1,010 research outputs found
B.S. Johnson and Maureen Duffy: Aspiring Writers: A Conversation with Maureen Duffy
No full textMaureen Duffy and B.S. Johnson met at King’s College London in 1956 when they both enrolled to read for a degree in English Literature. They became friends and colleagues through their contributions to Lucifer, the college literary magazine and the wider University of London poetry scene. They later joined forces in the Writer’s Action Group and campaigned for public lending rights for authors. Maureen kindly agreed to be interviewed about her relationship with Johnson, but in addition to this her interview sheds light on the socio-political context of British post-war writing. Maureen was born in 1933 in Worthing, Sussex and came to prominence in 1962 with the autobiographical novel That’s How It Was. Although mainly known for her poetry, her prose work has received critical and popular acclaim. Gor Saga (1981) was dramatised and broadcast by the BBC in 1988 as First Born, a three-part mini-series vehicle for Charles Dance. She is also the author of 16 plays for stage, television and radio. Maureen is well known as a humanist and gay rights activist and for her work championing the financial and legal interests of writers. She is currently the President of the Authors Licensing and Copyright Society, and a Fellow and Vice President of the Royal Society of Literature. This interview took place in London in July 2013 and first appeared in the inaugural edition of B.S.J: The B. S. Johnson Journal
Introduction
No full textIn the last four decades, southeastern archaeology has increasingly developed a processual method of looking at archaeological data through varying levels of scale. By adjusting the scale, archaeologists can further define societal interactions and exchanges, which is particularly useful to those researching the Mississippian period, as the rise and fall of chiefdoms was both internally complex and externally influenced by broader regional factors. This use of the most current research methods has enabled a more comprehensive understanding of prehistoric and historic sociopolitical entities.
In Archaeological Perspectives of the Southern Appalachians, Ramie A. Gougeon and Maureen S. Meyers have brought together a dozen archaeologists to delineate multiscalar approaches to Native American sites throughout southern Appalachia. The essays range in topic from ceramic assemblages in northern Georgia to public architecture in North Carolina to the frontiers of southern Appalachia in Virginia. Throughout the volume, the contributors discuss varying scales of analysis in their own research to flesh out the importance of maintaining different perspectives when evaluating archaeological evidence.
Additionally, the volume makes particular reference to the work of David Hally, whose influence on not only the editors and contributors but on southeastern archaeology as a whole cannot be overstated. While Hally was neither a pioneer nor vocal champion of scale variation, his impeccable research, culminating with the publication of his magnum opus King: The Social Archaeology of a Late Mississippian Town in Northwestern Georgia paved the way for younger scholars to truly develop research methods for holistic social archaeology.
Ramie A. Gougeon is an assistant professor with the Division of Anthropology and Archaeology at the University of West Florida. He has contributed chapters to Architectural Variability in the Southeast and Ancient Households of the Americas .
Maureen S. Meyers is an assistant professor in the Department of Sociology and Anthropology at the University of Mississippi. Her articles have appeared in Southeastern Archaeology, Native South, and the anthology Mapping the Mississippian Shatter Zone.publishedIntroductio
Data protection: the challenges facing social networking
No full textThe popularity of social networking sites has increased dramatically over the past decade. A recent report indicated that thirty-eight percent of online users have a social networking profile. Many of these social networking site users (SNS users) post or provide personal information over the internet every day. According to the latest OfCom study, the average adult SNS user has profiles on 1.6 sites and most check their profiles at least once every other day. However, the recent rise in social networking activity has opened the door to the misuse and abuse of personal information through identity theft, cyber stalking, and undesirable screenings by prospective employers. Behavioral advertising programs have also misused personal information available on social networking sites. Society is now facing an important question: what level of privacy should be expected and required within the social networking environment
Introduction to Hospitality & Tourism
No full textAn OER text for created to support Hospitality and Tourism courses at Dutchess Community College. Written, compiled, and designed by Maureen Peters Gittelman.NASUNY DutchessBusiness, Aviation & Construction ProfessionsN/
Open Access: What is the Climate for OA Publishing and Institutional Repositories in Ohio in 2016?
No full textPresentation by Maureen Schlangen of the University of Dayton makes a case for a survey of faculty at Ohio institutions to gauge openness to Open Access archiving and publishing. Those interested in conducting the survey on their campuses are invited to contact the author using the email provided
"This is why I am different from the others": the abject child as symbol of cultural anxiety
No full textThis thesis examines Tom Riddle of the Harry Potter novels by J.K. Rowling
(1997-2007), Joe Christmas of Light in August by William Faulkner (1932), and Charlie
Gordon of Flowers for Algernon by Daniel Keyes (1966) in the context of Julia
Kristeva’s theory of the abject. The abject is that which challenges the border between
the self, or the state, and that which is outside of it. As such, encounters with the abject
trigger reactions of fear, horror, anxiety, or disgust. I argue that these characters—whose
identities defy categorization because they are between wizard and Muggle, black and
white, and genius and moron—are abject, and thus elicit terror in those who encounter
them. Their abjection precludes them from belonging to any sort of community. Moreover, each text highlights its character’s ambiguous, abject identity by associating him with the filth that threatens the body, i.e. blood, vomit, feces, etc. This juxtaposition shows how the characters, as the filth of their societies, are cast out in the name of protecting the clean and proper state. In an increasingly global society, in which borders are porous and rights are expanding, I argue that this refusal to challenge or minimize the border between the self/state and that which is outside of it increases both the self and the
state’s vulnerability. By perpetuating ideals of acceptable identities, we create the abject
and subject ourselves to feelings terror and anxiety when the clean and proper body, or
the clean and proper state, is undoubtedly threatened. I suggest that the abject—and the
resulting terror—cannot be overcome unless we challenge the binary system that
currently creates communities. We must not try to use discipline or exclusion to regulate
or protect from difference. Instead, we must confront our fear and expand the definition of “normal” to include multiple kinds of identities, and diminish anxiety and vulnerability by embracing the reality of the porous border.M.A.Includes bibliographical referencesby Maureen Elizabeth Sarac
Disseminating Cochrane evidence to the public health workforce via author-led webinars
No full text<b>Title</b>\ud
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- Disseminating Cochrane evidence to the public health workforce via author-led webinars\ud
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<b>Background</b> \ud
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- <u><a href="http://www.healthevidence.org/">Health Evidence™</a></u> is a free searchable repository, of 4,500+ quality-appraised public health relevant reviews, including nearly 700 Cochrane reviews. Author-led webinars is one knowledge translation strategy to disseminate the findings of Cochrane reviews.\ud
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<b>Objectives</b>\ud
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- (i) Disseminate the findings of Cochrane reviews via webinars\ud
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- (ii) Evaluate the impact of Cochrane author-led webinars \ud
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<b>Methods</b>\ud
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- Webinars are 60-90 minutes in length and include: an overview of the principles of evidence-informed decision making (15mins), a presentation of the findings by the review author (30mins), and a Q&A period (30mins). Webconferencing software monitors participant registration, attendance, engagement, poll responses, and questions. Standard polling questions are asked throughout each session to assess familiarity with and use of systematic reviews, as well as familiarity and agreement with session-specific review findings.\ud
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<b>Results</b>\ud
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- Since January 2015 Health Evidence™ has hosted six Cochrane author-led webinars. Webinar participants include: nurses, health promoters, physicians, dietitians, and knowledge brokers. On average, participants in each session were attentive and engaged 68.8% of the time. Google Analytics reflect an average 572% increase in users accessing the Cochrane review featured in each webinar on the day of the session compared to average daily access the month prior. On average, each session attracted 177 registrants, of which approximately half joined on the session date. Poll response data reveal 59.6% attendees use systematic reviews to inform their practice. Data collected pre/post on participant’s knowledge of the effectiveness of an intervention, suggest that webinars are an effective way to influence participant’s knowledge about intervention effectiveness (participant knowledge improved 10-31.8%, measured via pre/post poll questions). During the Q&A period, attendees submitted 5-12 questions per session.\ud
Conclusion: Webinars are an interactive and effective mechanism for promoting public health relevant Cochrane evidence to decision makers. Data from webinars highlight a high level of interest and engagement with Cochrane author-led sessions
Growing occupation of professional writing in academic spaces: Combinations of theory and practice
No full textThe book chapter, "Growing occupation of professional writing in academic spaces: combinations of theory and practice" is written by the listed authors including Maureen Nicholson (Douglas College).Writing Centres, Writing Seminars, Writing Culture: Writing Instruction in Anglo-Canadian Universities brings together insights into the history of how writing has been taught in Canadian universities alongside profiles of how specific university academic units teach writing today. Engineering courses, writing centers, and writing programs are all represented, each one providing different models of how writing can be taught within their specific academic context. The editors' introduction, an essay surveying current practices throughout Canadian universities, and the Afterword by Russ Hunt suggest ways of making sense of the tangled garden that is the teaching of writing in Canadian universities. --From publisher description
Post-Pandemic Pedagogy A Paradigm Shift
No full textEDITED BY JOSEPH M. VALENZANO III - CONTRIBUTIONS BY LINDSEY ANDERSON; LORI BLEWETT; LINDA CAROZZA; KATE CHALLIS; MAUREEN EBBEN; ALI GARIB; STEVE GENNARO; CYNDI GROBMEIER; KATHERINE HAMPSTEN; ASHLEY A. HANNA EDWARDS; ELIZABETH HELMICK; AMANDA HILL; ANNE KRETSINGER- HARRIES; BRITTANY N. LASH; AMANDA LOHISER; MELISSA A. LUCAS; RAPHAEL MAZZONE; MATT MCGARRITY; ANGELA M. MCGOWAN-KIRSCH; BRAD MELLO; SCOTT A. MYERS; JOHN J. RIEF; SHARON STORCH; CASEY M. STRATTON AND JOSEPH M. VALENZANO III
Post-Pandemic Pedagogy: A Paradigm Shift discusses how the COVID-19 pandemic radically altered teaching and learning for faculty and students alike. The increased prevalence of video-conferencing software for conducting classes fundamentally changed the way in which we teach and seemingly upended many best practices for good pedagogy in the college classroom. Whether it was the reflection over surveillance software, or the increased mental health demands of the pandemic on teachers and students, or the completely reshaped ways in which classes and co-curricular experiences were delivered, the pandemic year represented an opportunity for one of the largest shifts in our understanding of good pedagogy unlike any experienced in the modern era. This edited collection explores what we thought we knew about a variety of teaching ideas, how the pandemic changed our approach to them, and proposes ways in which some of the adjustments made to accommodate the pandemic will remain for years to come. Scholars of communication, pedagogy, and education will find this book particularly interesting.https://digitalcommons.usm.maine.edu/facbooks/1607/thumbnail.jp
A Motivational Interviewing Curriculum for Occupational Therapists in Physical Disabilities Settings to Integrate Self-Management Into Their Practice
No full textAbstract
Date Presented 4/1/2017
Motivational interviewing is a useful tool to promote partnership skills in occupational therapy practice. This presentation introduces a motivational interviewing curriculum for occupational therapy practitioners working in physical disability settings and describes results of the evaluation.
Primary Author and Speaker: Maureen Gecht-Silver
Additional Authors and Speakers: Elizabeth Peterson, Joy Hammel</jats:p
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