1,213 research outputs found
Emily Brontë : the mind of a visionary
No full textBibliography: leaves 216-226.This dissertation is an investigation of the visionary and philosophical aspects of Emily Brontë's works. The first five chapters deal with the visionary process such as visions, spirit guides, dreams, imagination, encounters with the darker side of the self and a union with the divine. There is considerable evidence of these mystical avenues in both her poetry and in Wuthering Heights which have been explored. It is shown how Emily Brontë's mysticism is a direct result of personal experiences which augment her reputation as one of the leading mystics in the world of literature. There are however tensions in her works, such as the cynicism of her own intellect in accepting the visionary experiences as authentic and periods of suffering when her faith is tested. These tensions have been considered within the context of her mystical encounters and philosophy. The remaining four chapters deal with the philosophy of Emily Brontë per se. Her beliefs in respect of heaven and hell, mercy and justice, power and survival, and pantheism are considered in depth. It is argued that she is an unorthodox thinker who does not believe in an eternal hell and that she has drawn inspiration for this idea from Frederick Maurice and Ralph Waldo Emerson. It is also shown how issues of power have been of interest to her from a young age and how this needs to be integrated within her philosophy. To the writer power needs to be tempered by compassion if it is to be of use to society or the individual. Her pantheistic spirit is also investigated and related to the mystical ideas
Sex in older age in rural Malawi
No full textThis paper examines how older adults living in rural Malawi explain and understand their sex lives. We present sex in this setting as a field in which broader understandings of ageing, aged identities, and conceptions of person- or adulthood in older age are played out and constructed. Qualitative data were collected from men (N =20) and women (N =23) aged 50 to around 90 using in-depth multiple dependent interviews (N =135) between 2008 and 2010. The giving and receipt of sexual pleasure was considered natural and God-given. Primarily understood as a matter of ‘power’, sex was on the one hand, beneficial to older bodies, but on the other, not accessible to such bodies. Declining sexual frequency was associated with declining desire for sex, or frustration stemming from continued desire for sex. These discourses emerged from the way the ageing body was constructed as a weakened body, incompatible with understandings of adulthood based on physical productivity. Older men and women used sex to discursively respond to these challenges to their adulthood in two ways. Firstly, sex was used to confirm strength, physical productivity, and therefore, identity as an ‘adult’. Secondly, adulthood itself was redefined as being based on moral, rather than physical productivity, and refraining from sex was used to demonstrate wisdom, self-control and therefore their ‘adult’ identity. Our results provide in-depth understanding of the ways constructions of ageing and sex can influence complex experiences of marital and non-marital sex in older age. We contribute to debates on sexuality in the gerontological literature by moving discussion beyond the presentation of continued sexuality as somehow exceptional or an indicator of successful ageing. Finally, in a setting of considerable HIV prevalence at older ages, our results challenge a preoccupation with fertility and chronological age in the collection of sexual health data in Africa
Examining the Notion of Informed Consent and Lessons Learned for Increasing Inclusion Among Marginalised Research Groups
No full textThis chapter examines some of the barriers to obtaining informed consent to participate in research studies from those who are deemed vulnerable, disadvantaged, marginalised and underrepresented in research. First, the chapter examines the underlying principles of informed consent, before examining the challenges presented by formalised and regulated informed consent procedures in contexts in which data collection processes are fluid and potential research participants have differing needs. Finally, the chapter examines the notions of trust and researcher responsibility and their significance for negotiating and maintaining a non-formalised form of consent. We argue that these procedures serve to enhance, rather than diminish, participant autonomy.In order to illustrate the challenges and solutions of obtaining informed consent, we present research carried out with a group of predominately African migrants aged 50 and older, and living with HIV in a socio-economically disadvantaged area of East London, UK. We examine the challenges presented by utilising standardised, informed consent procedures, by which respondents to an anonymous questionnaire and participants in a series of focus group discussions were required to give written and signed consent. The case study illustrates how underlying assumptions about the nature and acceptability of approaches to verifying consent for research participation can exclude or include participation from populations who are typically excluded for research. Here, adults with uncertain immigration status, poor literacy, poor English language, poor mental and physical health, felt stigmatised or suspicious of the consenting requirements. Drawing on our experiences, we argue that the model of written informed consent, in some cases can and where possible, should be exchanged for other forms of informed consent such as implied consent in order to include groups that we often know the least about, such as marginalised groups
The Benefits of Being Economics Professor A (and not Z)
No full textAlphabetic name ordering on multi-authored academic papers, which is the convention in the economics discipline and various other disciplines, is to the advantage of people whose last name initials are placed early in the alphabet. As it turns out, Professor A, who has been a first author more often than Professor Z, will have published more articles and experienced afaster growth rate over the course of her career as a result of reputation and visibility. Moreover, authors know that name ordering matters and indeed take ordering seriously: Several characteristics of an author group composition determine the decision to deviate from the default alphabetic name order to a significant extent.performance measurement, incentives, economists, name ordering
Expanding “Communities and Collections” in the K-State Research Exchange (K-REx) to benefit the K-State Community and Beyond
No full textKansas State University has used its institutional repository, the K-State Research Exchange (K-REx), to store and share its first year experience program, K-State First, and notably its common reading program, K-State First Book. We have done so with the aim that the accessibility and preservation of these documents ensures program stability, promotes engagement with first year programming, and provides the ability to foster growth,educational opportunities, and community building outside of K-State. Moving away from research concentrated repositories and taking a more holistic approach to scholarship, especially when realizing the pedagogical significance of collaborative campus programming, institutions can showcase, discover, preserve, and grow programs that shape campus communities and engagement.
This session will provide an overview of K-REx and spotlight the digital archive of the university’s first year experience program and common reading program, K-State First Book. We will discuss the benefits and challenges to expanding the purview of your repositories. We talkthrough the types of materials we decide to host in our repository and why we share what we do. We will also provide recommendations on new ways to evaluate what belongs in institutional repositories and how this diversity can benefit your program, your institution, the community, and others
Random Acts of Making: Discovering Tools, Methods & Mindsets for Making in the Classroom (Grades 4-6)
No full textThis thesis investigates how design activities taken on by makers and designers can illuminate real-world, contemporary issues relevant to the new BC Curriculum. The recent redesign of British Columbia’s K-12 Applied Design Skills and Technologies (ADST) curriculum aims to support the development of active citizens in a way that is in touch with today’s rapid pace of technology development and information exchange (Ministry of Education, 2015). As a designer and maker, who is also informed by observations and work with Vancouver’s maker community, Emily Smith has explored possible directions and philosophies for developing a maker education-pedagogy, informed by the maker movement, her own practices, and the Emily Carr students and faculty. This work is an exploration of TOOLS: Including drop spindles, knitting needles, and backstrap looms; METHODS: Including her own artistic textile and music-making practice and primary persona known as a “One-Woman Band”. This persona is an application of clowning practices, as taught by David Macmurray Smith. Methods borrowed from the maker community include designed materials and facilitation in the form of “Lightning Talks”, and “Zine-Making” (Appendix C&D). Finally, this thesis explores MINDSETS: which includes constructivism and constructionism, Design-Make-Play, Head, Heart and Hand, the Maker Mindset, the work of Maryann and Gregory Bateson and cybernetics. Guided by exploration of tools, methods and mindsets, Smith conducts a series of co-creation sessions and interviews with 15 participants (see Appendix A & B), which include Emily Carr students, local makers, faculty and educators in Vancouver. Findings provide a series of case studies which reveal that social making activities engage learners in a multiplicity of subjects, and can meaningfully address ADST’s Core Competencies through making, and discussion led by a facilitator. Other insights include possibilities to inspire students through the use of “memes”, through public forums, programs, and published materials. Designed materials constitute prototypes and proof of concepts for possible extensions and modules to further extend and develop the Maker Club format.Research through designMaker clubMaker educationADSTMaterial practic
Kick, bollocks and scramble: an examination of power and creative decision making in the production process during the golden era of British music videos 1995-2001
No full textIn the golden era of British music video production 1995 – 2001 the responsibilities of a feature film producer were shared by the producer, executive producer, director and video commissioner. The author examines the roles of each, and argues that Pardo’s framework (2010 for evaluating the creative contribution of producers obscures the direct budgetary power of producers in this particular sector. She argues that more empirical research should be conducted on the role of the producer in sectors of the British screen industry other than feature films and television
On Moving the Table: Reflections on an Author-Meets-Reader Session
No full textThrough a commentary on the enriching experience of receiving feedback through the Brewing Legal Times author-meets-reader session in February 2018, this piece reflects on the intellectual generosity and scholarly labour that makes such sessions an important form of academic social reproduction
Gender differences in self-reported late effects, quality of life and satisfaction with clinic in survivors of lymphoma
No full textObjectives: gender differences in perceived vulnerability to late effects and views about follow-up among cancer survivors have received little attention. As lymphoma affects both genders similarly, we compared the consequences of cancer (late effects, perceived vulnerability and quality of life (health-related quality of life (HRQoL)), and satisfaction with clinic visits between genders.Methods: a cohort of 115 younger adults (18–45 years, >5 years disease-free survival), who had been treated for lymphoma participated. Questionnaires (n = 91) were completed before and after (n = 62) routine consultant-led appointments. Survivors (n = 24) without appointments were recruited by post. Questionnaires included HRQoL, late effects, perceived vulnerability, issues survivors wanted to discuss and reported discussing in clinic, time waiting in clinic and consultation satisfaction.Results: there were no gender differences in number of self-reported late effects or perceived vulnerability. Men with more late effects reported worse psychological HRQoL (r = 0.50, p<0.001). While men wanted to discuss more topics than they did, women were able to discuss the topics they wanted (ANOVA, p = 0.01). Multiple regression analyses showed a shorter wait in clinic (r = ?0.46, p = 0.009) and discussing more topics (r = 0.34, p = 0.06) explained 30.6% of the variance in consultation satisfaction for men.Conclusions: issues surrounding follow-up provision are increasingly important given the length of survival in young adults following treatment for lymphoma. Men may experience poor psychological well-being due to distress about unanswered concerns. Consideration of their concerns should be prioritised, given that satisfaction and ultimately continued attendance at clinic and HRQoL may be dependent on the extent to which follow-up meets survivors' expectation
Proverbial Wisdom From K-State’s First Book: How to run a successful selection committee and approach a meaningful first year common reading experience.
No full textCommon reading programs provide first-year students with common experiences that facilitate their engagement in the academic and social domains of college life. The experience gives faculty and staff the opportunity to engage and connect with students inside and outside of the classroom, and allows them to model academic behavior and intellectual discussion. Providing students with a stepping stone to make connections, through a book and related programming, K-State students aren’t thrown into campus life and left to navigate and fend for themselves. Selected books often address difficult themes, and serve as effective tools in bridging cultural gaps, and addressing issues in inclusion, diversity, equity, and access proactively rather than retroactively.
In this session, we will talk about the guiding principles that shape the success of K-State’s First Book. We talk about the program’s history, and then dive into the administrative considerations and guiding principles that shape each stage of the common reading selection process. We will discuss decision making principles on various topics including: membership, selection criteria, partnerships, programming, and evaluating outcomes. We will also provide recommendations based on our experience on how to administer a successful and diverse common reading program and a successful book selection process
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