Browsing by Author "Ullyot, Michael"
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- ItemOpen AccessCyborg Reading: Transmedial Digital Poetry and the Cyborg Milieu(2022-06) Flemmer, Kyle; Ullyot, Michael; Camara, Anthony; Aycock, John; Ullyot, MichaelThis study gives an overview of digital poetry as a transmedial creative practice calling for a transdisciplinary approach to literary criticism. It covers a range of digital compositional tools, from text generation and 3D printing to virtual and extended reality techniques, from the perspective of a critical posthumanism informed by cyberfeminist reading practices. The study consists of three parts and combines analytical strategies from several research methodologies—including autobiographical literary criticism, critical code studies, media-specific analysis, and research-creation—into a hybridized literary criticism responsive to the parameters of the poem at hand. The first chapter addresses poetry produced or consumed with a computer, arguing that computer mediation fundamentally alters the relationships between readers, writers, and literary texts. The second chapter takes up the influence of materiality on readers’ apprehension and interpretation of digital poetry and demonstrates the significance of features falling outside the domain of conventional literary criticism, like source code and interface design. The final chapter situates digital poetry in a wider cybernetic milieu that encourages readers to look beyond the poem as a singular artifact or experience. These arguments support my conclusion that reading critically ought to be treated as a modular, transdisciplinary practice. Cyborg reading fosters digital transliteracy: a confluence of reading, writing, and social skills necessary in an increasingly participatory culture. The ability to recognize and interpret meaning across a range of media and disciplines is of high value in an ever-changing and multivalent media ecology. By putting autobiography into dialogue with close readings of digital poetry and the discourse surrounding it, I position transliteracy, not as a revolution in literary criticism or a call to reform academic institutions, but as a form of literacy already incumbent on contemporary readers and writers.
- ItemOpen AccessEarn your Shakespeare Badge(2015-05-12) Ullyot, Michael; Kenney, Theresa; Wu, Leanne; Beaulieu, BraydonThere are multiple outlets for students’ creative and critical engagement in our introductory course on Shakespeare, each linked to an explicit learning outcome: annotating texts, live-tweeting classes, reviewing performances, blogging sonnets. Like others at our institution (Kim: 2014), we are implementing a micro-credentialling system of digital badges to reward this engagement. Our goal is to gamify participation with a system of recognition that would be responsive to student initiative. We give students multiple options under each of our ten badges. For instance, the Genres and Modes Badge invites them to signify genres by designing movie posters; or to capture the arbitrariness of outcomes through a text-adventure video game. (“If Romeo commits suicide, click here; if he hesitates long enough for Juliet to wake up, click here.”) Digital badges recognize students’ skills that extend beyond a particular course into new environments: analyzing texts is a skill for other courses, and for the workplace (Alliance: 2013). They also recognize peer achievement and build a class community (Ferdig and Pytash: 2014).
- ItemOpen AccessFemale authority in Shakespeare's comedies(2010) Clarke, Aaryon Lee; Ullyot, Michael
- ItemOpen Access“Her mind has no womanly weakness”: The Humanist Studies of Princess Elizabeth, 1538-1558(2017) Hamill, Kelsey Anne; MacMillan, Ken; MacMillan, Ken; Konnert, Mark; Ullyot, Michael; Marshall, DavidElite women in early modern England and Europe were usually educated in the skills of embroidery, dance, music, and cooking, with some rudimentary training in writing, reading, and Latin. These were all skills that were believed necessary to attract stronger marriage prospects from, and be better partners to, elite men. This thesis examines Elizabeth I’s (1533–1603) education during the years before she assumed the crown, circa 1538–1558. Partly because of their intense focus on Elizabeth’s reign (1558–1603) rather than her childhood, historians have not given sufficient attention to her informal and formal education. Sources such as letters, the published works of her tutors, in addition to Elizabeth’s own translation works, poetry, prayers, and other writing have been examined to gain an understanding of the curriculum to which the young Elizabeth was exposed. These sources reveal that Elizabeth was exposed to a wide range of humanist writings that were atypical of the curriculum traditionally offered to noble women. In receiving a humanist education akin to that which Tudor men acquired at Cambridge University, to which most of Elizabeth’s tutors had close affinity, Elizabeth was provided a sound intellectual foundation that later helped her to meet the challenges of a regnant queen ruling in a patriarchal society.
- ItemOpen AccessThe Idea of Consent in Shakespeare(2020-09-24) McNeil, Timothy Graham; Bennett, Susan; Humble, Noreen; Ullyot, MichaelIf consent is one person agreeing together with another person permitting a specific action, what elements within Shakespeare’s plays Richard III, Hamlet, and Twelfth Night specifically comprise the consent that characters like Richard, Hamlet, and Viola obtain that allow them to engage in actions that transform the normative order? This thesis explores the idea of consent in Shakespeare through these early plays, considering how consent is comprised in a history, a tragedy, and a comedy. Drawing on the concepts outlined in John Kleinig’s “The Ethics of Consent,” this thesis considers how (A) might grant consent to (B) to do (ɸ) (5), and the effects of consent on the normative order in which each character operates, locating the conception of consent as a crucial element. I place these readings in contrast to Stephen Greenblatt’s conception of Shakespeare’s dramatization of an absolutist state and Christopher Fitter’s more radical conception of the same period.
- ItemOpen AccessOnline User Recognition using Social Behavioral Biometric System(2022-04) Tumpa, Sanjida Nasreen; Gavrilova, Marina; Zhao, Richard; Ullyot, MichaelOnline Social Networking (OSN) platforms have become an integral part of the daily life of individuals around the world. The uniqueness of social interactions on online social networks draws the attention of cybersecurity research. Social Behavioral Biometric (SBB) systems extract unique patterns from online communication trails and generate digital fingerprints for user identification. This research investigates the impact of users’ vocabulary to conclude whether such features contribute to user authentication. This thesis combines for the first time the textual, contextual and interpersonal communicative information of users in online social networks to develop a social behavioral biometric system. This thesis also pioneers the comparative study of fusion methods in SBB systems. The proposed system achieves 99.25% recognition accuracy and outperforms all prior research on SBB. In addition, the effects of template aging on the individual SBB traits and the overall system have been analyzed first-ever. The experimental results on permanence evaluation demonstrate that the developed system can perform remarkably well despite the template aging effect.
- ItemOpen AccessThe Teaching Game: Integrating HCI and SoTL By Adapting Video Game Research Methods(2023-02-23) Norman, D'Arcy; Finn, Patrick; Sharlin, Ehud; Aycock, John; Ullyot, Michael; Clyde, Jerremie; Couros, AlecThis dissertation proposes and systematically explores the potential for integrating the distinct but overlapping disciplines of Human-Computer Interaction (HCI) and Scholarship of Teaching and Learning (SoTL). This work of integration is approached through a series of research projects from different perspectives, demonstrating the potential for adapting concepts from the design and formal analysis of video games to enrich the study of course designs and of understanding the varied experiences of instructors and students. Video games provide a useful point of integration between HCI and SoTL, specifically through concepts and principles employed in the design of video games, and through the adaptation of research methods that have been developed to enable formal analysis of video games. It is our hope that integrating HCI and SoTL helps to address limitations in each discipline -- to move HCI away from technical evaluation within contrived or laboratory contexts, and to move SoTL toward more deeply understanding the roles of technology, design, and performance. The dissertation is organized into three parts. Part 1 introduces the reader to the dissertation, situates it within existing scholarship, and describes the research methods that will be utilized. Part 2 presents the findings of a series of research projects that explore aspects of HCI/SoTL integration. Part 3 synthesizes these findings into a novel framework that has the potential to extend our ability to design and describe teaching and learning, and to add meaningful context to research into the design of and interactions with technology.
- ItemOpen Access"Traitors to the Queen and the Realm": Treason and Catholics in Elizabethan England, 1569-1590(2023-04-25) Wygiera, Hannah Jennie; MacMillan, Ken; Wilkinson, Glenn; Ullyot, MichaelIn 1570, Pope Pius V issued a bull of excommunication against Queen Elizabeth I of England. In the bull, Elizabeth was declared to be a “pretended” queen and had falsely claimed the authority of the English crown. Therefore, all English subjects were free to disobey her and declare their loyalty to another ruler. In doing this, the pope declared temporal authority over Elizabeth. However, Elizabeth viewed this as an attack on her sovereignty and declared papists – English Catholics who were politically loyal to the papacy instead of the queen – to be traitors. This thesis examines the treason policies made against English Catholics between 1569 and 1590. During that time, various forms of legislation, such as proclamations and statutes, passed to revise existing treason legislation. Previous legislation was insufficient in dealing with the papal threat because the pope believed his power over earthly rulers came from God. Therefore, quicker and harsher measures were needed to punish English Catholics who proclaimed loyalty to the papacy and encouraged sedition and rebellion against Elizabeth, going so far as to plot her death. Signal cases during this period demonstrate how these laws functioned in practice and also highlight the political language used by both the court officials and the offenders. Other publications supported these legislative acts and encouraged loyalty to Elizabeth. Previously, historians have claimed that Elizabeth was slow to respond to her excommunication and that her government did not take it seriously. This thesis engages with this claim, arguing that the creation of new treason legislation indicates the severity of the papal threat. Ultimately, this thesis argues that these treason policies were political acts; they were not formed out of a desire to control religious beliefs but rather as a way to preserve Elizabeth’s political authority against the pope, who claimed political authority over the queen.