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Salve Regina Oral History Project: Mr. Joseph Jay Lacouture [audio]
Get PDFOral History interview with Mr. Jay Lacouture, a professor in the Art department since 1980. The interview was conducted on 7-14-201
Ginkgo biloba (Ginkgo/Maidenhair) ID# 44
Get PDFLocation: Walgreen Hall lawn
Height: 19 m
Diameter at Breast Height: 66 cm
Radius of Crown: 4.5 m
Condition: Middle conditionhttps://digitalcommons.salve.edu/bio140_arboretum/1004/thumbnail.jp
Doing and Undoing Gender in the Hospital Workplace
Get PDFIn the hospital, both male and female doctors ‘do gender’, but because men and masculinity are associated with greater authority (and by association, competence), masculinised traits are favoured over feminine traits in the hospital workplace. In order to be accepted as competent doctors, female doctors expend a great deal of ‘emotional labour’ and ‘do gender’ by acting out prized masculine traits through appearance and behaviour strategies and thereby gaining legitimacy as respected, competent doctors in their interactions with other co-workers (doctors, nurses) and patients. Our study looks at the varied experiences of both older/senior and younger/junior medical doctors. Through in-depth interviews with 41 male and female doctors, this article examines how masculinities and masculine practices become embedded, routinized and legitimised in the hospital workplace. We find that gender, age and specialty play important roles in gender stereotyping, negatively affecting not just female doctors, but male doctors too who may need to ‘do gender’ by adhering to the strictest masculine norms. By examining the interplay of gender inequalities in the everyday interactive workplace relationships between doctors, nurses and patients in hospitals, our study finds that everyday practices of gendered behaviour are driven by complex age-gender stereotypic intersections that do not prioritise female doctors, particularly young and female doctors
Commentary: Disempowerment of the Adjunct Online Instructor (AOI) in Educational Institutions
Get PDFInstitutions structure how we think about ourselves and how we interact with one another. Hence, at numerous levels, institutions instigate powerful forces determining and regulating various behaviors, including the behavior of individuals in institutions of higher education. These institutions have considerable power in women’s lives not only as learners, consumers, and users of services but also as instructors, workers, and deliverers of services both nationally and internationally.
This essay explores and highlights how powerful educational institutions limit and abuse the rights of contemporary women, particularly as service deliverers and as adjuncts in online higher education, including imposing severe limitations placed on curricular design. This in turn impacts consumers of educational services and the self-image of the American populace. Comments: This essay is a summary of a much longer article by Batya Weinbaum. The editors thought the issues raised by Doctor Weinbaum were important and provocative in academia today. If any of our readers are interested in commenting to JIFT regarding these issues, your comments can be addressed to either of the editors: Virginia Walsh, [email protected] or Carol Shelton, [email protected]. Doctor Weinbaum, [email protected] also welcomes inquiries and commentary from readers who may be interested in a book-in-process titled: Adjuncts on the Edge: Invisible in Academe
Something Must Be Done! : Edward VIII\u27s Abdication and the Preservation of the British Monarchy
Get PDFThis paper discusses the 1936 abdication of King Edward VIII of England in the context of the religious, political, and social structure of the interwar period. After the fall of many European dynasties due to World War I, the British religious powers, government, and Royal Family sought to preserve their monarchy by removing Edward VIII, whose choice of spouse was seen as a threat to the royal line and political stability of Great Britain and its empire
Data mining the unconscious
No full textAbstract “Because, at our core, we are not rational beings who occasionally act emotionally. Rather, we are emotional beings who occasionally act rationally.” Consumer Neuroscience is an emerging market research method using both scientific analysis and neurotechnology that has created controversy and ethical discourse. The premise of this development is the merging of two disciplines; neuroscience and marketing. Consumer Neuroscience has found a timely entrance into the world of consumer research using neurotechnology, promising to study how customers unconsciously feel. Neuromarketers hope to tap into the hidden emotional responses of human beings using devices such as fMRI’s or biometrics, typically reserved for medical doctors and neurological research. The object is to gauge consumer preferences and desires more succinctly and effectively. More importantly, to discover “buy buttons” or emotional triggers that drive customers to buy, uncovering their unconscious minds. Using neurotechnology and analysis, sample populations are examined to see how they react to various stimuli in real time while viewing movie trailers, commercials, websites and even product design options. Researchers then equate certain feelings with those reactions based on measured responses. While this may appear to be quite useful in the context of better understanding consumer emotions and strategic planning for a marketer, it has raised important ethical questions, such as: Who will control the process? How potentially harmful is the process? Does the approach cross critical ethical boundaries? In sum, this examination will gather the most significant topics found in leading academic and professional literature that deal with the ethics of consumer neuroscience and will point to areas where further study is needed
A Monument to Perseverance: The Struggle to Build the Newport Bridge, 1945-1969
No full textThis dissertation presents a history of the Newport Bridge from its conception following World War II to its opening on June 28, 1969. The Newport Bridge spans the East Passage of Narragansett Bay. It connects the islands of Conanicut and Aquidneck and links their primary towns of Jamestown and Newport. Prior to the bridge, ferries had delivered passengers to and from Newport for three centuries. That service became obsolete the day the bridge opened. The bridge’s history can be traced back to the years leading up to World War II. In 1940, the Jamestown Bridge was completed between the Rhode Island mainland and Conanicut Island. Momentum soon grew for a Newport Bridge but the war relegated efforts to the back burner. Following the war, proponents advocated for a bridge. They encountered initial resistance from the United States Navy bent on protecting its well-established and extensive operations in and around Narragansett Bay. The Navy subsequently relented but placed conditions on the bridge’s location and navigational requirements. Proponents and opponents sparred from 1945 to 1965, when the bridge was finally approved by Rhode Island voters. Upon completion, the Newport Bridge was the longest suspension bridge in New England and ranked fourteenth nationally. It employed several new technologies and construction techniques, demonstrating the autocatalytic nature of the technology and drawing the engineering community’s attention. This study uses a range of primary resources to piece together the quarter-century long struggle proponents endured before the bridge was finally built and grew to become an iconic symbol of Newport and the state of Rhode Island. The Newport Bridge is truly a monument to their perseverance
Salve Regina Oral History Project: Mr. Thomas Flanagan [audio]
No full textOral History interview with Mr. Thomas Flanagan, Business professor and former Vice President for Administrative Services and Community Affairs. The interview was conducted on 6-27-2017
Quercus cerris (Turkey Oak) ID# Unknown
Get PDFLocation: near McKillop Library
Height: 41.49 m
Diameter at Breast Height: 4.25 m
Radius of crown: 14.3 m
Condition: Good
Age Class: Maturehttps://digitalcommons.salve.edu/bio140_arboretum/1003/thumbnail.jp