Relevant bibliographies by topics / Clans Victoria

Academic literature on the topic 'Clans Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Clans Victoria"

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Lorang, J. M., C. H. Hagerty, R. Lee, P. E. McClean, and T. J. Wolpert. "Genetic Analysis of Victorin Sensitivity and Identification of a Causal Nucleotide-Binding Site Leucine-Rich Repeat Gene in Phaseolus vulgaris." Molecular Plant-Microbe Interactions® 31, no. 10 (October 2018): 1069–74. http://dx.doi.org/10.1094/mpmi-12-17-0328-r.

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Cochliobolus victoria, the causal agent of Victoria blight, is pathogenic due to its production of a toxin called victorin. Victorin sensitivity in oats, barley, Brachypodium spp., and Arabidopsis has been associated with nucleotide-binding site leucine-rich repeat (NLR) genes, a class of genes known for conferring disease resistance. In this work, we investigated the sensitivity of Phaseolus vulgaris to victorin. We found that victorin sensivity in Phaseolus vulgaris is a developmentally regulated, quantitative trait. A single quantitative trait locus (QTL) accounted for 34% of the phenotypic variability in victorin sensitivity among Stampede × Red Hawk (S×R) recombinant inbred lines. We cloned two NLR-encoding genes within this QTL and showed one, Phvul05G031200 (PvLOV), confers victorin-dependent cell death when overexpressed in Nicotiana benthamiana. Protein sequences of PvLOV from victorin-sensitive and the victorin-resistant bean parents differ by two amino acids in the leucine-rich repeat region, but both proteins confer victorin-dependent cell death when overexpressed in N. benthamiana.
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MEAGHER, DAN. "TAKING PARLIAMENTARY SOVEREIGNTY SERIOUSLY WITHIN A BILL OF RIGHTS FRAMEWORK." Deakin Law Review 10, no. 2 (July 1, 2005): 686. http://dx.doi.org/10.21153/dlr2005vol10no2art299.

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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>[</span><span>The Victorian Government has made a commitment to consult with the community on how best to protect and promote human rights in Victoria. To this end, it has established a Human Rights Consultation Committee to undertake this consultation and to report on the desirability or otherwise of enacting a Bill of Rights. The government has, however, indicated its preference for a statutory Bill of Rights and one that preserves the 'sover- eignty of Parliament'. This article takes those two government preferences as its baseline and then explores what might follow if the preservation of parliamentary sovereignty is taken seriously within a Victorian rights framework.</span><span>] </span></p></div></div></div>
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Ford, GW, JJ Martin, P. Rengasamy, SC Boucher, and A. Ellington. "Soil sodicity in Victoria." Soil Research 31, no. 6 (1993): 869. http://dx.doi.org/10.1071/sr9930869.

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This paper gives a broad overview of the distribution and agricultural importance of sodic soils in Victoria. Sodic soils are estimated to occupy at least 13.4 Mha, representing at least 73% of Victoria's agricultural land. Most of this land is used for dryland farming; about 85% of the cropped land and 66% of the land sown to dryland pastures occurs on sodic soils. The largest sodicity class is 'alkaline sodic', dominated by a diverse range of soils (red duplex, yellow duplex, calcareous earths and self-mulching cracking clays). Alkaline sodic soils comprise half of the total agricultural land area, or about 24% of the area of land currently used for dryland cropping and 21% of the land under sown pasture. Land degradation problems are recognized as affecting most agricultural land in Victoria, and to be substantially limiting its productivity. The nature, extent and severity of the various forms of land degradation are a consequence of both intrinsic soil properties and of management practices. There is an urgent need to improve current farming practices to prevent further deterioration of the soil resource. Existing knowledge of the behaviour of sodic soils under both dryland and irrigated agriculture is reviewed. It is concluded that substantial gains in productivity are possible, but will require effective collaboration between soil scientists, agronomists, and land managers. Collation and integration of current knowledge on the properties and management of sodic soils in Victoria, and the acquisition of additional relevant information by targeted long-term research is required. Key issues for future research are identified.
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Gates, Barbara T. "SOUND AND SCENTS." Victorian Literature and Culture 34, no. 1 (March 2006): 385–87. http://dx.doi.org/10.1017/s1060150306051229.

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AFTER MORE THAN A DECADEscrutinizing the importance of sight in the nineteenth century, Victorian scholars are training their own sights on other senses. Books like Jonathan Crary'sTechniques of the Observer(MIT 1990), James Krasner'sEntangled Eye(Oxford 1992), and Kate Flint'sThe Victorians and the Visual Imagination(Cambridge 2000)–studies that revolutionized our understanding of why and how sight mattered in Victorian culture–have recently been complemented by books like the two under review here. Janice Carlisle'sCommon Scents: Comparative Encounters in High-Victorian Fictionand John M. Picker'sVictorian Soundscapeshave much in common. While focusing on a sense other than sight, each shifts gracefully between Victorian culture and literature, and each demonstrates concern with class and gender. Both books can certainly awaken a reader to a new recognition of what it meant to be alive during an era of rapid change and rampant class-consciousness. We sniff out others along with the characters in Carlisle's chosen novels and retreat to our own quiet studies with sighs of relief as we read about Picker's Victorian scholars' and illustrators' attempts to create soundproof studies in order to exclude the cries and clatter of London streets. As we do so, it is all but impossible to come away without a refreshed perception of what it meant to be a middle-class Victorian male, besieged by the smell of an alluring woman or the annoying sound of a persistent organ grinder.
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Azzellini, Dario. "Class Struggle in the Bolivarian Process." Latin American Perspectives 44, no. 1 (September 22, 2016): 126–39. http://dx.doi.org/10.1177/0094582x16666016.

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Workers’ initiatives and government measures in Venezuela to increase workers’ participation in the management of their companies sharply contrast with institutional actions that intend to inhibit and reduce such participation. Despite this, the movement for workers’ control in Venezuela has grown in recent years and achieved some important victories in conflicts in state companies. Las iniciativas de los trabajadores y las medidas del gobierno en Venezuela para aumentar la participación de los trabajadores en la gestión de sus compañías están en fuerte contraposición con las acciones institucionales que pretenden inhibir y reducir esa participación. A pesar de esto, el movimiento por el control obrero en Venezuela ha crecido en los últimos años y ha logrado algunas victorias importantes en varios conflictos en las compañías estatales.
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Haque, Farhana. "Depiction of Victorian Era in the Novel Great Expectations by Charles Dickens." International Linguistics Research 1, no. 2 (July 31, 2018): p17. http://dx.doi.org/10.30560/ilr.v1n2p17.

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Charles Dickens’ Great Expectation actually did reflect the Victorian society and therefore the morality of that era’s people inside of the novel. Since we know that Victorian era basically present some features such as virtue, strength, thrift, manners, cleanliness, honesty and chastity. These are the morals that Victorian people used to hold with high esteem. In this novel Great Expectations, Dickens has created some Victorian characters whom we have seen both in good working way or not at all. But the protagonist named Pip was dynamic and he went through some several changes and dealt with different and significant moral issues. Somehow Pip left behind all the values he was raised with. Because Miss Havisham and Estella have corrupted Pip with rich life. Greed, beauty and arrogance were his ingredient of immoral life. The other characters like Joe and Biddy were static characters throughout the entire novel and became noticeable to be the manifestation of what we call as ideal Victorians. The main heroin of this novel was Estella with whom Pip thought he had some love connection. Hence, Estella has been presented as a good in the sense of potentiality and turned morally bad. Miss Havisham, who was basically a corrupt woman and she engraved the center of the novel. Great Expectations did disclose how was the situation of Victorian society through some important features such as higher class, corrupted judicial system between rural and urban England. Here in this novel, Dickens was concern about the education system in Victorian era where the lower class people get less opportunities of getting proper education. From the beginning to the end of this novel, Dickens explored some significant issues regarding higher and lower class system of Victorian society which did fluctuate from the greatest woeful criminal named Magwitch to the needy people of the swamp country, where Joe and Biddy were the symbol of that regime. After that we can proceed to the middle class family where Pumblechook was the person to represent that regime. Last but not the least Miss Havisham symbolized and bear flag of very rich and sophisticated Victorian woman who has represented the higher class society in the novel Great Expectations. Hence we can say Great Expectations has talked and displayed the class system of Victorian England and the characters of this novel therefore also did uphold the true reflection of Victorian era.
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Sewe, Catherine Akinyi, Dr Charles Oduke, Dr George Odhiambo, and Dr Hezekiah Obwoge. "The nexus between traditional African belief and pandemics: the manifestation of nyawawa spirits amidst the spread of corona virus in the Lake Victoria basin, Kisumu, Kenya." International Journal of Culture and Religious Studies 2, no. 1 (August 16, 2021): 79–96. http://dx.doi.org/10.47941/ijcrs.651.

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Purpose: The purpose of this study is to better understand the relationship between traditional African beliefs and the prevalence, manifestation, and management of the COVID-19 pandemic among the Luo of Kisumu, Kenya. COVID-19 has had an impact on practically all of the world's continents, including Africa, since its emergence in Wuhan, China in December 2019. As the number of cases and deaths reported internationally continues to rise, everyday real-time reporting of the COVID-19 epidemic has heightened terror and anxiety among the public. There is still a lot we don't know about this condition. Authorities and scientists still don't have all of the answers to the many issues that have been raised. Because medical therapies for COVID-19 are now restricted to supportive measures aimed at easing symptoms, as well as the utilization of research medications and therapeutics, it is believed that patients will easily turn to a greater power than themselves to find hope in an otherwise bleak situation. Spirituality and religious coping become a credible option for resolving the issues of COVID-19 in Africa because the influence of religion in crisis situations cannot be neglected in Africa. The soothing impact of religion in dealing with the COVID-19 situation, has been examined in this study among Luo clans in Kisumu, Kenya. The rich religious affiliation of the Luo community gives them an opportunity to explore a faith-centric response to the pandemic individually and collectively. Methodology: This article used Pargament's theory of religious coping to examine the coronavirus pandemic and traditional African beliefs and practices. Because Nyawawa Spirits are linked to Lake Victoria, the region has been purposefully designated. Data was collected using descriptive survey approaches such as Key Informant Interviews and Focus Group Discussions. A convenient sample of 23 respondents was chosen and interviewed on purposively. Five elders from the Luo Council of Elderss, five religious leaders from African Spirituals churches, five traditional specialists - traditional healers, five elders over the age of 70, and three chiefs from three sublocations are among the 23. All of these respondents were chosen because they are considered to be custodians of Luo traditions and practices, and hence are relevant in providing the essential exposure to the study's topic. Findings: Following a number of other expressions of traditional beliefs and behaviors demonstrated by many Kenyan groups throughout the pandemic, this study is valid. The findings demonstrate that, rather than attributing coronavirus occurrence solely to traditional beliefs and spirituality, the majority of respondents saw it as a public health risk that should be addressed with precautionary measures. They believe that the government's restriction on social gatherings, which has harmed religious ceremonies such as burial rites, is the proper thing to do and that it is not only directed against religious and ethnic groups. Most religious leaders, on the other hand, think that some religious rituals, such as the celebration of death through elaborate rites, provide individuals with "necessary" emotional and spiritual support. Even if they are sick with the coronavirus, respondents feel that the religious rites they do can heal them. Unique contribution to theory, practice and policy: The research fits into a unique academic niche, emphasizing how African spirituality is frequently used as a religious coping mechanism for understanding and dealing with difficult life experiences that are linked to the sacred. As a terrible and highly unanticipated event, the COVID-19 crisis fits all of the criteria for generating religious coping mechanisms. While existing works in this thematic specialization, namely human response to pandemics, have frequently emphasized the effects of modern scientific and non-religious variables, the uniqueness of this work is its alternative perspective, which focuses on covert religious mechanisms used by some African societies in the face of pandemics such as COVID-19.
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Jones, Anna Maria. "CONSERVATION OF ENERGY, INDIVIDUAL AGENCY, AND GOTHIC TERROR IN RICHARD MARSH'STHE BEETLE, OR, WHAT'S SCARIER THAN AN ANCIENT, EVIL, SHAPE-SHIFTING BUG?" Victorian Literature and Culture 39, no. 1 (December 6, 2010): 65–85. http://dx.doi.org/10.1017/s1060150310000276.

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There is a familiar critical narrativeabout the fin de siècle, into which gothic fiction fits very neatly. It is the story of the gradual decay of Victorian values, especially their faith in progress and in the empire. The self-satisfied (middle-class) builders of empire were superseded by the doubters and decadents. As Patrick Brantlinger writes, “After the mid-Victorian years the British found it increasingly difficult to think of themselves as inevitably progressive; they began worrying instead about the degeneration of their institutions, their culture, their racial ‘stock’” (230). And this late-Victorian anomie expressed itself in the move away from realism and toward romance, decadence, naturalism, and especially gothic horror. No wonder, then, that the 1880s and 1890s saw a surge of gothic fiction paranoiacally concerned with the disintegration of identity into bestiality (Stevenson'sThe Strange Case of Dr. Jekyll and Mr. Hyde, 1886), the loss of British identity through overpowering foreign influence (du Maurier'sTrilby, 1894), the vulnerability of the empire to monstrous and predatory sexualities (Stoker'sDracula, 1897), the death of humanity itself in the twilight of everything (Orwell'sThe Time Machine, 1895). The Victorian Gothic, thus, may be read as an index of its culture's anxieties, especially its repressed, displaced, disavowed fears and desires. But this narrative tends to overlook the Victorians’ concerns with the terrifying possibilities of progress, energy, and self-assertion. In this essay I consider two oppositions that shape critical discussions of the fin-de-siècle Gothic – horror and terror, and entropy and energy – and I argue that critics’ exploration of the Victorians’ seeming preoccupation with the horrors of entropic decline has obscured that culture's persistent anxiety about the terrors of energy. I examine mid- to late-Victorian accounts of human energy in relation to the first law of thermodynamics – the conservation of energy – in both scientific and social discourses, and then I turn to Richard Marsh's 1897 gothic novelThe Beetleas an illustration of my point: the conservation of energy might have been at least as scary as entropy to the Victorians.
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MATTHEWS-JONES, LUCINDA. "OXFORD HOUSE HEADS AND THEIR PERFORMANCE OF RELIGIOUS FAITH IN EAST LONDON, 1884–1900." Historical Journal 60, no. 3 (September 13, 2016): 721–44. http://dx.doi.org/10.1017/s0018246x16000273.

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AbstractThis article considers how lecturing in Victoria Park in the East End of London allowed three early heads of the university settlement Oxford House to engage local communities in a discussion about the place of religion in the modern world. It demonstrates how park lecturing enabled James Adderley, Hebert Hensley Henson, and Arthur Winnington-Ingram, all of whom also held positions in the Church of England, to perform and test out their religious identities. Open-air lecturing was a performance of religious faith for these settlement leaders. It allowed them to move beyond the institutional spaces of the church and the settlement house in order to mediate their faith in the context of open discussion and debate about religion and modern life. The narratives they constructed in and about their park sermons reveal a good deal about how these early settlement leaders imagined themselves as well as their relationship with the working-class men they hoped to reach through settlement work. A vivid picture of Victorian religious and philanthropic life emerges in their accounts of lecturing in Victoria Park.
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Regaignon, Dara Rossman. "INSTRUCTIVE SUFFICIENCY: RE-READING THE GOVERNESS THROUGH AGNES GREY." Victorian Literature and Culture 29, no. 1 (March 2001): 85–108. http://dx.doi.org/10.1017/s1060150301291062.

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IN NINETEENTH-CENTURY ENGLAND, a governess was the primary educator of male and female children in a middle-class household; particularly by virtue of her work educating girls through their mid-teens, the governess simultaneously effected and disrupted the transparent transmission of class and gender identity between generations of middle-class women. Recent scholarship has de-emphasized this pedagogical function in its readings of the figure.1 Discussion has centered, instead, on the ways in which the governess represented a crisis for early Victorian definitions of bourgeois femininity (which centered on middle-class women’s financial dependence and apparent leisure) because she was a middle-class woman who earned her own living. But to read the figure of the Victorian governess through Anne Brontë’s Agnes Grey (1847) is to see that she troubled bourgeois hegemony because of her job. I contend that the governess disturbed the early Victorians not only because she blurred the boundary between the separate spheres, but also because she dramatized the potentially illimitable effects of education. When you hire someone to teach your children, how do you ensure that she is teaching what you wish and as you wish?
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Dissertations / Theses on the topic "Clans Victoria"

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Childs, Michael James 1956. "Working class youth in late Victorian and Edwardian England." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74015.

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McLaughlin-Jenkins, Erin K. "Common Knowledge the Victorian working class and the low road to science, 1870-1900 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66360.pdf.

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Bryant, Mark. "Retailing, advertising and the making of London's Victorian middle-class." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ46237.pdf.

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Laurence-Allen, Antonia. "Class, consumption and currency : commercial photography in mid-Victorian Scotland." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3469.

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This thesis examines a thirty year span in the history of Scottish photography, focusing on the rise of the commercial studio from 1851 to assess how images were produced and consumed by the middle class in the mid-Victorian period. Using extensive archival material and a range of theoretical approaches, the research explores how photography was displayed, circulated, exploited and discussed in Scotland during its nascent years as a commodity. In doing so, it is unlike previous studies on Scottish photography that have not attended to the history of the medium as it is seen through exhibitions or the national journals, but instead have concentrated on explicating how an individual photographer or singular set of images are evidence of excellence in the field. While this thesis pays close attention to individual projects and studios, it does so to illuminate how photography functioned as a material object that equally shaped and was shaped by ideological constructs peculiar to mid-Victorian life in Scotland. It does not highlight particular photographers or works in order to elevate their standing in the history of photography but, rather, to show how they can be used as examples of a class phenomenon and provide an analytical frame for elucidating the cultural impact of commercial photography. Therefore, while the first two chapters provide a panoramic view of how photography was introduced to the Scottish middle class and how commercial photographers initially visualized Scotland, the second section is comprised of three ‘case studies' that show how the subject of the city, the landscape and the portrait were turned into objects of cultural consumption. This allows for a re-appraisal of photographs produced in Scotland during this era to suggest the impact of photography's products and processes was as vital as its visual content.
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Dotson, Emily A. "Strong Angels of Comfort: Middle Class Managing Daughters in Victorian Literature." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/13.

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This dissertation joins a vibrant conversation in the social sciences about the challenging nature of care labor as well as feminist discussions about the role of the daughter in Victorian culture. It explores the literary presence of the middle class managing daughter in the Victorian home. Collectively, the novels in this study articulate social anxieties about the unclear and unstable role of daughters in the family, the physically and emotionally challenging work they, and all women, do, and the struggle for daughters to find a place in a family hierarchy, which is often structured not by effort or affection, but by proscribed traditional roles, which do not easily adapt to managing daughters, even if they are the ones holding the family together. The managing daughter is a problem not accounted for in any conventional domestic structure or ideology so there is no role, no clear set of responsibilities and no boundaries that could, and arguably should, define her obligations, offer her opportunities for empowerment, or set necessary limits on the broad cultural mandate she has to comfort and care others. The extremes she is often pushed to reveals the stresses and hidden conflicts for authority and autonomy inherent in domestic labor without the iconic angel in the house rhetoric that so often masks the difficulties of domestic life for women. She gains no authority or stability no matter how loving or even how necessary she is to a family because there simply is no position in the parental family structure for her. The managing daughter thus reveals a deep crack in the structure of the traditional Victorian family by showing that it often cannot accommodate, protect, or validate a loving non-traditional family member because it values traditional hierarchies over emotion or effort. Yet, in doing so, it also suggests that if it is position not passion that matters, then as long as a woman assumes the right position in the family then deep emotional connections to others are not necessary for her to care competently for others.
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Chaplin, Joyce. "Mrs. Oliphant and Victorian moral philosophy : a view of social morality." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369569.

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Livesey, Ruth. "Women, class and social action in late-Victorian and Edwardian London." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36339/.

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This thesis explores the relationship between class, gender and feminist identity through an examination of women's involvement in philanthropy and social reform in London from 1870 to 1906. Middle-class women's engagement in such work — termed collectively here as 'social action' — has long been claimed as the nursery of first-wave feminist political identity. Numerous historians have framed social action as the means by which women moved from the 'private' to the 'public' sphere and the ground where women developed their claim to a place in national political life in the three decades prior to the upsurge of suffrage campaigning in 1906. Whilst agreeing with this broad narrative of the relationship between social action and feminism, the thesis addresses the lack of discussion of class differences between women in the existing literature on the subject. The forms of social action examined in detail in this thesis were predicated upon this very difference between women: on the belief in the power of the lady to reshape the bodies, characters, homes and workplaces of poor women. Women social activists themselves had a central role in making identities of class, through the dissemination of their expert opinions on the domestic life of the urban poor. In the context of the changing understanding of duty in the later nineteenth century the thesis argues that the agency of femininity in effecting social change came to be seen as of less significance as the century progressed. Women social activists instead drew upon codes of class to justify their work, constructing themselves as authoritative professionals, licenced to speak and act for working-class women. The thesis brings to the fore the (often strained and contested) encounters between lady social activists and the women and men who were their objects of reform using detailed case studies of philanthropic rent-collecting schemes, the London Charity Organisation Society and the women's factory inspectorate. It concludes that social action was indeed the material from which modern feminist identity made itself, but that this identity was founded on middle-class women's differentiation of themselves from working-class women.
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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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Stannard, K. P. "Education and urban society : Working-class schooling in nineteenth-century Deptford and Greenwich." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383106.

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Musan, Mirella. "What Class Does to the Mind : Class and social standing in Jane Eyre." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83222.

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The purpose of this essay is to examine the importance of class in Charlotte Brontë’s Jane Eyre and its impact on how the characters perceive one another. Taking a closer look at the attitude the characters, John Reed, Jane Eyre and Mrs. Reed have towards each other and how the influence of the Victorian society came about. Through a Marxist perspective one can see the similarities between the society that Jane Eyre was written in and the society taking place within the novel. Where the accessibility of money determined what class one belonged to as well as how to behave accordingly by it. By analyzing the members of higher social standing, John and Mrs. Reed, one can see how they conform to the norms of the social class that they belong to which expresses itself in the way they both perceive and treat Jane in the novel. Jane however has an entirely different outlook. As she searches for a class to belong to, she realizes that her background is the main reason for her receiving the treatment that she does from John and Mrs. Reed.
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Books on the topic "Clans Victoria"

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D, Clark Ian. Aboriginal languages and clans: An historical atlas of western and central Victoria, 1800-1900. Melbourne: Dept. of Geography & Environmental Science, Monash University, 1990.

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Johnson, Paul. Class law in Victorian England. London: London School of Economics and Political Science, 1992.

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Stephen, Roberts, ed. The Victorian working-class writer. London: Cassell, 1999.

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Employment and Training. Communications Division for Employee Relations Victoria. Department of Education. Victorian government schools: Teacher class handbook. Melbourne: Communications Division for Employee Relations, Dept. of Education, Employment and Training, 2001.

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Education, Employment and Training Communications Division for Employee Relations Victoria Department of. Victorian government schools: Principal class handbook. Melbourne: Communications Division for Employee Relations, Dept. of Education, Employment and Training, 2001.

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Boos, Florence s. Memoirs of Victorian Working-Class Women. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4.

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1939-, Garrigan Kristine Ottesen, ed. Victorian scandals: Representations of gender and class. Athens: Ohio University Press, 1992.

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Allen-Emerson, Michelle, and Tom Crook. Sanitary Reform, Class and the Victorian City. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003112761.

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McCalman, Janet. Journeyings: The biography of a middle-class generation, 1920-1990. Carlton, Vic: Melbourne University Press, 1993.

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Morabito, V. Class actions in Victoria: Time for a new approach. Melbourne: Victorian Attorney-General's Law Reform Advisory Council, 1997.

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Book chapters on the topic "Clans Victoria"

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Plunkett, John, Ana Parejo Vadillo, Regenia Gagnier, Angelique Richardson, Rick Rylance, and Paul Young. "Society, Politics and Class." In Victorian Literature, 46–70. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35701-3_3.

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Kontou, Tatiana, Victoria Mills, and Richard Menke. "Third-class rail travel." In Victorian Material Culture, 49–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315400303-13.

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Radford, Andrew. "Class and Social (Im-)Propriety." In Victorian Sensation Fiction, 64–85. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-28782-3_4.

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Boos, Florence. "Working-Class Poetry." In A Companion to Victorian Poetry, 204–28. Oxford, UK: Blackwell Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470693537.ch11.

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Boos, Florence S. "Introduction: Memoirs of Victorian Working-Class Women." In Memoirs of Victorian Working-Class Women, 1–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4_1.

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Garrard, Suz. "Working-Class Poetry." In The Palgrave Encyclopedia of Victorian Women's Writing, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02721-6_70-1.

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Garrard, Suz. "Working-Class Poetry." In The Palgrave Encyclopedia of Victorian Women’s Writing, 1726–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78318-1_70.

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Louttit, Chris. "Working- Class Masculinity and the Victorian Novel." In The Victorian Novel and Masculinity, 31–50. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137491541_2.

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Butler, Alison. "Middle-Class Magic." In Victorian Occultism and the Making of Modern Magic, 162–79. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230294707_7.

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Boos, Florence S. "Conclusion." In Memoirs of Victorian Working-Class Women, 291–310. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4_10.

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Conference papers on the topic "Clans Victoria"

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Hughes, D., and M. Don. "The Victoria Class Support: - A Class Desk Perspective." In Warship 2008 : Naval Submarines 9. RINA, 2008. http://dx.doi.org/10.3940/rina.ws.2008.19.

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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Chen, Li, Penelope Manwaring, Ghaith Zakaria, Sonia Wilkie, and Daniel Loton. "Implementing H5P Online Interactive Activities at Scale." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0112.

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Online Interactive Activities (OIA) are an increasingly popular educational learning experience. OIA allows for flexible delivery with the activities used synchronously during class, or asynchronously outside of class at a time convenient for the learner, and they prompt active participation and engagement. As a result, many learning environments are implementing design and development projects to incorporate OIA. However, incorporating new tools and approaches in educational systems can be complex. In this paper we discuss the processes that Victoria University employed to develop and implement OIA, in order to facilitate efficient blended delivery on a large scale. We discuss reasons why the tool H5P was chosen for the development of OIA; outline the projects and processes used to oversee and implement OIA roll-out; present the support mechanisms and professional development provided to enable the design, development, and incorporation of OIA; and lastly provide novel case examples to inspire future use.
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Samimi, A. A., V. Babbar, T. W. Krause, and L. Clapham. "Investigation of weldments in Victoria-class submarine pressure-hull using magnetic flux leakage and Barkhausen noise." In 40TH ANNUAL REVIEW OF PROGRESS IN QUANTITATIVE NONDESTRUCTIVE EVALUATION: Incorporating the 10th International Conference on Barkhausen Noise and Micromagnetic Testing. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4864962.

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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.

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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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Ettle, R. E., P. J. Bamber, P. G. S. Dove, and H. Wilson. "Mooring an Ocean Victory Class MODU on a Pre-laid Mooring in 3,200 Feet of Water at Green Canyon 254." In Offshore Technology Conference. Offshore Technology Conference, 1996. http://dx.doi.org/10.4043/8160-ms.

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Fisher, Cary A. "A Freshman Design-Build-Launch Experience." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81611.

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This paper will describe an “Introduction to Engineering Systems” course taught to ALL freshmen students at the Air Force Academy. Not your normal freshman mechanical engineering course, Engineering 100 (ENGR100) is a web-based, hands-on systems design course where student teams design, analyze, build and fly a rocket-powered, controllable boost-glide “concept demonstrator.” Along the way they learn (in just-in-time fashion) the fundamentals of mechanical, electrical, aeronautical, astronautical, civil and environmental engineering. The course begins with a one-lesson design exercise, followed by a discussion of the “Engineering Method” and how it compares to (and differs from) the scientific method. Next, each team is given a Statement of Work (SOW), requiring them “to design, build, and test a concept demonstrator system...to represent the configuration, launch facilities, and mission profile of a Hypersonic Orbital Global Strike System (HOGSS).” The Statement of Work is somewhat daunting to most students, so we help them proceed as engineers do: break the big problem into smaller, more manageable projects. Students learn a bit about ballistics, drag, and the power of an interactive spreadsheet, before building and launching their model rockets on our parade field to verify their predictions. On-line tutorials help them understand the importance of paying attention to balsa wood grain alignment prior to glider launch day from the field house balcony. They see the importance of servo arm and control rod placement for best mechanical advantage using in-class models and videos. They verify the stability and control of their boost glider design, both on the spreadsheet and in our “homemade” wind tunnel. On launch day they experience the thrill of victory as well as the opportunity for redesign! Each lesson is peppered with both instructional and motivational videos keyed to the daily reading assignment. Class time is used for additional demonstrations, team meetings, reinforcement of the more challenging concepts, and plenty of lab design-build-test-redesign opportunities. Student teams document their progress in a structured “Team Binder,” and present their results in several formal briefings. This course has been taught to over 3000 students the past six semesters with impressive results, validated by various imbedded assessment methods.
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Thomas, Joyce, and Megan Strickfaden. "Design for the Real World: a look back at Papanek from the 21st Century." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002010.

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This paper presents an overview of Victor Papanek’s book Design for the Real World (1971) from the perspective of current 3rd year industrial design students, members of GenZ, combined with the perspectives of the educators/authors who read the original edition of the book in the 70s and 80s. Students read individual chapters the 2019 edition of this book, wrote a critical review, and presented their overviews and findings in two lengthy class discussions that allowed them to ‘read’ the entire book. The perspectives of the students and educators (from very different generations) reveal an interesting story about the Austrian-born American designer and educator’s writings. In this paper we reveal the continued relevance and critically analyze Papanek’s writings by illustrating how his views on socially and environmentally responsible design live on.Taking his early design inspiration from Raymond Loewy, Papanek went on to study architecture with Frank Lloyd Wright. An early follower and ally of Buckminster Fuller, a designer and systems theorist, Papanek applied principles of socially responsible design, both in theory and practice ultimately working on collaborative projects with UNESCO and the World Health Organization. In Design for the Real World, Papanek professed his philosophy that objects or systems work as political tools for change. He became a controversial voice within that time frame as he declared that many consumer products were frivolous, excessive, and lacked basic functionality causing them to be recklessly dangerous to the users. His ideas seemed extreme, echoed by many other environmental philosophers at the time, at that point in history, but perhaps viewed from the 21st century seem prophetic. An advocate for responsible design, Papanek had visionary ideas on design theory. Papanek felt it was important to put the user first when designing. He spent time observing indigenous communities in developing countries, working directly with, and studying people of different cultures and backgrounds. Papanek designed for people with disabilities often in pursuit of a better world for all. He also addressed themes that have continue to be overlooked in design in the 21st century - inclusion, social justice, appropriate technology, and sustainability.Papanek ultimately earned the respect of many talented colleagues. He would go on to design, teach, and write for future generations. Opposing the ideals of planned obsolescence and the mass consumerism that fuels it, his work encompassed what would become the idea of sustainable design and decreasing overproduction for the consumer market. Themes from Design for the Real World remain relevant, and today it has become one of the most widely read books on design; resulting in Papanek’s voice continuing to push designers to uplift their morals and standards in practicing design.This paper highlights Papanek’s values of designing thoughtfully and for all, while revealing the details on the relevance of his writings five decades after the original publication.
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Reports on the topic "Clans Victoria"

1

Vail, Nancy. Classes and class conflicts in Victorian England as explored by Thomas Hardy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.746.

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