title: ‘Red Snow on Their Boots: Russian characters in spy thriller fiction published during the two World Wars': 1-10

authors: Bydder, Jillene

subjects: Spy fiction

abstract: When we think of spy thriller fiction, and especially of spy thriller fiction written at any time during the Cold War, we think of Soviet or Russian villains. Russian or Soviet characters, some portrayed as heroic and some as evil, were also prominent in spy thriller fiction before and after both the World Wars. By contrast, there were few English-language spy thrillers with Russian or Soviet characters written between 1914 and 1918, and between 1939 and 1945. Thriller writers always react quickly to current events and Russia was enormously popular in Britain when it was an ally during the two wars, so why were Russians in wartime spy fiction few and far between? What were the factors in both time periods which help explain this? Was it because of the political backgrounds of the times, or were there other, more practical, explanations?

text: ‘Red Snow on Their Boots: Russian characters in spy thriller fiction published during the two World Wars': 1-10 When we think of spy thriller fiction, and especially of spy thriller fiction written at any time during the Cold War, we think of Soviet or Russian villains. Russian or Soviet characters, some portrayed as heroic and some as evil, were also prominent in spy thriller fiction before and after both the World Wars. By contrast, there were few English-language spy thrillers with Russian or Soviet characters written between 1914 and 1918, and between 1939 and 1945. Thriller writers always react quickly to current events and Russia was enormously popular in Britain when it was an ally during the two wars, so why were Russians in wartime spy fiction few and far between? What were the factors in both time periods which help explain this? Was it because of the political backgrounds of the times, or were there other, more practical, explanations?

year: 2017

title: Learning engineering through the Flipped Classroom Approach- students' perspectives

authors: Fox-Turnbull, Wendy

subjects: engineering education

abstract: A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.

text: Learning engineering through the Flipped Classroom Approach- students' perspectives A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.

year: 2018

title: Joe Gillayley: A model of cultural hybridity in Keri Hulme’s novel The Bone People

authors: Cozma, Codrina

subjects: Literary analysis

abstract: Born and raised at the confluence of two cultures, Western and Māori, the New Zealand author Keri Hulme crafts in her 1983 novel, The Bone People, a vigorous literary discourse whose integrity and realism often topple consecrated stereotyping colonial theories. Joe Gillayley displays complex mechanisms of cultural hybridity in major areas of his private and social life. His initially ambivalent attitude towards both his Western and his Māori heritage are evident in his personal, social and economic life - in his interactions with his family, his semi-adopted son Simon/ Himi, his friend Kerewin, his work, school authorities, and tribal figures such as the mysterious prophet Tiaki Mira. Post-colonial scholarship provides the context in which the analysis provided here is conducted, an analysis that highlights the futility of colonial theories that are based on distorted, stereotypical images of both Western and indigenous life and values.

text: Joe Gillayley: A model of cultural hybridity in Keri Hulme’s novel The Bone People Born and raised at the confluence of two cultures, Western and Māori, the New Zealand author Keri Hulme crafts in her 1983 novel, The Bone People, a vigorous literary discourse whose integrity and realism often topple consecrated stereotyping colonial theories. Joe Gillayley displays complex mechanisms of cultural hybridity in major areas of his private and social life. His initially ambivalent attitude towards both his Western and his Māori heritage are evident in his personal, social and economic life - in his interactions with his family, his semi-adopted son Simon/ Himi, his friend Kerewin, his work, school authorities, and tribal figures such as the mysterious prophet Tiaki Mira. Post-colonial scholarship provides the context in which the analysis provided here is conducted, an analysis that highlights the futility of colonial theories that are based on distorted, stereotypical images of both Western and indigenous life and values.

year: 2004-02