöðurnar benda til þess að börnum sem eru ættleidd eftir 18 mánaða aldur sé hættara við tilfinninga- og hegðunarvanda samanborið við almennt þýði. Niðurstöðurnar styðja að leggja beri áherslu á að börn sem eru ættleidd erlendis frá til Íslands komist sem fyrst til kjörforeldra sinna og dveljist sem styst á stofnun

A Study of the Internal and External Methods of Character Development in Acting as Exemplified by Text Books

The Analyses: The prime objectives of the analyses are twofold. First, to extract those statements and ideas of the texts, within the subject being analyzed, which will give the reader a fundamental insight into the principal propositions and contentions of the authors concerning the subjects being analyzed. The second principal objective of the analyses is to provide the reader with a sufficient amount of the author’s ideas and principles on the specific subjects in the analyses, so that the reader can make comparisons regarding different authors treatment of similar material, within the same school of acting. The Syntheses: Based on the analyses, the syntheses will consist of a series of generalized statements about each of the subjects analyzed. Each of these general or synthetic statements about the analyzed subjects will encompass the general propositions of each of the texts dealing with the subject. The purpose of the syntheses is to provide the reader with an insight into the over-all nature and function, in character development, of the individual subjects analyzed. The Conclusions: Based on the syntheses of the internal and external methods of approach the character development in acting, the writer will formulate further generalized and inclusive statements. The purpose of these general and conclusive statements is to reveal in as concise and complete a manner as possible what is proposed by the internal and external methods of approach to character development in acting as exemplified by selected text books. The ultimate purpose of the conclusions is to provide the student act or with practicable, concise, and inclusive definitions of the internal and external methods of approach to character development in acting as exemplified by text books

Electroencephalography as a clinical tool for diagnosing and monitoring attention deficit hyperactivity disorder: a cross-sectional study.

To access publisher's full text version of this article, please click on the hyperlink in Additional Links field or click on the hyperlink at the top of the page marked Files. This article is open access.The aim of this study was to develop and test, for the first time, a multivariate diagnostic classifier of attention deficit hyperactivity disorder (ADHD) based on EEG coherence measures and chronological age.The participants were recruited in two specialised centres and three schools in Reykjavik.The data are from a large cross-sectional cohort of 310 patients with ADHD and 351 controls, covering an age range from 5.8 to 14 years. ADHD was diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders fourth edition (DSM-IV) criteria using the K-SADS-PL semistructured interview. Participants in the control group were reported to be free of any mental or developmental disorders by their parents and had a score of less than 1.5 SDs above the age-appropriate norm on the ADHD Rating Scale-IV. Other than moderate or severe intellectual disability, no additional exclusion criteria were applied in order that the cohort reflected the typical cross section of patients with ADHD.Diagnostic classifiers were developed using statistical pattern recognition for the entire age range and for specific age ranges and were tested using cross-validation and by application to a separate cohort of recordings not used in the development process. The age-specific classification approach was more accurate (76% accuracy in the independent test cohort; 81% cross-validation accuracy) than the age-independent version (76%; 73%). Chronological age was found to be an important classification feature.The novel application of EEG-based classification methods presented here can offer significant benefit to the clinician by improving both the accuracy of initial diagnosis and ongoing monitoring of children and adolescents with ADHD. The most accurate possible diagnosis at a single point in time can be obtained by the age-specific classifiers, but the age-independent classifiers are also useful as they enable longitudinal monitoring of brain function.Icelandic Technology Development Fund 071201007 Landspitali University Hospital Research Fun

Endless Study, Infinite Debt: On study inside and outside the university classroom

This paper begins by considering the state of higher education in Australia, following structural changes facilitated by the COVID-19 pandemic. We consider the longer-term effects of neoliberal ideology on the sector, charting the way that ongoing crises of/in higher education work to co-opt university workers and students into a position in which they are required to defend the idea of the university as a site of enlightenment. We then discuss the erosion of funding in the arts and argue that in concert with the diminished resourcing of the university, ad hoc social spaces within contemporary art have become temporary communities for study. We analyse a project of our own – Endless Study, Infinite Debt – which seeks to engage in the collective study of infrastructure, settlement, and racial capitalism. We consider how the university and art might be ambivalently engaged to practise forms of care and study against privatisation/professionalisation and towards solidarity

Students’ strategies of expanding fractions to a common denominator – a semiotic perspective

The aim of this article is to identify students’ strategies while solving tasks which involve the expansion of fractions to a common denominator. In this case study we follow two groups of 11 year old students and their use of the artefact multilink cubes in the solution process. The analysis of the students’ strategies is based upon a semiotic-cultural framework. Five different types of strategies are reported: trial-and-error, factual, contextual, embodied-symbolic and symbolic. The concept of semiotic contraction is also used in the analysis

Community structure and patterns of scientific collaboration in Business and Management

This is the author's accepted version of this article deposited at arXiv (arXiv:1006.1788v2 [physics.soc-ph]) and subsequently published in Scientometrics October 2011, Volume 89, Issue 1, pp 381-396. The final publication is available at link.springer.com http://link.springer.com/article/10.1007%2Fs11192-011-0439-1Author's note: 17 pages. To appear in special edition of Scientometrics. Abstract on arXiv meta-data a shorter version of abstract on actual paper (both in journal and arXiv full pape

Skrivenatt

Det er et stadig økende krav for studenter om å produsere akademiske tekster gjennom hele studieforløpet. De nye studentene som kommer rett fra videregående opplæring har liten, eller ingen erfaring i det å skrive akademiske tekster. Det har vært til dels lite fokus på skriveopplæring for nye studenter i akademisk skriving ved NTNU, derfor oppstod tilbudet om Skrivenatt. Skrivenatt er et kveldsarrangement hvor studenter ved NTNU Dragvoll får hjelp til å skrive akademiske tekster (Academic Literacy) og informasjonskompetanse (Information Literacy). Arrangementet er et samarbeid mellom NTNU Universitetsbiblioteket, biblioteket Dragvoll og NTNUs Institutt for språk og litteratur (ISL). Skrivenatt foregår i bibliotekets lokaler én kveld i semesteret. Skrivenatt er lagt opp slik at studentene selv kan velge hvordan de ønsker å bruke kvelden. De kan sitte og skrive på egen hånd, få hjelp av læringsassistenter som går rundt eller gå på workshoper. Workshopene vi tilbyr skal gi studentene kunnskap om ulike sider ved akademisk skriving. De første årene med skrivenatt gjennomførte biblioteket workshops i litteratursøk og referansehåndtering. Dette ble etterhvert endret til hjelpestasjoner med en-til-en veiledning. Disse endringen kom etter lite besøkte workshops og tilbakemeldinger fra studentene. Tilbakemeldinger fra studenter tyder på at de har fått mer kunnskap om hva akademisk skriving går ut på og hjelp der de er i skriveprosessen. Dette har gitt økt selvtillit og mestringsfølelse som de tar med seg videre i det å skrive akademiske tekster. There is an ever-increasing demand for students to produce academic texts throughout the course of study. The new student coming straight from upper secondary education has little or no experience writing academic texts. To help these students, we started Writing night. Writing Night is an evening event where students at NTNU Dragvoll get help writing academic texts and information literacy. The event is a collaboration between NTNU University Library, the Dragvoll library and NTNU's Institute for Language and Literature (ISL). Writing Night takes place on the library premises one evening during the semester. Writing Night is arranged to let the students choose how they want to spend the evening. They can sit and write on their own, get help from learning assistants from ISL, who walk around or go to workshops. The workshops we offer give students knowledge of various aspects of academic writing. During the first years of Writing Night, the library conducted workshops in literature search and reference management. This was later changed to one-to-one guidance stations. This change came after student feedback. Student feedback indicates that they have gained more knowledge about academic writing and the event helped them to move on in their writing process. This has given them the confidence and sense of accomplishment they can use when working with academic texts