Early adolescents\u27 perceptions and attitudes towards gender representations in video games

This study investigated adolescents’ perception and attitudes towards gender representation in video game covers, and the degree to which these depictions may influence their notions on gender and identification. Seventeen participants ranging from ages 12 and 13 participated in semi-structured interviews to explore this topic. This study’s conceptual framework encompassed social cognitive theory, gender schema theory, and cultivation theory. Findings suggest that gender representation in video games does influence the majority of participants’ notions of gender. However, there are differences between how males and females’ approach, interpret, and respond to this type of media. Findings also showcased that evidence of implicit bias was detected in both male and female participants, demonstrated through inconsistencies in their responses. Finally, the findings revealed a significant lack of identification from the majority of participants with video game characters, as many participants were able to clearly distinguish between simulated and real-life experiences

Early adolescents' perceptions and attitudes towards gender representations in video games

This study investigated adolescents’ perception and attitudes towards gender representation in video game covers, and the degree to which these depictions may influence their notions on gender and identification. Seventeen participants ranging from ages 12 and 13 participated in semi-structured interviews to explore this topic. This study’s conceptual framework encompassed social cognitive theory, gender schema theory, and cultivation theory. Findings suggest that gender representation in video games does influence the majority of participants’ notions of gender. However, there are differences between how males and females’ approach, interpret, and respond to this type of media. Findings also showcased that evidence of implicit bias was detected in both male and female participants, demonstrated through inconsistencies in their responses. Finally, the findings revealed a significant lack of identification from the majority of participants with video game characters, as many participants were able to clearly distinguish between simulated and real-life experiences

Towards an understanding of process model quality. Methodological considerations

Quality is one of the main topics in current conceptual modelling research, as is the field of business process modelling. Yet, widely acknowledged academic contributions towards an understanding or measurement of business process model quality are limited at best. In this paper I argue that the development of methodical theories concerning the problem of process model quality must be preceded by methodological elaborations on business process modelling. I further argue that existing epistemological foundations of process modelling are insufficient for describing the extrinsic and intrinsic traits of model quality. Taking into account the inherent social and purpose-oriented character of process modelling in contemporary organizations I present a socio-pragmatic constructionist methodology of business process modelling and sketch out implications of this perspective towards an understanding of process model quality. I anticipate that, based on this research, theories can be developed that facilitate the evaluation of the ’goodness’ of a business process model

In Theory, There\u27s Hope: Queer Co-(m)motions of Science and Subjectivity

Given the state of the planet at present —specifically, the linked global ecological and economic crises that conjure dark imaginings and nihilistic actualities of increasing resource depletion, poisonings, and wide-scale sufferings and extinctions—I ask What might we hope now? What points of intervention offer possibility for transformation? At best, the response can only be partial. The approach this thesis takes initiates from specific pre-discursive assumptions. The first understands current conditions as having been produced, and continuing to be so, through practices that enact and sustain neoliberal relations. Secondly, these practices are expressive of a subjectivity tied to a Cartesian worldview, which, therefore, needs to be interrupted at its foundational roots. Thirdly, the scaffolding that supports this subjectivity draws on Newtonian science and neo-Darwinian narratives deemed to be natural law and, therefore, ontological, immutable reality. Contrary to modernist thinking, I premise that these two strains, subjectivity and science, are neither autonomous nor ontological, but that they are materially and contingently integral. Finally, this thesis presumes that different and life-affirming trajectories are, in fact, desired. An integral framing of science and subjectivity provides a productive method of feminist science studies analysis and theorization. Observing the capitalist Western social imaginary through this lens reveals its philosophical and scientific infrastructures to be outdated and crumbling. Observing how emerging scientific narratives in quantum physics and systems-biology intersect with marginalized theories in process-philosophy and subjectivity reveals a life-affirming imaginary of difference, one that arrests nihilism and sets ethical trajectories in motion. Certain, though not all, percepts of feminist new materialism engage twentieth and twenty-first century sciences successfully to show that ethicality matters. Though many questions remain, this points auspiciously towards the possibility for a transformed politics of justice

Intra-active signatures in Capoeira: more-than-human pathways towards activism

This paper is informed by interdisciplinary research, practice and activism (Allegranti and Silas 2014; 2016, 2017) combining dance movement psychotherapy, cognitive neuroscience and the Afro-Brazilian art of Capoeira. Framed by feminist new materialism and posthumanism (Manning 2013; Harraway 2012; Barad 2007), and as an antidote to our global crisis, this writing foregrounds conceptual and political discourses that work towards counterhegemonic understandings of bodies, affect, brain activity and relating. Here, we present case studies arising from our ‘Capoeira Lab’ a hybrid laboratory, dance studio and psychotherapeutic space that demonstrates more-than-humanism in action, and what happens when insights from psychotherapy, neuroscience and capoeira are read through one another. To paraphrase Barad (2007), we propose Intra-active Signatures: a distributed and dynamic process between bodies, technology and environments – typified by the capoeira exchange. This more-than-human focus dislocates the centrality of the human and the cognitive bias instead, yielding ecologically renewable and neurodiverse ways human-environment relating and enacting ethical change. Ripples of move- ment in relating evolve micro acts of activism

Internal representation in nurse education: Imagery and identity

The main aim of this thesis was to examine internal representation in the context of nurse education using two main output variables - namely imagery and identity. The initial basic argument for the thesis was that procedures to facilitate the acquisition of psychomotor skills that have been developed in sports science could fruitfully be applied to the development of skills in other areas, such as nurse education. Study one approached this through the use of an imagery training programme - PETTIER (Holmes & Collins, 2001) on an undergraduate nursing curriculum. PETTIER served as the independent variable with the dependent variable - performance - being measured through Obje&tive Structured Clinical Examinations (OSCEs). Unexpected results revealed no significant differences between the control and experimental groups, with the control group actually performing better overall. Given this, the explicit choice was made to pursue investigation into the other plausible factors affecting behaviour, in order to explicate and underpin the results obtained. Study two investigated students' perceptions of and preparation for the OSCEs using a skills training questionnaire. Results revealed common concerns, specifically related to skills practice. Furthermore these concerned the amount of practice time provided; the practice environment; and the amount of support and training during teaching. In light of these findings, study three pursued a contrasting and comparative investigation from the professionals' perspective on the curriculum. This specifically examined perceptions of the assessment structure and expectations within the curriculum; the content of the curriculum; levels of support and provision for training; and the application of theory and practice. This aimed to identify any coherent or conflicting views between the students' receiving the curriculum and the staff delivering the curriculum. Results revealed coherency in the professional view that theory and practice were equally as important for nurse education. However, students commonly perceived practice as the most important aspect. Also, some students often struggled to apply theory to practice and vice versa. In light of this it became apparent that students may in fact identify differently with the content of the curriculum. Therefore, appraisal of the content may have different significance for students and affect behaviour differently both internally and/or externally. Study four investigated this using Identity Structure Analysis (ISA)/lpseus (Weinreich & Saunderson, 2003).This explored how students applied themselves to the various aspects of nursing in the contexts of healthcare and broader affiliations, and how these fitted into students' broader sense of identity. It also looked at typologies within nursing and whether identity fitted into three distinct categories depending on construals. Study five followed this up using two individual case studies. The purpose of this was to encapsulate meaning behind individual construals and typologies and explicate the findings of ISA/lpseus and the implications for nurse education. Results found that construals are grounded in experiences which can affect development, behaviour and identity towards nursing and the broader affiliations in individuals' lives. In conclusion identity in nursing should be investigated further in order to provide stronger evidence in regards to typologies and how these may be influencing students' behaviour and development in nurse education. Such research could have important implications for the future of nurse education and be a positive step towards future curriculum revisions

Processes of institutional learning:: a comparative evaluation of learning within economic development organisations in Teesside and Cracow

In an era of significant regional economic disparities, attention is turning away from traditional accounts of regional disadvantage towards the insights offered by institutional and evolutionary economics. Such accounts have highlighted the institutional, social and cultural capabilities that drive regional economic success. One aspect of this literature relates to the theme of institutional learning. In particular, a distinction has been made between incremental and radical institutional learning capabilities. Whilst incremental learning facilitates institutional adaptation to changing economic circumstances through the application of established interpretations and solutions, radical learning requires the development of an 'adaptability' capacity that reflects upon the applicability of past actions and promotes institutional innovations that break with existing understandings. Yet despite the importance attached to radical institutional learning capabilities, the internal organisational factors influencing actual learning processes - especially within the context of public sector bodies - have received little attention. This thesis explores these features through a comparative investigation of the institutional learning processes occurring within public sector based economic development organisations in Teesside, England and Cracow, Poland. The research presents the key arguments made regarding the centrality of learning to the regional rediscovery debate and examines the significance attached to the themes of institutional learning and cognition. Through reference to empirical evidence the research discusses the place specific and historically dependent nature of institutional learning processes and considers the extent to which institutional cognition, organisational memories, management systems and techniques act as barriers or stimuli to radical learning

UNDERSTANDING DELIBERATE SELF-HARM AMONG COLLEGE WOMEN: APPLYING FEMINIST THEORY TO THE AFFECT REGULATION MODEL

This study examined potential contributors to self-harm behavior (DSH) among college women aged 18-25 years (N = 447). A model explaining DSH lifetime history among young women was tested, bridging feminist thought with the affect regulation model. Specifically, it was hypothesized that greater inauthenticity in relationships and body objectification, more negative attitudes towards emotional expression, less frequent emotional disclosure, and greater difficulties with emotion regulation would contribute to a greater likelihood of DSH. A total of 29.7% (N = 131) participants reported a history of DSH. Structural equation modeling (SEM) results resulted in revision of the hypothesized model. The identified model explaining DSH likelihood suggests greater inauthenticity in relationships, greater body objectification, more negative attitudes towards emotional expression, and greater difficulty with emotion regulation contribute to increased likelihood of DSH, after accounting for mental health diagnoses. Results indicate that the internalization of certain pressures for young women (i.e., inauthenticity in relationships and body objectification), as well as factors identified in the affect regulation model (i.e., negative attitudes towards emotional expression and difficulties with emotion regulation), work together in informing the understanding DSH among this population

The business model: Theoretical roots, recent developments, and future research

The paper provides a broad and multifaceted review of the received literature on business models, in which we attempt to explore the origin of the construct and to examine the business model concept through multiple disciplinary and subject-matter lenses. The review reveals that scholars do not agree on what a business model is, and that the literature is developing largely in silos, according to the phenomena of interest to the respective researchers. However, we also found some emerging common ground among students of business models. Specifically, i) the business model is emerging as a new unit of analysis; ii) business models emphasize a system-level, holistic approach towards explaining how firms do business; iii) organizational activities play an important role in the various conceptualizations of business models that have been proposed, and iv) business models seek not only to explain the ways in which value is captured but also how it is created. These emerging themes could serve as important catalysts towards a more unified study of business models.Business model; strategy; technology management; innovation; literature review;