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The Bloomsbury Handbook of Rock Music Research
No full textThis chapter surveys different ideas from popular music studies, fan studies and associated areas to explain how ‘the rock audience’ has been perceived. It outlines four theoretical perspectives which can be associated in various ways. The first suggests that our understanding of the audience is a consequence of rock’s extended reaction against elitist criticism. The second says rock has created a kind of community, or at least communality. The third suggests that mainstream media representations have hidden significant fan productivity. A final perspective suggests that ‘the rock audience’ is actually a composite housing a variety of discreet experiences based on the social identities of its individual participants. In other words, for example, males and female fans may have distinct experiences; the same goes for fans of particular generations, national identities, musical tastes, subgenre interests, and so on. The chapter argues that a critically nuanced approach is required: in every instance, we need to ask by who and for what purpose and is ‘the rock audience’ being defined
Professional ‘lived’ experiences of middle managers in Further Education (FE) colleges in Wales: A study of the impact of major change
Get PDFMerger organizational change has been prolific across Wales and has significantly affected all Further Education (FE) colleges. The main merger driver was to reduce operational costs, whilst in the pursuit of increased organizational and departmental efficiencies and effectiveness. An imperative to widening access to education, an increase in the quality of curriculum provision and a need to reduce duplication of curriculum programmes were also important considerations. It is these changes that have shaped college organizations and the college middle manager role, post-merger, with a resulting impact on middle managers professional ‘lived’ experiences.
The author’s research examines the effect of merger on the middle manager role and the influence of the college context on the ‘lived’ experiences of middle managers managing curriculum departments.
The review of the literature highlights key relationships between mainstream management and the college middle manager role, as well as the influences likely to have an impact on this role. The author has developed a conceptual model with key elements consisting of professional ‘lived’ experiences of middle managers and role construct and behaviour, management and leadership.
This study is exploratory in nature and uses a social constructionist philosophical approach. A subjectivist epistemology was adopted for this study, with the researcher applying a thematic analysis and an investigation of multiple realities. Data for this research was collected from in-depth semi-structured interviewees, which gave interviewees the opportunity to highlight their specific day-to-day professional ‘lived’ work experiences.
The research study outlines a number of conclusions, which accord with this study’s specific research objectives and recommendations. In the post-merger era, the middle manager role has become more complex and challenging. Conclusions indicate a broader role for the middle manager, and a role defined by the college’s professional context, which contributes to influencing the college middle manager role.
This study contributes to the field of academic study, and to professional practice. It provides insights to understanding the role of middle managers in the FE sector and also offers
recommendations for college strategy and policy. Finally, it highlights opportunities for further research in Wales and beyond
New Self-Dual and Formally Self-Dual Codes from Group Ring Constructions
Get PDFThis is a pre-copy-editing, author-produced PDF of an article accepted for publication in Advances in Mathematics of Communications following peer review. The definitive publisher-authenticated version Dougherty, S., Gildea, J., Kaya, A., & Yildiz, B. (2019). New Self-Dual and Formally Self-Dual Codes from Group Ring Constructions. Advances in Mathematics of Communications will be available when published online at http://www.aimsciences.org/journal/1930-5346In this work, we study construction methods for self-dual and formally self-dual
codes from group rings, arising from the cyclic group, the dihedral group, the dicyclic
group and the semi-dihedral group. Using these constructions over the rings
and , we obtain 9 new extremal binary self-dual codes of length 68 and 25
even formally self-dual codes with parameters [72,36,14]
Death’s drama: mortuary practice in Vikings Season 1–4
No full textInspired by later medieval sagas and Viking Age historical sources, but underpinned and enriched by archaeological evidence and themes, the History channel’s Vikings (2013–) is a unique drama series explor- ing the late eighth/early ninth century conflicts and culture of the Northmen, aimed at a global television audience. This chapter introduces the series and its varied portrayals of mortuary practice. From the por- trayal of the deaths of chieftains and those slain in battle to family members and children, I identify key archaeological themes behind the depiction of death. This prompts discussion of mortuary archaeology’s influence on popular perceptions of the Early Middle Ages, the programme operating as education, enter- tainment but also reflecting on present-day anxieties over the nature of human mortality
A History of the Site
No full textPublished version available open access at https://universitypress.whiterose.ac.uk/site/chapters/10.22599/book1.b/Chapter 2, a history of fieldwork at Star Car
Exploring the material mediation of dialogic space – A qualitative analysis of professional learning in Initial teacher education based on reflective sketchbooks
Get PDFThis study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and arts-based pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a form of dialogic space for critical reflection. The main findings of the study outline critical ways in which preservice teachers transform theoretical inputs into individual expressions as well as conceptualise theory in relation to lived experience
Academic induction: Perceptions of newly appointed university lecturers in nurse education: An interpretive phenomenological inquiry
Get PDFAims: Empirical evidence demonstrates successful expert nurses appointed as nurse lecturers in higher education find themselves as ‘newcomers’ to the role and organisation. New nurse lecturers often find their transition to higher education confusing and challenging. Using the conceptual framework of communities of practice, this study aims to provide original research into what induction means for new nurse lecturers, and gain an in-depth understanding of their perceptions and experiences of their induction into working in a multi-sited university.
Method: A qualitative research methodology was employed, using the theoretical approach of Interpretive Phenomenological Analysis (IPA) developed by Smith, Flowers, and Larkin (2009). Eight lecturers, with between one to three years’ experience as nurse lecturers, were recruited from one university in the North West of England. Purposive sampling was utilised and data was obtained through one-toone semi-structured interviews. Verbatim transcripts were analysed following the principles of IPA.
Findings: Three super-ordinate themes emerged (partial transition, dual communities of practice, introduction), along with six sub-ordinate themes (expectations of the nurse educator role, career change, contextual influences, location and culture of sites, tick box exercise, and the limited role of the mentor). New nurse lecturers found transition stressful: key aspects included the culture shock and the career change of adopting their new academic identity. Changing identity from a nurse to an educator, working across the boundaries of both practice and academia, was a struggle, particularly in participants with visiting lecturer experience who had mistakenly perceived this would prepare them for the role. Early role preparation was essential to understanding the different cultures and processes within the university. Formal mentoring supported development of self-confidence, but its value was undermined due to the mentors’ workload and lack of understanding of their role,
which affected relationship building. Supportive heads of department, and informal mentoring and peer support, were essential in developing new academic identities.
Conclusion: This study contributes to practice through the development of an induction framework for new nurse educators. This framework acknowledges the relevance of maintaining a dual community of practice for new nurse educators, in supporting their new identity and their dual continuing professional development. Practical outcomes include: development of an informational resource for new lecturers (including visiting lecturers); development of a community of learning with facilitated workshops and online information resources; development of mentor training and resources for mentors; and mentors being thoughtfully designated by heads of department, with hours attached to their workload for mentoring. A long term online community of practice is needed for new staff to keep in touch and share information. Heads of department need to take ownership of inductions to ensure that their staff feel welcomed and supported in their new environment, with regular evaluation taking place
“Any closer and you’d be Mom”: The limits of post-feminist paternity in the films of Robin Williams
No full textThis chapter explores the representation of fatherhood in the films of Robin Williams, considering the actor's star persona alongside his persistent performance as 'father' in a range of films from the late 1980s into the 2000s. The chapter includes an in-depth analysis of Williams' role in Mrs Doubtfire and the implications for post-feminist performances of paternity, and concludes with a discussion of Williams' suicide in 2014 and the ways in which this news was filtered through the same paternal persona established in his films
How the Other Three-Quarters Lived: The Cabin in Famine Literature
Get PDFIn the 1841 census three-quarters of houses in Ireland were placed in the lowest two classes, one-roomed mud cabins and slightly larger mud cottages. What Harriet Martineau describes as ‘Irish cabin life’ was a matter of fascination for visitors to Ireland before and after the Famine, and the cabin became a key site of ethnographic exploration. Curious or philanthropic observers were either shocked by the poverty and wretchedness they saw, or puzzled or even offended by the seeming happiness and healthiness of cabin-dwellers. During the Famine, the cabin was a scene for tragedy and horror: the place from which the people were evicted, from which they emigrated, in which they were quarantined, where they were found dying or dead, where they were buried. The roofless cabin later eloquently attested to their suffering and absence, and has become one of the most significant visual icons in the commemoration of the Famine. This chapter examines the representation of the cabin in literature from the time of the Famine to the present day, in the works of authors such as William Carleton, Anthony Trollope, Margaret Brew, Carol Birch, Anne Enright, and Tana French, considering the ways in which social hierarchy and communal relations are mediated through its space in texts set during the Famine, and its spectral significance in modern and contemporary literature as a concrete or symbolic inheritance, a time-machine, a haunted house, a place to desecrate or take refuge in, and a crime scene
Star Carr Volume 2: Studies in Technology, Subsistence and Environment
No full textThe final full text is available open access at https://universitypress.whiterose.ac.uk/site/chapters/10.22599/book2.a/The aims, objects and methods of the Star Carr projec
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