The Scientist, Fall 2008

https://scholarworks.sjsu.edu/scientist/1002/thumbnail.jp

More than a Match: The Role of Football in Britain’s Deaf Community

The University of Central Lancashire has undertaken a major research project into the role of football within the deaf community in Britain. As well as reconstructing the long history of deaf involvement in football for the first time, the project has also focused on the way in which football has provided deaf people with a means of developing and maintaining social contacts within the community, and of expressing the community’s cultural values. This article will draw on primary data gathered from interviews conducted with people involved in deaf football in a variety of capacities. During the course of these interviews, a number of themes and issues emerged relating to the values and benefits those involved with deaf football place on the game, and it is these which are explored here

The Crescent Student Newspaper, November 18, 2005

Student newspaper of George Fox University.https://digitalcommons.georgefox.edu/the_crescent/2292/thumbnail.jp

Opera Man and the Meeting of ‘Tastes’

The introduction of the Super League in 1996 heralded a more commercial era for professional rugby league in the United Kingdom (Meier, 2000). Part of the associated package has been an entertainments programme around games. Initially hesitant following a near disastrous first Super League season, Leeds Rhinos (the brand name adopted by Leeds Rugby League Football Club) have embraced this initiative. An MC introduces a bill that variously includes: the team’s mascot, Ronnie the Rhino; a dance team and community dance groups; children’s mini rugby; local singers and tribute acts; silly games featuring people from the crowd; presentations of former stars and special appearances (e.g. the Forces). While very deliberately identifying the persistence of some rationalist/modernist dimensions of Super League rugby Denham (2000: p. 289) observes of this development: Part of the attraction is to sell more than the game by adding entertainment and additional spectacle through cheerleaders, mascots and fireworks. Postmodernism has been seen as reflecting the fragmentation and diversification of culture and, along with it, the breakdown of older categories and binary divisions that have been associated with modern culture, such as high/low... One of the most successful elements of the wider entertainment package at Leeds’ games has been ‘Opera Man’. This is the nickname given to John Innes, the classically-trained singer, by the crowd at Headingley Stadium (the home of the Rhinos). Some seem unsurprised by the success of this initiative, but it piqued my curiosity as an unlikely coming-together of two leisure interests. As a fan my initial reaction was similar to what one of my respondents described: “When he first came in you could see in the crowd it was ‘You what? An opera guy coming to sing at rugby league?’. And then he became a cult figure … Who would have thought that rugby league would have been the home for Opera Man?” (Chrissy). On one of the blog sites Jerry Chicken commented: “Opera Man” as he has become known to your average rugby league fan who, it has to be said, would in all other circumstances call John Innes and his ilk “big puffs” has introduced the concept of the aria to the sport so much so that the crowd actually sing along with him now, even though they know not the words and simply make the sounds. http://jerrychicken.blogspot.co.uk/2007/10/opera-man.html [last accessed 27th January 2013] To explore what underlies the apparent success of this Heston Blumenthal recipei, this paper borrows concepts from Bourdieu (1984)

Spartan Daily, November 7, 2006

Volume 127, Issue 41https://scholarworks.sjsu.edu/spartandaily/10299/thumbnail.jp

The New Hampshire, Vol. 105, No. 28 (Feb. 11, 2016)

An independent student produced newspaper from the University of New Hampshire

The development of an intercultural teenage program in a neighborhood house.

Thesis (M.S.)--Boston Universit

MINDtouch embodied ephemeral transference: Mobile media performance research

This is the post-print version of the final published article that is available from the link below. Copyright @ Intellect Ltd 2011.The aim of the author's media art research has been to uncover any new understandings of the sensations of liveness and presence that may emerge in participatory networked performance, using mobile phones and physiological wearable devices. To practically investigate these concepts, a mobile media performance series was created, called MINDtouch. The MINDtouch project proposed that the mobile videophone become a new way to communicate non-verbally, visually and sensually across space. It explored notions of ephemeral transference, distance collaboration and participant as performer to study presence and liveness emerging from the use of wireless mobile technologies within real-time, mobile performance contexts. Through participation by in-person and remote interactors, creating mobile video-streamed mixes, the project interweaves and embodies a daisy chain of technologies through the network space. As part of a practice-based Ph.D. research conducted at the SMARTlab Digital Media Institute at the University of East London, MINDtouch has been under the direction of Professor Lizbeth Goodman and sponsored by BBC R&D. The aim of this article is to discuss the project research, conducted and recently completed for submission, in terms of the technical and aesthetic developments from 2008 to present, as well as the final phase of staging the events from July 2009 to February 2010. This piece builds on the article (Baker 2008) which focused on the outcomes of phase 1 of the research project and initial developments in phase 2. The outcomes from phase 2 and 3 of the project are discussed in this article

Embodiment and embodied design

Picture this. A preverbal infant straddles the center of a seesaw. She gently tilts her weight back and forth from one side to the other, sensing as each side tips downward and then back up again. This child cannot articulate her observations in simple words, let alone in scientific jargon. Can she learn anything from this experience? If so, what is she learning, and what role might such learning play in her future interactions in the world? Of course, this is a nonverbal bodily experience, and any learning that occurs must be bodily, physical learning. But does this nonverbal bodily experience have anything to do with the sort of learning that takes place in schools - learning verbal and abstract concepts? In this chapter, we argue that the body has everything to do with learning, even learning of abstract concepts. Take mathematics, for example. Mathematical practice is thought to be about producing and manipulating arbitrary symbolic inscriptions that bear abstract, universal truisms untainted by human corporeality. Mathematics is thought to epitomize our species’ collective historical achievement of transcending and, perhaps, escaping the mundane, material condition of having a body governed by haphazard terrestrial circumstance. Surely mathematics is disembodied