1,982 research outputs found

    2023 Greenleaf Review (no. 36)

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    https://poetcommons.whittier.edu/greenleafreview/1036/thumbnail.jp

    The mad manifesto

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    The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment

    Fictional Practices of Spirituality I: Interactive Media

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    "Fictional Practices of Spirituality" provides critical insight into the implementation of belief, mysticism, religion, and spirituality into worlds of fiction, be it interactive or non-interactive. This first volume focuses on interactive, virtual worlds - may that be the digital realms of video games and VR applications or the imaginary spaces of life action role-playing and soul-searching practices. It features analyses of spirituality as gameplay facilitator, sacred spaces and architecture in video game geography, religion in video games and spiritual acts and their dramaturgic function in video games, tabletop, or LARP, among other topics. The contributors offer a first-time ever comprehensive overview of play-rites as spiritual incentives and playful spirituality in various medial incarnations

    The Christian Entrepreneur: A Phenomenological Study on the Impact of Christian Entrepreneurs as Disciple-Makers

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    While Christian entrepreneurs have a diverse range of life experiences and perspectives, there is often an unawareness of the vital role they play in supporting the church, workplace, and community in discipleship. This phenomenological qualitative study was conducted to explore the formative life experiences (positive and negative) that shape Christian entrepreneurs’ ability to promote discipleship in the church, workplace, and community. The grounding theory underlying this study was servant leadership, which was used to understand if the church’s growth, necessary to fulfill God’s Great Commission, can be aided by Christian entrepreneurs willing to serve. Through in-depth interviews with Christian entrepreneurs across various fields, this study was conducted to inform Christian entrepreneurs and church leaders about whether their formative experiences can help bridge the discipleship gap between churches, communities, and workplaces to fulfill the Great Commission. Eight Christian entrepreneurs participated in screening questionnaires and interviews to explore whether they believe their formative life experiences have equipped them to aid and support the local church, community, and workplace in disciple-making strategies. Based on their formative experiences, Christian entrepreneurs have an innate desire to serve their churches, workplaces, and communities. However, few tools exist to teach them how to collaborate with churches to advance the gospel and educate their communities. Participants’’ in-depth responses to the research questions illuminated their perspectives and allowed further investigation into how to support Christian entrepreneurs in discipleship more effectively

    24th Nordic Conference on Computational Linguistics (NoDaLiDa)

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    The language of the Italian youth on TikTok: Focus on the use of Anglicisms

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    openIn the interconnected and global society we live in, speakers from different linguistic backgrounds use English as an international lingua franca to communicate with each other. As a consequence, English is inevitably shaping and influencing other languages, including Italian. The aim of this dissertation is to investigate the use of Anglicisms in Italian social media and in the language of young Italians, with a particular focus on TikTok, a new video-sharing platform that has become one of the most popular apps worldwide in just a couple of years. TikTok was chosen as the focus of this study for its popularity, for the wide range of content it offers, for its audience, which mainly consists of Gen Zers, and for the short-video format of its contents. Thanks to these features, I was able to investigate how young Italians spontaneously use Anglicisms in social media, and to what extent they incorporate them into their language. In order to conduct the research, I collected 50 Italian TikTok videos, which I then transcribed to design the target corpus, and 30 native-English TikTok videos, which I also transcribed, so as to create the English corpus. Throughout the analysis, the latter was employed as a reference corpus to compare how Anglicisms are used in Italian and in English and to investigate if there were any instances of Pseudo-Anglicisms in the Italian corpus. The analysis was conducted from both a quantitative and a qualitative perspective, as I not only investigated the number of occurrences of each Anglicism, but also collocations and lexical bundles. The results reveal that the vast majority of the Anglicisms employed in the Italian videos belong to a given specialised terminology, followed by everyday language, whereas youth slang presents the smaller number of Anglicisms. Furthermore, the findings show that non-adapted Anglicisms are far more frequent than adapted ones, and that Pseudo-Anglicisms are very uncommon. The dissertation concludes by summarising the findings and offering a broad interpretation of the results
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