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Vocality as / in Composition: solo and collaborative creation of new postopera works
Get PDFAs a contemporary opera singer-composer, director-producer, and filmmaker, my artistic research has yielded a new body of solo and collaborative postopera works in live and mediatised forms. My creative work and compositional methods are centred in an embodied vocal practice and the exploration of a multi-layered meaning-making process. My theoretical frame includes discourses surrounding contemporary music-theatre practices that deconstruct and challenge traditional Western operatic forms by favouring mediatised works, an abandonment of narrative drama, and an embrace of inventive, often experimental, performance methods. My practice has led me to investigate theoretical landscapes that include the work of musicologist and performance studies scholar Jelena Novak, theatre researcher Hans-Thies Lehmann, mid 20th-century French philosopher Maurice Merleau-Ponty, the Bulgarian-French philosopher, cultural theorist, and psychoanalyst, Julia Kristeva, and Italian philosopher Adriana Cavarero. In practical application, I am committed to the distribution and sharing of versioned forms of creative work, and my creative, theoretical, and practical means may be particularly relevant to other creator-producers
Moral emotions and human interdependence in character education: beyond the one-dimensional self
No full textThis book challenges contemporary mainstream approaches to character education predicated on individualism, ‘essential virtues’ and generic ‘character skills’.
It synthesizes perspectives from phenomenology, psychology, cultural sociology and policy studies into a unique theoretical framework to reveal how ideas from positive psychology, emotional intelligence and Aristotelian virtues have found their way into the classroom. The idealized, self-reliant, resilient, atomized individual at the core of current character education is rejected as one-dimensional. Instead this book argues for an alternative, more complex pedagogy of interdependence that promotes students’ well-being by connecting them to the lives of others
Outsourcing education services in South Korea, England and Hong Kong: a discursive institutionalist analysis
Get PDFThe outsourcing of education services has been widely adopted across international contexts as a ‘tested solution’ or panacea to meet various educational problems including school management, curriculum design, teaching and student discipline. Contracting third-party providers, it is argued, enhances organisational goals such as efficiency, quality and school improvement. However, the outsourcing of education services has also impacted on established notions concerning the boundaries around teachers’ work. This paper deploys the framework of discursive institutionalism to offer insight into how the idea of outsourcing has been activated and circulated by discursive communities in three diverse international settings. Despite its problem-solution logic, the institutionalisation of outsourcing creates its own problems, not least the undermining of teacher professionalism, the ‘businessification’ of schools and a diminishing of their educational mission
More than phonics: visual imagery and flashcard interventions for bilingual learners with spelling difficulties
Get PDFA great deal of research has been invested in literacy acquisition and the reasons why literacy acquisition is
a complex process for some. Spelling research and successful interventions have mainly focused on English
speaking children, although a significant number of studies have addressed writing systems other than
English in recent years (O’Brien et al., 2020). Understanding literacy acquisition and language performance
not only in monolingual children (Pan, Rickard and Bjork, 2021) but also in bilingual children is important, as
bilingualism and biliteracy are becoming the norm rather than the exception (Kormos, 2017). Transfer effects
between languages can affect the way we learn to spell (Niolaki and Masterson, 2012). Transfer effects
are meant to be the bi- or unidirectional influence of language and cognitive skills between the languages
a learner is literate in (Figueredo, 2006; Koda, 2008). In addition, usually, interventions target phonological
ability, but these are not always effective for older learners or individuals who do not have a phonological
difficulty (Niolaki, Masterson and Terzopoulos, 2014). We present the successful interventions we conducted
with bilingual and monolingual learners targeting spelling and using visual imagery and flashcard techniques.
We also discuss the importance of a detailed background assessment of the languages the individual is
literate in, in order to tailor effective intervention. We hope that specialist dyslexia assessors and tutors will
find these techniques helpful, and these will serve as an alternative way to strengthen spelling in multilingual
and monolingual learners
Taser use on individuals experiencing mental distress: an integrative literature review
No full textIntroduction:-
Conducted electrical weapons, or “Tasers,” are currently used by over 15,000 law enforcement and military agencies worldwide. There are concerns regarding the effectiveness, potential for harm and overuse with people experiencing mental distress.
Aim:-
To explore the literature about police use of Tasers with people experiencing mental distress.
Method:-
An integrative review was undertaken, and qualitative and quantitative analytical approaches were used.
Results:-
Thirty-one studies were included. Of all recorded usage, overall prevalence of Taser use on people experiencing mental distress was 28%. This population appears to experience higher Taser usage than the general population.
Discussion:-
There are substantial gaps in the research literature particularly with respect to the decision-making processes involved in deploying Tasers on this population and the physical and psychological consequences of Taser use in this context.
Implications for practice:-
Police use of Tasers in mental health crises is relatively common and occurs in a variety of environments including mental health settings. Mental health professionals need to work with police towards greater understanding of the needs of people with mental illness and to promote the use of non-coercive interventions in mental health crisis events
Site, dance and body: movement, materials and corporeal engagement
No full textHow does the moving, dancing body engage with the materials, textures, atmospheres, and affects of the sites through which we move and in which we live, work and play? How might embodied movement practice explore some of these relations and bring us closer to the complexities of sites and lived environments?
This book brings together perspectives from site dance, phenomenology, and new materialism to explore and develop how ‘site-based body practice’ can be employed to explore synergies between material bodies and material sites. Employing practice-as-research strategies, scores, tasks and exercises the book presents a number of suggestions for engaging with sites through the moving body and offers critical reflection on the potential enmeshments and entanglements that emerge as a result. The theoretical discussions and practical explorations presented will appeal to researchers, movement practitioners, artists, academics and individuals interested in exploring their lived environments through the moving body and the entangled human-nonhuman relations that emerge as a result
Yargitay kararlari işiğinda nişanin bozulmasinda manevi tazminat = Non-pecuniary compensation in the termination of engagements in light of court of cassation decisions
Get PDFUnder Articles 120, 121, and 122 of the Turkish Civil Code (Law No. 4721), certain legal consequences are tied to the dissolution of an engagement, which is established by mutual promise to marry. These consequences include claims for pecuniary damages, non-pecuniary (emotional) damages, and the return of gifts. Regardless of the reason or fault for the termination, it is possible for either party to request the return of unusual gifts given by either party or their parents (or parental figures). However, claims for pecuniary and non-pecuniary damages are regulated differently from the return of gifts.
To claim damages, the engagement must have ended specifically through dissolution. If it ends for other reasons, damages cannot be sought. Additionally, it must be shown that the engagement was ended either without a valid reason or due to the fault of the other party. Although there is some debate in the legal doctrine about whether the plaintiff must be entirely blameless or simply less at fault than the defendant, the law explicitly states that the defendant must be at fault.
In addition to these conditions, for a claim of non-pecuniary damages, the plaintiff’s personal rights must have been violated due to the termination of the engagement. This study aims to examine, in light of Court of Cassation decisions, the conditions and scope of claims for non-pecuniary damages in cases of engagement dissolution
