Geography at Birkbeck College, University of London, with particular reference to J. F. Unstead and E. G. R. Taylor

Campbell, Eila M. J.

doi:10.1017/cbo9780511551635.005

Cited by 3 publications

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“…Anionic polymerization reactions produce low dispersity polystyrene and use N -butyllithium, as initiator. Polymerization is carried out at temperatures of 80−140 °C with specialty equipment. , Ziegler−Natta systems for stereospecific polymerization of styrene require anhydrous reaction conditions and the separation of the heavy metal catalysts postreaction . Free radical polymerization is initiated using peroxides or azo compounds and is the preferred industrial route. , Peroxides have also been used as diradical or multifunctional initiators…”

Section: Introductionmentioning

confidence: 99%

Enzyme-Mediated Free Radical Polymerization of Styrene

Singh

Kaplan

2000

Biomacromolecules

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Horseradish peroxidase-mediated polymerization of styrene at ambient temperature is reported. Molecular weight and yield of polystyrene were influenced by solvent, concentration of hydrogen peroxide, and initiator (beta-diketones, coumarin). THF:H2O (v/v) and hydrogen peroxide (0.082 mol/L) provided maximum yield of polymer (21.2% weight conversion of styrene to polystyrene) with 2,4-pentanedione as initiator. 1,3-Cyclopentanedione and dibenzoylmethane as initiators resulted in higher yield of polymer (approximately 60%) and a higher molecular weight (Mn = 96,504, polydispersity = 2.16), respectively. This enzymatic strategy was also used for the synthesis of polymers from styrene derivatives, 4-methylstyrene and 2-vinylnaphthalene, the latter resulting in a > 90% yield of polymer. The presence of the initiators in the polymer chains is reported.

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Section: Introductionmentioning

confidence: 99%

Enzyme-Mediated Free Radical Polymerization of Styrene

Singh

Kaplan

2000

Biomacromolecules

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“…Possibly, the extent to which an individual can differentiate speech sounds that belong to the same viseme could be what distinguishes better speechreaders from poorer ones. Furthermore, no data were available regarding visual and spatial memory, language ability, intelligence, and attention, which are known to influence visual speech perception and consequently possibly could explain the results of this study [33,[38][39][40]. Lastly, the sample size in this study was rather small.…”

Section: Discussionmentioning

confidence: 82%

“…Nevertheless, there are more variables that can also affect visual speech perception, which were not assessed in this study. For example, visual and spatial memory, language ability, intelligence, and attention are known to influence visual speech perception [33,[37][38][39].…”

Section: Discussionmentioning

confidence: 99%

“…Besides, women are found to be better speech readers [14,[34][35][36], although the differences are small and sometimes even nonsignificant [18,28,32,37]. Finally, several factors such as attention, motivation, visual and spatial memory, language ability, intelligence, and own speech production can also affect the capacity of visual speech perception [33,[37][38][39].…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Age, Gender and Test Stimuli on Visual Speech Perception: A Preliminary Study

Ceuleers

Dhooge

Degeest

et al. 2021

Folia Phoniatr Logop

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Introduction: To the best of our knowledge, there is a lack of reliable, validated, and standardized (Dutch) measuring instruments to document visual speech perception in a structured way. This study aimed to: (1) evaluate the effects of age, gender, and the used word list on visual speech perception examined by a first version of the Dutch Test for (Audio-)Visual Speech Perception on word level (TAUVIS-words) and (2) assess the internal reliability of the TAUVIS-words. Methods: Thirty-nine normal-hearing adults divided into the following 3 age categories were included: (1) younger adults, age 18–39 years; (2) middle-aged adults, age 40–59 years; and (3) older adults, age >60 years. The TAUVIS-words consist of 4 word lists, i.e., 2 monosyllabic word lists (MS 1 and MS 2) and 2 polysyllabic word lists (PS 1 and PS 2). A first exploration of the effects of age, gender, and test stimuli (i.e., the used word list) on visual speech perception was conducted using the TAUVIS-words. A mixed-design analysis of variance (ANOVA) was conducted to analyze the results statistically. Lastly, the internal reliability of the TAUVIS-words was assessed by calculating the Chronbach α. Results: The results revealed a significant effect of the used list. More specifically, the score for MS 1 was significantly better compared to that for PS 2, and the score for PS 1 was significantly better compared to that for PS 2. Furthermore, a significant main effect of gender was found. Women scored significantly better compared to men. The effect of age was not significant. The TAUVIS-word lists were found to have good internal reliability. Conclusion: This study was a first exploration of the effects of age, gender, and test stimuli on visual speech perception using the TAUVIS-words. Further research is necessary to optimize and validate the TAUVIS-words, making use of a larger study sample.

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“…It was at one of these, in 1904, that J.F. Unstead (later a foundational figure in Geography at Birkbeck College, University of London) heard Oxford lecturer Andrew J. Herbertson speak about natural regions (Campbell, ). This inspired the nested‐scale approach to regional and world geography that would inform curricula and many textbooks between the 1930s and the 1960s (Unstead, ).…”

Section: School–university and “Truth Spots”mentioning

confidence: 99%

Geography textbooks, pedagogy and disciplinary traditions

Sidaway

Hall

2017

Area

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We consider Geography textbooks in the context of discussions of canonicity, disciplinary histories and genre. Our paper, an introduction to the set that follows, presents an argument about the importance of textbooks and the shifting relationship of Geography at different levels (school and university) to disciplinary history in the context of changes in the modes of publication. The papers that follow draw on material from a range of anglophone textbooks with reflections from Aotearoa/New Zealand, the UK, the USA and Singapore.canonicity, pedagogy, quantitative revolution, textbooks | INTRODUCTIONTextbooks, it has been argued, shape disciplines (Johnston, 2006). They certainly reflect disciplinary mores and fashions. Consider, for example, the influence of Geography and gender produced as a collectively authored textbook by the Women and Geography Study Group (1984) of the Institute of British Geographers. It soon became a conduit for feminist critique in Geography. A quarter of a century on, Susan Hanson observed how:As I re-read the book recently, I was struck by how the core message -pay attention to gender if you really want to understand geographic processes -still resonates. Yet in 1984, when Geography and gender first appeared, this message was revolutionary! The disciplinary norm was to ignore gender with abandon. Undoubtedly, this key text played a key role in creating some of the changes we have seen in geography over the past 20 years, e.g., the increased presence of women in academic geography, the recognition that gender thoroughly infuses geographic processes, and the now-rather-large and rapidly growing body of literature in feminist geography. (2008, p. 93) Cause and effect in disciplinary change is likely more complex than Hanson allows, yet her views on Geography and gender remind us that despite textbooks' importance to the discipline, discussions about their production and consumption are too often either relegated to footnotes in disciplinary histories or considered only when course descriptions are prepared for students. An invitation to debate textbooks that followed an exchange of views of editors and publishers in the Journal of Geography in Higher Education more than two decades ago (Davey et al., 1995) elicited few immediate responses and has accumulated only limited citations since. Likewise Mitchell and Smith's (1991) claim that introductory textbooks reified states, failing to account for their historical contingency, and thus offered succour to a renewal of western imperial warmaking has not led to much discussion, despite such war-making becoming banal.Continuing technological and political/socio-economic shifts as well as discussions on disciplinary pasts and futures mean that the publication and utilisation of textbooks in Geography merits fresh reflection. This set of papers brings together a range of textbook authors and editors, mindful of shifting mores and modes in publishing and higher education. We open with reflections on the place of textbooks in disciplinary histo...

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Geography at Birkbeck College, University of London, with particular reference to J. F. Unstead and E. G. R. Taylor

Cited by 3 publications

References 0 publications

Enzyme-Mediated Free Radical Polymerization of Styrene

Enzyme-Mediated Free Radical Polymerization of Styrene

The Effects of Age, Gender and Test Stimuli on Visual Speech Perception: A Preliminary Study

Geography textbooks, pedagogy and disciplinary traditions

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