Affect and Group Attachments: The Role of Shared Responsibility

This paper theorizes the role of shared responsibility in the development of affective group attachments, interweaving ideas from social exchange and social identity theories. The main arguments are that (1) people engaged in task interaction experience positive or negative emotions from those interactions; (2) tasks that promote more sense of shared responsibility across members lead people to attribute their individual emotions to groups or organizations; and (3) group attributions of own emotions are the basis for stronger or weaker group attachments. The paper suggests that social categorization and structural interdependence promote group attachments by producing task interactions that have positive emotional effects on those involved

I looked here; I looked there; Nowhere could I see my love. The Problem of Presence in The Black Riders and Other Lines

Although the poems of The Black Riders and other lines, by Stephen Crane, have often been treated as if they are simple--easy to interpret and easy to categorize--these poems actually support a multiplicity of interpretations. The multiplicity of interpretations available in the poems informs the possibility of tracing a variety of interrelationships through the poetry. While a few previous scholars have treated the poems as if they are interrelated, the interrelationship of the poetry has not been explicitly and substantially addressed as a feature of the poetry. The poems, in fact, support a combinatorial complexity only previously hinted at in the scholarship on this poetry. In this essay, the problem of presence is identified and investigated as an important theme of The Black Riders, by examining individual poems and by tracing that theme through a single, exemplary interrelationship of the poetry. This problem of \u27presence\u27 is rooted in language, as elucidated by Ferdinand de Saussure and Jacques Derrida. Because of the problem of presence no truth can be known as truth--and, in fact, no thing can be known as a thing, in its thingliness as if a thing can be known as it exists prior to language, as if it is fully present. The problem of presence can be found on the surface of several poems, for example, when characters in the poems fail to attain places or things, but this problem also underlies what appears on the surface of several poems. The analysis of the problem of presence in the poems, as that problem is revealed through the interrelationship of the poetry--and as that analysis draws attention to the interrelationship of the poetry as such--undermines the assumption that the poetry is simple

Inside-Out-Outside-In: A dual approach process model to developing work happiness

Abstract: This conceptual paper presents the Inside-Out-Outside-In (IO-OI) model, a dual process positive systems science approach to developing work happiness. The model suggests that work happiness of employees is influenced by individual level personal resources developed through positive employee development and positive attitudes (inside-out factors), and social resources developed at the organizational level through positive strategies and positive organizational culture (outside-in factors). The model further specifies three processes that connect outside-in and inside-out factors (attitude re-evaluation, selective exposure and confirmation bias), and a series of feedback loops that support upward spirals of positive development at the individual and organizational levels. We suggest ways in which the IO-OI model can be used and tested. The IO-OI model integrates the fields of attitudes, positive organizational scholarship, and positive organizational behavior, and provides a foundation for understanding how to best foster positive attitudes, create virtuous organizations and foster employee work happiness

Struggling to 'fit in': On belonging and the ethics of sharing in project teams

This paper explores the links between belonging and ethics, which remain largely underdeveloped in project studies and are overlooked in everyday practice of managing projects. It focuses on belonging as the process articulating identity-construction of an inter-organisational project team from a global management consulting firm that was working in IS design. As the team?s experienced ?sense of place?, belonging becomes the space which highlights preferred affiliations and exposes how ? individually and collectively ? ethics are played out in the context of the management of projects. Four in situ belonging-narratives (of opposition, pragmatism, reflexivity, and the habitual narrative) represent ethics as part of lived action and of a life-world that emerge from deconstructing and reconstructing ?the team? and an ideal worker in projects. The team?s struggles to ?fit in? were experienced both when resisting and when collaborating with the dominant collective narrative of belonging. Modes of belonging are constituted in the relationship between self, others, and ?otherness?, creating a situated ethical imagination of how to ?be professional?. Implications concern the politics of belonging and call for a renewed practical ethics that engages with the social nature of ?being?, to change the current view of professional identities in projects

Using trade books for language arts skills instruction and environmental education

This project provides middle school teachers with instructional direction and hands-on methods to incorporate an environmentally-oriented trade book, Bird Watch (1990) by Jane Yolen, into their language arts curriculum. Bird Watch is a collection of sixteen poems which describe a variety of birds, their habitats, and activities

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Learning to Teach Gender, Race, Class, and Heterosexism: Challenge in the Classroom and Clinic

With the continuing development of the theory of feminist jurisprudence has come the realization that an analysis that examines gender alone fails to address the complexity and reality of women\u27s lives. Recognizing differences of race, class, and sexual orientation is \u27crucial to understanding the power of the dominant culture and how that power effectively silences and subordinates non-dominant groups.2 Developing and co-teaching a Gender and the Law course forced me and my colleague to confront the difficult task of integrating race, class, gender, and heterosexism into our course

Guides and Guidance: Subverting Tourist Narratives in Trans-Indigenous Time and Space

My dissertation is a study of the ways in which Indigenous writers and theorists suggest we decolonize the sites of knowledge production through our pedagogical and methodological practices. Ultimately, my dissertation is about the power of story and finding the necessary strategies to change the narratives that do harm in our daily lives. I focus on the sites of knowledge production because these are the institutions and practices with which I am the most familiar. The purpose of this work is beyond metaphorical as I strive to forefront the narratives that change the ways in which settler-Indigenous relationships are formed in a geopolitical context. The subjects of this study include textbooks, curriculum requirements, archives, gardens, fieldwork research methodologies, museums, tourist sites, and schools that utilize decolonial praxis. As its primary theoretical framework, this project relies on Doreen Massey’s conceptualization of space as interrelational and ongoing, coupled with Linda Tuhiwai Smith’s definition of intervening as an Indigenizing methodology that changes institutions to serve Indigenous peoples, rather than changing Indigenous peoples to fit institutions. Since the sites of knowledge production are often intertribal, I examine trans-Indigenous strategies for intervening in Eurocentric narrative spaces by using Chadwick Allen’s trans-Indigenous methodologies in my literary analysis. In this study, I also analyze academic tourism — yet to be explored in my field — as the conflation of research methodologies and tourist practices at museums and heritage sites where knowledge is packaged for popular consumption and risks being unethically oversimplified. I expect my dissertation fieldwork on the spatial narrative of the Indian Community School (ICS) in Milwaukee and the Milwaukee Public Museum (MPM) will illuminate necessary strategies to create spaces that reflect our shared visions for a just society