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The Success and Failure of Oneida Community Architecture
Get PDFThe Oneida Community Mansion House comprised multiple structures, including four large interconnected structures built as the 1862 Main House, the 1864 Tontine, the 1869 South Wing and the 1878 New House. Three of those structures were primarily residential. The 1864 Tontine building was designed as a workhouse and dining room. It is these four buildings that are the focus of this essay.
This essay proceeds from the assertion that the architecture of the Oneida Community is much more than background. The Community’s residential buildings reveal much about their communal experiment and the trans-Atlantic world with which they communicated. What follows probes that assertion by exploring at some depth the material and documentary evidence that remains of buildings and construction
Managing the Self in an Online World: The Divided Self
No full textThis project\u27s purpose is to gain insight into the ways college students construct identities and portray themselves on the following social media platforms: Facebook, Instagram, and Snapchat. I use data from existing literature as well as from 12 college students to shape my argument. The body of literature on the online self focuses mostly on Facebook, so my research aimed to fill this gap by examining additional social networking applications (Instagram and Snapchat) to bring to light potential differences. I postulate that students convey their identities differently across each media platform, and that they prioritize illustrating what they believe is the best version of themselves. A best self is well-received by and impressive to audience members. In order to achieve a best or ideal self online, students must construct a concrete and compelling picture of who they are for their audience. Students are capable of manipulating their identities to cater to particular audiences, which results in students garnering a far reaching online presence
Traversing a Foreign Culture: Understanding Students Of Color’ Experiences at a Predominantly White Institution
No full textStudents of color (SOCs) attending predominantly white institutions (PWIs) tend to experience feelings of isolation and marginalization due to their racial identity. Yet few studies address how and why SOCs have positive experiences on campus despite their minority identity or feeling isolated from the larger campus community. Furthermore, existing literature overlooks the importance of friendships and extracurricular activities in shaping SOCs’ perception of their overall experience and whether they feel like they “belong.” This study explores if and how SOCs develop a sense of belonging on campus through friendships and extracurricular activities. Using in-depth interviews with upperclassmen SOCs and sociological theories of group membership and belonging, I investigate the factors that contribute to SOCs developing a sense of belonging on campus. My research incorporates (1) symbolic boundaries theory to explain how social boundaries that are created and maintained by students at PWI influence SOCs’ friendships and extracurricular involvement; (2) reference group theory to explore how SOCs’ immediate surrounding social contexts (e.g., friend groups) influence how they orient themselves on campus; and (3) cross-cultural code-switching to understand SOCs’ ability to accommodate different cultural norms and how that influences their feelings of belonging. This research suggests SOCs who previously attended predominantly minority schools experienced initial difficulty developing a sense of belonging at Hamilton than SOCs who attended predominantly white high schools. Furthermore, SOCs involved in cultural organizations and who had a predominantly SOCs friend group felt more connected to a smaller sub community rather than the larger Hamilton community. Moreover, SOCs with more white friends and who were involved in mainstream activities such as Greek life and sports felt connected to the Hamilton community
Grassroots Diplomacy: Fighting the Cold War on the Family Farm with the International Farm Youth Exchange
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Shamanism in an Inflexible Society: Slaughterhouse-Five and Briefing for a Descent Into Hell
No full textThe Potential of Network Approaches to Understand Connectivity and Complexity in Bronze Age Transylvania and Carpathian Basin
No full textKnowledge Sharing With the Maliseet of New Brunswick
No full textEducation has been used to oppress the indigenous peoples of North America for centuries. This research paper was developed to better understand the modern educational system in Neqotkuk First Nations in New Brunswick, Canada. Along with understanding the state of this system of education according to standardized educational practices in Canada, this research aimed to understand the perspectives of the people within Neqotkuk regarding their own education. This research includes a literature review addressed to the ethics of research in an Indigenous community, Indigenous epistemology and pedagogy, the history of federal education policies, and the history of education of the Maliseet people of Neqotkuk First Nations. Field research was also completed in Neqotkuk that consisted of both observations and interviews. This research was completed through a knowledge-sharing research design that implemented reciprocal sharing of information. This paper concludes that the current educational system in Neqotkuk is robust and is incorporating Maliseet culture successfully in many areas. The system is not perfect, as many participants expressed. But the people of Neqotkuk are proud of the implementation of Maliseet cultural practice in the schools and see its further advancement as positive. This is being done through summer camps and could be done more through the formal system of education. The Maliseet culture and people are strong and they are using education to become even stronger in the 21st century
A&Q Presents: February 28, 2018
No full textFebruary 28, 2018
Claire Nicholson \u2720 studies Creative Writing and World Politics but also has also enjoyed every history class she’s ever taken. She’s on the poetry board of Red Weather and plays for Hamilton’s frisbee team, the Hot Saucers. She dabbles with both poetry and prose and will be reading a little of each tonight. Claire would like to ask the entire audience to follow her on Twitter if they haven’t already because her tweets are almost as good as her poems. She would also like to make it known that she was voted most likely to succeed in high school. Finally, Claire would like to express her gratitude to the audience and to Mac because she is very thankful to have such wonderful friends in her life.
Mac \u2718 carries a yellow backpack and wants to teach 6th grade. She was voted class clown in high schoo
