21 research outputs found

    Volume 32, Number 1, March 2012 OLAC Newsletter

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    Digitized March 2012 issue of the OLAC Newsletter

    LR&TS Annual Report 1999-2000

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    Lindenwood College Board of Directors Minutes and Papers, 1978

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    Lindenwood College Board of Directors Minutes and Papers, 197

    Practising caring : a diffractive inquiry

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    My doctoral thesis is a speculative, personal, and affective inquiry into practising caring in organisations and organising. Caring – as a verb or doing – is an underexplored phenomenon within organisation studies. I investigate how caring is experienced and theorised processually, by exploring the dynamic effects of difference in a health and social care context during a period of unprecedented change to healthcare strategy, leadership, and delivery. My study is oriented around two interrelated curiosities – how might I travel with diffractive inquiry as a research logic, and what might be discerned differently about practising and theorising caring from an ontologically processual stance? As I move beyond methods and methodology, my research logic is informed by an understanding of classical pragmatism as a philosophy of experience, and feminist technoscience expressions of diffraction as ethical practising of mattering. What is novel is fidelity to experience as a stimulus for learning and consequential action, and the always ethical nature of our entanglements as we become with. Drawing on feminist technoscience, classical pragmatism, care ethics, and caring theory, I explore how an ethos of caring as response-able practising – attuning, inquiring, and coattending to the entangled flourishing of ourselves, others, and our worldings – is experienced in everyday encounters. My argument is that in theorising and practising caring, we need different vocabulary and language: generative, performative, and rooted in everyday experience as it is experienced. My contributions comprise an invitation to look more closely at how caring – as a social dynamic – is continuously unfolding in the day-to-day of organisational life Secondly, I propose a vocabulary of caring, which conveys the ongoingness of care in practice. My third contribution is to suggest that ‘ethos’ – rather than ‘ethics’ – conveys how caring unfolds in practice. A further contribution is in showing how ontological inquiries may generate insights that epistemological studies miss or discount; as well as foregrounding entangled and co-creative relations between researcher, participants, ideas, and situations, and the ethical mattering of crafting doctoral output. A final contribution is experimentation with diffraction as inquiry logic, as a way of surfacing seemingly inconsequential and yet catalytic differences in day-to-day organising, relating, and doing.My doctoral thesis is a speculative, personal, and affective inquiry into practising caring in organisations and organising. Caring – as a verb or doing – is an underexplored phenomenon within organisation studies. I investigate how caring is experienced and theorised processually, by exploring the dynamic effects of difference in a health and social care context during a period of unprecedented change to healthcare strategy, leadership, and delivery. My study is oriented around two interrelated curiosities – how might I travel with diffractive inquiry as a research logic, and what might be discerned differently about practising and theorising caring from an ontologically processual stance? As I move beyond methods and methodology, my research logic is informed by an understanding of classical pragmatism as a philosophy of experience, and feminist technoscience expressions of diffraction as ethical practising of mattering. What is novel is fidelity to experience as a stimulus for learning and consequential action, and the always ethical nature of our entanglements as we become with. Drawing on feminist technoscience, classical pragmatism, care ethics, and caring theory, I explore how an ethos of caring as response-able practising – attuning, inquiring, and coattending to the entangled flourishing of ourselves, others, and our worldings – is experienced in everyday encounters. My argument is that in theorising and practising caring, we need different vocabulary and language: generative, performative, and rooted in everyday experience as it is experienced. My contributions comprise an invitation to look more closely at how caring – as a social dynamic – is continuously unfolding in the day-to-day of organisational life Secondly, I propose a vocabulary of caring, which conveys the ongoingness of care in practice. My third contribution is to suggest that ‘ethos’ – rather than ‘ethics’ – conveys how caring unfolds in practice. A further contribution is in showing how ontological inquiries may generate insights that epistemological studies miss or discount; as well as foregrounding entangled and co-creative relations between researcher, participants, ideas, and situations, and the ethical mattering of crafting doctoral output. A final contribution is experimentation with diffraction as inquiry logic, as a way of surfacing seemingly inconsequential and yet catalytic differences in day-to-day organising, relating, and doing

    Peer coaching: To what extent can it support the development of professional attributes required to be a teacher?

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    Students on a science PGCE course were introduced to peer coaching. This article describes the structures developed to enhance student teachers’ professional attributes and then reports the results. The students were given questionnaires to ascertain to what extent they felt they had developed their professional attributes as a result of being involved in peer coaching. The questionnaire design provided both qualitative and quantitative data. The evidence indicates that the peer coaching procedures had a positive impact on student teachers’ professional development. Data was analysed and has been used to draw conclusions to inform peer coaching in an education setting

    Measurement of service innovation project success:A practical tool and theoretical implications

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    Resource guide to the People's Republic of China

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    [General catalog 1939-1940]

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    Georgia School of TechnologyRegister of faculty and students, 1938-1939. Announcements, 1939-1940.This catalog became effective with the Co-op Section I first term on July 3, 1939

    Manhua Modernity

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    From fashion sketches of Shanghai dandies in the 1920s, to phantasmagoric imagery of war in the 1930s and 1940s, to panoramic pictures of anti-American propaganda rallies in the 1950s, the cartoon-style art known as manhua helped define China’s modern experience. Manhua Modernity offers a richly illustrated and deeply contextualized analysis of these illustrations from the lively pages of popular pictorial magazines that entertained, informed, and mobilized a nation through a half century of political and cultural transformation. “An innovative reconceptualization of manhua. John Crespi’s meticulous study shows the many benefits of interpreting Chinese comics and other illustrations not simply as image genres but rather as part of a larger print culture institution. A must-read for anyone interested in modern Chinese visual culture.” CHRISTOPHER REA, author of The Age of Irreverence: A New History of Laughter in China “A rich media-centered reading of Chinese comics from the mid-1920s through the 1950s, Manhua Modernity shifts the emphasis away from ideological interpretation and demonstrates that the pictorial turn requires examinations of manhua in its heterogenous, expansive, spontaneous, and interactive ways of engaging its audience’s varied experiences of fast-changing everyday life.” YINGJIN ZHANG, author of Cinema, Space, and Polylocality in a Globalizing Chin
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