636 research outputs found
Practitioner Profile: An Interview with Christine Moriarty
No full textChristine Moriarty, MBA, CFP® is a financial speaker, author and coach. She has been quoted extensively in publications including USA Today, Good Housekeeping, the Boston Globe and Fidelity Focus Magazine, as well as several books including Living Your Joy. She is a past columnist for Vermont Woman and has been published in several periodicals and on-line publications. In addition, she writes a monthly newsletter, “My Peace on Money,” that reaches a growing list of thousands of subscribers
Soaring and Tumbling: An Autoethnography from Higher Education
No full textWriting is also a way of knowing -a method of discovery and analysis. By writing in different ways, we discover new aspects of our topic and our relationship to it. Form and content are inseparable,[1] (Richardson, 2000. p.923). In Fields of Play, Laurel Richardson explores the inextricable way in which working in academia has affected her writing, how writing has affected her sense of self and how her sense of self has affected her role in academia, and so on and so on. It is a weave that is complicated and imperfect. It makes complete sense. In previous work (Moriarty, 2015) I have argued that a splintered and multi-layered text is suitable for reflecting lived experiences and that this style of writing responds directly to Kant's notions of enlightenment (Kant, 2009). Writing in 1794, Kant suggested that an enlightened reading can take place when the text empowers the reader to evolve past a self-imposed immaturity and have confidence in their own understanding, appreciation and/or criticism without explicit guidance from another (in this case, the author). In this chapter, I present fragments of my lived experiences via a split text that uses poetry, memoir, prose and reflexive writing to explore how my autobiographical stories have impacted on my teaching practice. I hope that the process of uncovering and recovering stories will help me to better understand where some of my strategies for teaching are rooted and how they have evolved. I hope that this might have relevance for my colleagues working in education and people wondering what teaching is and can be like. As with all autoethnographic work, I cannot make any absolute claim on any absolute truth, nor would I wish to. As someone who has been through the education system in the UK, trained to be a teacher in higher education (HE) and is now a principal lecturer at the University of Brighton, I feel I have something personal and professional to say about teaching - who of us hasn't? - and I hope this might trigger reflection, discussion and understanding on the part of the reader and help them to value their own experiences in terms of how they can enrich our teaching and also our individual and shared learning. [1] Richardson, L. (1997) Fields of Play: Constructing an Academic Life. New Jersey: Rutgers University Pres
The Gift of Masculinity in the Home, the World, and the Church
No full textPlease join the Siena Symposium and the Archdiocese of Saint Paul and Minneapolis Office of Evangelization as we explore the nature of masculinity and the gift men are to their families and the world.
Click link to view videosMorning Session: Bishop Andrew Cozzens, Dr. Deborah Savage, Mr. Dale Ahlquist
Afternoon Session: Fr. Mark Moriarty, Mr. Vincenzo Randazzo, Panel Discussio
The lives and times of Professor Moriarty : investigating the otherness of Sherlock Holmes's arch-enemy
No full textOne of the most intriguing characters in Sir Arthur Conan Doyle's Sherlock Holmes stories is the "Napoleon of Crime", Professor James Moriarty. Originally a one-story villain devised to kill off Holmes, Moriarty has transformed over a century of adaptations and retellings into a much more prominent part of the franchise, a byword for "arch-enemy", and – it might be argued – a prototype for other pop-culture nemeses such as Batman's Joker and James Bond's Blofeld. His most iconic incarnation in later years is likely the homicidal maniac portrayed by Andrew Scott in BBC's Sherlock (2010), interestingly enough a version that differs considerably from Doyle's original.
This thesis attempts to explain this rise in prominence, and the chancing nature of the character, by viewing Moriarty through the lens of Otherness. A philosophical concept related to Hegel and Sartre, as well as Said's Orientalism, this theory states that we perceive ourselves in contrast to others. On the assumption, described by Neil McCaw, that Sherlock Holmes represents the interests and standpoint of the audience – a symbol of both good and law, but also (due to his origins) England and the West – it analyses some of the most prominent Holmes adaptations to discover what Moriarty represents in turn. The answer differs with each adaptation, according to historical context, but Moriarty is always more than a simple academic turned rogue. During Doyle's day, the time of the British Empire, he is ultimately a dangerous nuisance. Immediately prior to World War Two, he channels Hitler and the spectre of war. During the Cold War, there are shades of the KGB and international espionage, and in Sherlock (2010) Andrew Scott portrays one of two Moriarty analogues who offer equally nefarious opposites to today's values of peace and freedom. Whatever their nature, however, they all share one thing: a burning hatred for Sherlock Holmes, and everything he, and the audience, stand for
The lives and times of Professor Moriarty : investigating the otherness of Sherlock Holmes's arch-enemy
No full textOne of the most intriguing characters in Sir Arthur Conan Doyle's Sherlock Holmes stories is the "Napoleon of Crime", Professor James Moriarty. Originally a one-story villain devised to kill off Holmes, Moriarty has transformed over a century of adaptations and retellings into a much more prominent part of the franchise, a byword for "arch-enemy", and – it might be argued – a prototype for other pop-culture nemeses such as Batman's Joker and James Bond's Blofeld. His most iconic incarnation in later years is likely the homicidal maniac portrayed by Andrew Scott in BBC's Sherlock (2010), interestingly enough a version that differs considerably from Doyle's original.
This thesis attempts to explain this rise in prominence, and the chancing nature of the character, by viewing Moriarty through the lens of Otherness. A philosophical concept related to Hegel and Sartre, as well as Said's Orientalism, this theory states that we perceive ourselves in contrast to others. On the assumption, described by Neil McCaw, that Sherlock Holmes represents the interests and standpoint of the audience – a symbol of both good and law, but also (due to his origins) England and the West – it analyses some of the most prominent Holmes adaptations to discover what Moriarty represents in turn. The answer differs with each adaptation, according to historical context, but Moriarty is always more than a simple academic turned rogue. During Doyle's day, the time of the British Empire, he is ultimately a dangerous nuisance. Immediately prior to World War Two, he channels Hitler and the spectre of war. During the Cold War, there are shades of the KGB and international espionage, and in Sherlock (2010) Andrew Scott portrays one of two Moriarty analogues who offer equally nefarious opposites to today's values of peace and freedom. Whatever their nature, however, they all share one thing: a burning hatred for Sherlock Holmes, and everything he, and the audience, stand for
Using writing to motivate change: the social responsibility of the writer, the student and the educator
No full textThis paper explores the experiences of the students who opted to take this module as part of their combined English Language/Media/Literature/Linguistics degree in the School of Humanities. Details of the findings from a research project are interspersed with a narrative from one of the guest speaker sessions. The actor, Paul Moriarty came in to talk about the history of political theatre and led a workshop where students pitched an idea for a play with a social theme. The rationale behind presenting the paper in this way is to give readers a three dimensional account of the module and provide an example of a teaching and learning method that was successful in this scenario. Paul’s talk is indented and in italics to distinguish his voice from the voice of the author
Reference for Oregon's watershed council coordinators
No full textAlethea Gallman (Network of Oregon Watershed Councils), Megan Kleibacker (Oregon Sea Grant, OSU Extension Service), John Moriarty (Network of Oregon Watershed Councils).Title from PDF cover (viewed on February 14, 2023).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 77-81).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Project time-travel: reflections on learning by revisiting childhood school projects
No full textThis chapter is an investigation into the nature of the project as it relates to learning. The author reads through childhood school projects and writes in the first person about the sensations and thoughts which arise. The insights gained are in turn affected by the experience of grief and loss and their concomitant disruption of time, the time-travel of the title, brought about by the death of the author’s mother just prior to the writing of the chapter. Taussig’s anthropological writings about keeping notebooks, research into the art of the project and authoethnographic writing, specifically the delay identified by Andrew Sparkes between somatic experience and the ability to find a voice to express it, form its theoretical context. Its main findings are implicit rather than stated given that it is an original piece of creative writing as well as an investigative study into projects. It demonstrates that the difficulties brought about by loss in finding a voice with which to write can be overcome if writing is used to steer a way through painful experience. The author shows how the process of writing acknowledges physical and emotional experiences of life events and how they are directly involved in learning and are inseparable from it
Leaving the blood in - Using autobiography and narrative to tell the story of research into experiences with academic writing: How to get it write/right?
No full textAcademic writing can be difficult to accomplish and disengaging to read (Monchamp 2007), the result is that often when we carry out research, our final readership can be miniscule. While reading and writing for the purposes of research should be informative, insightful, rigorous and challenging, is it also possible to make these processes entertaining or even pleasurable? Can the researcher give some personal insight into their world view and also from that of their interviewees instead of pretending that they play an entirely passive and objective role in the research process? Many qualitative researchers (Grumet 1981; Cortazzi 1993; Charmaz 1995; Ely, Vinz et al. 1997; Erben 1998; Usher 1998; Denzin and Lincoln 1998, 2003; Ellis and Bochner 1998, 2003; Richardson 1998, 2003; Bruner 2004; Perselli 2004; Antoniou and Moriarty 2006; Short, Grant et al. 2007; Sparkes 2007; Caulley 2008; Trahar 2008) have started to push the academic writing borders and explore new ways to write up research. This assignment seeks to provide a rationale for using narrative as a research method to tell the story of my research and to trial these methods on a small-scale project. A professor with an extensive writing portfolio has been interviewed in order to access some of her experiences with academic writing. The author seeks to use a emotionalist approach to the interview process by obtaining the participant’s view on their authentic experiences through open ended and unstructured interviews (Silverman 1993) with the aim of encouraging the interviewee to share their thoughts while discussing the author’s own observations and attitudes towards academic writing. This is in order to provide ideas and insight that might help other academics with their own approaches to the writing process
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