Native American Identity: A Review of Twenty-first Century Research

The purpose of this literature review is to exam research on Native American identity within the social sciences in the twenty-first century in order to identify trends in research topics, various perspectives, and potential future studies, through the review of a sample of 86 publications relating to the topic of Native American identity. The sample was retrieved utilizing three scholarly databases across a wide range of fields of study. Publications are examined by area of focus and publication year

What's the big idea? A critical exploration of the concept of social capital and its incorporation into leisure policy discourse

Starting from the overwhelming welcome that Putnam's (2000) treatise on social capital has received in government circles, we consider its relative merits for examining and understanding the role for leisure in policy strategies. To perform this critique we identify some of the key points from Putnam's work and also illustrate how it has been incorporated into a body of leisure studies literature. This is then extended to a discussion of the methodological and theoretical underpinnings of his approach and its link to civic communitarianism. We suggest that the seduction of the 'niceness' of Putnam's formulation of social capital not only misses the point of the grimness of some people's lives but it also pays little attention to Bourdieu's point that poorer community groups tend to be at the mercy of forces over which they have little control. We argue that if the poor have become a silent emblem of the ways in which the state has more and more individualised its relationship with its citizens, it is they who also tend to be blamed for their own poverty because it is presumed that they lack social capital. This in turn encourages 'us' to determine what is appropriate for 'them'. As a critical response to this situation, we propose that Bourdieu's take on different forms of 'capital' offers more productive lines for analysis. From there we go on to suggest that it might be profitable to combine Bourdieu's sociology with Sennett's recent interpretation of 'respect' to formulate a central interpretive role for community leisure practitioners - recast as cultural intermediaries - if poorer community groups are to be better included. © 2005 Taylor & Francis Group Ltd

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 2, Issue 2, Summer 2013

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

American Buddhist Protection of Stones In Terms of Climate Change On Mars and Earth

A number of scientific writers have proposed manipulating the ecology of Mars in order to make the planet more comfortable for future immigrants from Earth. However, the ethical acceptability of such ‘terraforming’ proposals remains unresolved. In response, in this article I explore some of these scientific proposals through the lens provided by Buddhist environmental ethics that are quantitatively expressed by practitioners in the ethnographic field of the United States. What I find is that contemporary Buddhists combine philosophical notions of interconnectedness with moral considerations not to harm others and then creatively extend this combined sensibility to the protection specifically of abiotic features of Mars. In so doing, these Buddhists significantly reject proposals to alter the Martian ecology planet-wide as beyond the ethical right of humans. Along the way these Buddhists also, importantly, provide an innovative basis for enriching Buddhist environmental ethical protection of abiotic locations, and this strengthening can assist in mitigating climate change on Earth

The Examination of Organizational Respect in Relation to Organizational Culture

This paper is an in-depth examination of the connection between organizational respect and the strong roots of organizational culture. Throughout this thesis, we will examine the importance of management recognizing and implementing respect, how respect affects behaviors and characteristics of employees, and ways in which employees tend to feel the most respected. Additionally, we will closely examine the importance of establishing feelings of support, caring, and collaboration within an organization in efforts to create an environment filled with respect. Another concept that will be examined is the idea of person-culture fit, and how the alignment of values between employees and the overall organization can ultimately make or break its success. These concepts are important, because they collaboratively determine whether or not the organization will be able to sustain itself going forward. By the end of this paper, you will have a better understanding of the importance of organizational respect and how it contributes to organizational culture, as well as how organizational respect influences organizational culture and influences employee fit in organizations

Life, the crocodile, the Pisikoa and the wind: representations of teaching in the writings of three pacific authors.

In the course of research involving the experiences of teachers of Pacific ancestry in New Zealand public schools, I became interested in the ways in which teachers were represented in Pacific thinking. Published works give relatively easy access to at least some of the patterns of thought evoked by the term teacher. In this paper I shall look at the kinds of teacher and teaching shown by Ruparuke Petaia, Albert Wendt and Sia Figiel. These authors, all confidently Samoan, portray some of the complexities of learning and teaching from within Samoan sensibilities. ÂLife", "the Crocodile", "the Pisikoa" and "the Wind" are all the names of teachers in this literature. My discussion of Kidnapped by Petaia (1974), Ola by Wendt (1991) and Where we once belonged by Figiel (1996) is not chronologically ordered so much as thematically arranged. The three themes are: decolonisation of education, the European teacher of Pasifika students and the Samoan teacher of Samoan students. Petaia presents a decolonising stance: the teacher as instrument of colonisation or enslavement. This perception is followed through by a discussion of Figiel's character, Siniva, who likewise rejects European knowledge as a form of darkness, and a brief reference to this idea by Wendt. Both Wendt and Figiel portray European teachers as arrogant in their assumptions about the universal nature of their knowledge, and as comic figures of enlightenment colonisation, somehow cut off from embodied human experience. Wendt sees the Samoan teacher as ineffectual, an instrument of a kind of hopeless enlightenment, frustrated by regulations and village traditions, while Fig iel sees her as a real presence in village life but a tragic figure of local ignorance

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

To What Extent Do 3- to -6-Year-Olds Demonstrate Connection to Nature at a Montessori School in the Upper Midwest

Yates, N. (2023). To What Extent Do 3- to -6-Year-Olds Demonstrate Connection to Nature at a Montessori School in the Upper Midwest. Young children are born into a world today with a drastically changing environmental climate. When young people develop an emotional attachment and sense of identity with nature, they may be more likely to behave in less destructive ways towards the planet and possibly live with a sense of responsibility and respect for nature. This mixed method study aimed to measure to what extent 3- to 6-year-olds demonstrated environmental sensitivity, awareness, and preferences at a nature-based Montessori school in the upper Midwest and asked if age was an influencing variable. Young children’s connection to nature in these categories was determined using a modified age-appropriate psychological games testing tool, field observations of the types of nature features and activities the children experienced indoors and outdoors, and interviews with the two lead teachers. Results indicated that this cohort of children demonstrated a moderate to strong connection to nature in all three categories. Age was an influencing variable measuring environmental sensitivity and some aspects of environmental awareness, but not environmental preferences regarding where to play or not. This study adds to the body of work conducted in early childhood education, environmental education, early childhood environmental education for sustainability, and Montessori education. (197 words) Keywords: early childhood environmental education, early childhood education, environmental education, connection to nature, nature-based education, Montessori, biophilia, games testin

Child's Play? Children and Young People's Resistances to Domestic Violence and Abuse

Children and young people's (CYP) space to play can be constrained in families affected by domestic violence and abuse (DVA), potentially impacting their development. Play also has the potential to strengthen CYP's capacity to resist controlling and abusive dynamics in the family. Interviews were conducted with 107 CYP aged 8–18, and were analysed using interpretive interactionism. Three themes relevant to children's experiences of play were identified: Play and Coercive Control; Play Re‐makes the World and Play and Relationality. This article highlights the potential for play to enable children to retain a sense of relational connectedness and agency, despite violence and control; we argue for more opportunities for children to play away from the gaze of adults and advocate for more dedicated services for families who experience DVA