Performing Lydia(s)

Performing Lydia(s) is a mystery developed at Bowling Green State University and performed at the Patti Pace Performance Festival in 2010. This mystery uses Diana Taylor\u27s response to Joseph Roach\u27s theory of performance genealogy to examine pieces of my family archive—epistles in the form of scripture, blogs, emails, family letters, and memoirs—for how they have imprinted themselves on later generations\u27 perception of gender identity. The vehicle for this exploration is my performance of the New Testament figure of Lydia in an original liturgical drama juxtaposed with the performance of my great Aunt Lydia\u27s memoirs

Providing Basic Needs and Encouragement as Strategies in Managing Aggression in Dementia Clients

Purpose: The experiences of caregivers in managing dementia clients with aggressive behaviour have been an issue in nursing homes. This study utilized the fact that there is no significant strategy for managing aggression effectively. The aim of the study is to explore the experiences of caregivers in managing dementia clients with aggressive behaviour in nursing home in Jakarta, Indonesia.Method: This study employed a hermeneutic phenomenological approach so that caregivers were able to explore the phenomenon of aggression by dementia residents in the nursing home. Six experienced caregivers were interviewed in this study to uncover caregivers\u27 strategies they use in managing aggression in dementia residents.Result: The findings in this study were several strategies that have been used by caregivers to manage aggressive behaviour among dementia residents in the nursing home: providing basic needs and encouragement.Conclusion: The findings suggested caregivers to implement the strategies for managing aggression in dementia residents. Due to a limited number of related studies in Indonesia, this study recommended for further research to other nursing homes in Indonesia to determine if other strategies to manage aggression exist

The Objective Structured Clinical Exam (OSCE): A qualitative study exploring the healthcare student’s experience

The paper relates to delivering vocational higher education to prospective building surveyors. Preparing students for the workplace requires inclusion of academic knowledge, workplace skills and practical vocational experience. This is reinforced by feedback from the four stakeholders to surveying education, learner, employer, education provider and professional institution. Successful delivery of learning to distinct vocational groups requires specific pedagogy. The paper analyses a realistic industrial simulation delivered to teach knowledge and skills to undergraduate building surveying students. Initial pedagogy was proposed by CEEBL, Centre for Excellence in Enquiry Based Learning. Work based skills requirements were taken from published work including leading building surveying academics and practitioners like Professor Mike Hoxley and Professor Malcolm Hollis. Data analysis is used to evolve future simulations. These become better suited to delivering appropriate learning, valid assessment and usable vocational skills, against academic, student focused and industrial criteria. An action research approach is utilised by the author to develop specialist pedagogy through analysis of outcome data and stakeholder feedback. Action research is undertaken through an approach using trial, evaluation and development. The paper concludes, simulation can be a valid tool for delivering teaching, learning, assessment and vocational skills training to surveying students and justifies further research

A hermeneutic inquiry into user-created personas in different Namibian locales

Persona is a tool broadly used in technology design to support communicational interactions between designers and users. Different Persona types and methods have evolved mostly in the Global North, and been partially deployed in the Global South every so often in its original User-Centred Design methodology. We postulate persona conceptualizations are expected to differ across cultures. We demonstrate this with an exploratory-case study on user-created persona co-designed with four Namibian ethnic groups: ovaHerero, Ovambo, ovaHimba and Khoisan. We follow a hermeneutic inquiry approach to discern cultural nuances from diverse human conducts. Findings reveal diverse self-representations whereby for each ethnic group results emerge in unalike fashions, viewpoints, recounts and storylines. This paper ultimately argues User-Created Persona as a potentially valid approach for pursuing cross-cultural depictions of personas that communicate cultural features and user experiences paramount to designing acceptable and gratifying technologies in dissimilar locales

New Interactions with Workflow Systems

This paper describes the evaluation of our early design ideas of an ad-hoc of workflow system. Using the teach-back technique, we have performed a hermeneutic analysis of the mockup implementation named NIWS to get corrective and creative feedback at the functional, dialogue and representation level of the new workflow system

The exported Cape Breton fiddler : a hermeneutic study of the meaning of Cape Breton fiddle music outside Cape Breton

Publisher PD

On topics today

This article surveys the state of so-called topic theory today. It charts its development through two generations of topic theorists. The first is constructed around three influential texts: Leonard Ratners seminal book that established the discipline in its own right, Classic music: expression, form and style (1980); Wye Allanbrooks. Rhythmic gesture in Mozart: Le nozze di Figaro and Don Giovanni (1983); and Kofi Agawus. Playing with signs: a semiotic interpretation of classical music (1991). The second comprises significant advances in topic theory essayed through two further pairs of texts: Robert Hattens Musical meaning in Beethoven: markedness, correlation, and interpretation (1994) and Interpreting musical gestures, topics, and tropes: Mozart, Beethoven, Schubert (2004); and Raymond Monelles Linguistics and semiotics in music (1992) and The sense of music: semiotic essays (2000). Topic Theory's role as the soft hermeneutic sub-field of music semiotics (relative to the harder, formalist practices of Nattiezs neutral level analysis) is portrayed here as navigating a number of treacherous polemical paths. These wend their way between referential style (expression) and structural syntax (form); historical reconstruction and hermeneutic construction; and heightened sensitivity to social meanings and imposed acts of creative interpretation. This existence of topic theory in a continuous dialogue between structural formalism and the semantics of expressive discourse is held responsible for its marginal position both to the dominant strains of contemporary postmodern musicology and to the dying embers of formalist analysis. The failure of topic theory to strike a fashionable text-context balance thus highlights why musicology continues to view semiotics with scepticism. Ratner presents his thesaurus of style labelssomewhat dubiouslyas the historically authentic ready-to-hand materials (types and styles) of eighteenth-century expressive musical rhetoric. But it is Agawus combination of this universe of topics with a Schenker-influenced beginning-middle-end paradigm that establishes the hallmark of first generation topic theory on which the first half of this paper focuses. Agawus delicate equation between extroversive and introversive semiosis is essayed as a pivotal turning point in topic theorys ability to transcend the mere passive ascription of rhetorical labels. Out of this equation, expressive meanings can ariseas much from the non-congruence, as the congruence, of signs and structure. Hatten's critique of Agawu for neglecting the full interpretative consequences of his signifieds is the springboard for his more hermeneutically replete brand of topic theory and the emergence of the second generation topic theorists. Hattens use of troping (a kind of musical metaphor), is one of many interpretative tools that are responsible for broadening the arena of topic theorysome of his others being: expressive genres, emergent meanings and markedness theory. These are deployed across a variety of musical parameters as Hattens attention increasingly turns to the prototypicality of topics in their euphoric and dysphoric states. Hattens interpretative work is shown to transcend historical reconstruction to comprise creative interpretation built on a much broader definition of expressive gestures, of which topics are only a constituent part. The article concludes with Monelles expos of the dubious historical underpinnings of Ratners topic theory foundations. This does not render this vibrant branch of semiotics redundant but, on the contrary, charts its future direction as one calling out for far deeper historical investigation and cultural criticism. Monelles enlightening forays into the more replete expressive meanings of such topics as the horse and pianto make this point abundantly clear. The future of topics today, if not musicology in general, is one of cultural criticism

Performing recognition : El castigo sin venganza and the politics of the ‘literal’ translation

In Lope’s Ferrara, honour is a function of public perception. The Duke has been betrayed but cannot seek justice without making his betrayal public, destroying his reputation and shattering his legitimacy to rule. Only by seeking revenge in private can he keep his honour intact. In this ‘politics of recognition’, personal identity and public perception are so intertwined that the Duke’s every action is mediated by the critical regime to which he is subject. When translating the play for performance in English, translators enact a similar politics: each perceives different phenomena worthy of a fresh approach and each imputes different meanings to what they perceive; this critical gaze directs the course a translation takes. Through the illuminating discourse of the politics of recognition, and using the author’s experience of providing a ‘literal’ translation for the Theatre Royal Bath, it argues for a renewed understanding of the critical dimension of literal translation, as a series of tactical moves and strategic decisions, taken on a private level in the service of public performance

Modernist expert to postmodernist innovative cultural hermaneutist : a journey in adult education : a thesis submitted to Massey University (Wellington) in partial fulfillment of the requirements for the degree of Master of Education (Adult Education)

The repercussions of the turbulent years of the greater part of the twentieth century have been responsible for the demise of both the Enlightenment project and the modern period which was its bearer. This modern period was characterised by legitimising grand metanarratives (récits) that were built on the foundations of rationality, optimism and progress in which reality was represented, understood and lived. Human emancipation was expected to be the ultimate goal. An impressive modernist representative of these metanarratives in the field of my own academic expertise, theology, is the German philosophical theologian, Paul Tillich (1886-1965). His "theology of culture" was a significant theological adult educational project in which he had attempted to represent and convey reality (and meaning) to a generation of adults in the postwar era of the 20 th century. Postmodernism has come to be characteristic of our experience of the world and our present worldview. It questions the legitimacy of the modernist project and along with it the modernist approach to education. In the context of discussing self-directed learning and its application in my own role as an educator, in this thesis I use Paul Tillich's "theology of culture" as an example of a collapsed modern metanarrative to examine how the educator as an "innovative cultural hermeneutist" would better reposition his/her role as an adult educator in the present