336 research outputs found

    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

    Authentic alignment : toward an Interpretative Phenomenological Analysis (IPA) informed model of the learning environment in health professions education

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    It is well established that the goals of education can only be achieved through the constructive alignment of instruction, learning and assessment. There is a gap in research interpreting the lived experiences of stakeholders within the UK learning environment toward understanding the real impact – authenticity – of curricular alignment. This investigation uses a critical realist framework to explore the emergent quality of authenticity as a function of alignment.This project deals broadly with alignment of anatomy pedagogy within UK undergraduate medical education. The thread of alignment is woven through four aims: 1) to understand the alignment of anatomy within the medical curriculum via the relationships of its stakeholders; 2) to explore the apparent complexity of the learning environment (LE); 3) to generate a critical evaluation of the methodology, Interpretative Phenomenological Analysis as an approach appropriate for realist research in the complex fields of medical and health professions education; 4) to propose a functional, authentic model of the learning environment.Findings indicate that the complexity and uncertainty inherent in the LE can be reflected in spatiotemporal models. Findings meet the thesis aims, suggesting: 1) the alignment of anatomy within the medical curriculum is complex and forms a multiplicity of perspectives; 2) this complexity is ripe for phenomenological exploration; 3) IPA is particularly suitable for realist research exploring complexity in HPE; 4) Authentic Alignment theory offers a spatiotemporal model of the complex HPE learning environment:the T-icosa

    A Chronological History of Morehead State University and Preceding Institutions

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    A an in-depth chronological timeline of Morehead State University, and its predecessors, from 1887 to 2023 by David Ace and Christian Wright published in 2023 to celebrate the Centennial of the college.https://scholarworks.moreheadstate.edu/college_histories/1401/thumbnail.jp

    Authentic Alignment: Toward an Interpretative Phenomenological Analysis (IPA) informed model of the learning environment in health professions education

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    It is well established that the goals of education can only be achieved through the constructive alignment of instruction, learning and assessment. There is a gap in research interpreting the lived experiences of stakeholders within the UK learning environment toward understanding the real impact – authenticity – of curricular alignment. This investigation uses a critical realist framework to explore the emergent quality of authenticity as a function of alignment. This project deals broadly with alignment of anatomy pedagogy within UK undergraduate medical education. The thread of alignment is woven through four aims: 1) to understand the alignment of anatomy within the medical curriculum via the relationships of its stakeholders; 2) to explore the apparent complexity of the learning environment (LE); 3) to generate a critical evaluation of the methodology, Interpretative Phenomenological Analysis as an approach appropriate for realist research in the complex fields of medical and health professions education; 4) to propose a functional, authentic model of the learning environment. Findings indicate that the complexity and uncertainty inherent in the LE can be reflected in spatiotemporal models. Findings meet the thesis aims, suggesting: 1) the alignment of anatomy within the medical curriculum is complex and forms a multiplicity of perspectives; 2) this complexity is ripe for phenomenological exploration; 3) IPA is particularly suitable for realist research exploring complexity in HPE; 4) Authentic Alignment theory offers a spatiotemporal model of the complex HPE learning environment: the T-icosa

    Photography and Aesthetics: a critical study on visual and textual narratives in the lifework of Sergio LarraĂ­n and its impact in 20th century Europe and Latin America

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    The main focus of this study is a theoretical exploration of critical approaches applicable to the work of the Chilean photographer Sergio LarraĂ­n (1931-2012). It presents analytical tools to contextualise and understand the importance and impact of his work in photographic studies and his portrayal of twentieth-century Latin American and European culture. It inspects in depth a large portion of his photo work, which is still only partially published and mostly reduced to his "active" period as a photojournalist, aside from the personal photographic exploration of his early and late career (C. Mena). This extended material creates a broader scope for understanding his photographs and him as a canonical photographer. This study analyses the photographer's trajectory as discourses of recollection of historical memory in time (Mauad) to trace LarraĂ­n's collective memory associated with his visual production. Such analysis helps decode his visual imagery and his projection and impact on the European and Latin American culture. This strategy helps solve a two fold problem: firstly, it generates an interpretive consistency to understand the Chilean's photographic practice; secondly, it explores the power of images as an aesthetic experience in the installation of nationalist ideologies and the creation of imaginaries (B. Anderson 163)

    The American as Anarchist

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    Originally published in 1978. When compared with socialist and communist systems in other nations, the impact of radicalism on American society seems almost nonexistent. David DeLeon challenges this position, however, by presenting a historical and theoretical perspective for understanding the scope and significance of dissent in America. From Anne Hutchinson in colonial New England to the New Left of the 1960s, DeLeon underscores a tradition of radical protest that has endured in American history—a tradition of native anarchism that is fundamentally different from the radicalism of Europe, the Soviet Union, or nations of the Third World. DeLeon shows that a profound resistance to authority lies at the very heart of the American value system.The first part of the book examines how Protestant belief, capitalism, and even the American landscape itself contributed to the unique character of American dissent. DeLeon then looks at the actions and ideologies of all major forms of American radicalism, both individualists and communitarians, from laissez-faire liberals to anarcho-capitalists, from advocates of community control to syndicalists. In the book's final part, DeLeon argues against measuring the American experience by the standards of communism and other political systems. Instead he contends that American culture is far more radical than that of any socialist state and the implications of American radicalism are far more revolutionary than forms of Marxism-Leninism

    Isaac Newton as a Prophetic Interpreter

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    Throughout his life, Sir Isaac Newton was deeply dedicated to the science of decoding biblical apocalyptic writings. To understand and appreciate Newton\u27s prophetic scheme, it will be advantagous to have a certain grasp of what sources and ideas might have influenced him. No comprehensive study before this one has helped us see Newton from that perspective. A survey of the development of canonical apocalyptic hermeneutic and interpretation, beginning before the time of Christ and ending with Newton, shows that four distinct systems of hermeneutics had developed by that time. Historicism was the earliest and the preferred system among Protestants until the mid-1800s. The idealist hermeneutic, introduced by Augustine hundreds of years after the beginning of historicism, was a non-historical Catholic alternative to historicism until preterism and futurism were introduced by the Jesuits toward the end of the sixteenth century, about 50 years before the birth of Isaac Newton. This dissertation views Newton as standing in a long succession of interpreters of biblical apocalyptic literature. Newton interpreted the Book of Daniel strictly according to the historicist canon. The Book of Revelation was different and a much bigger challenge for him. This study shows that Newton\u27s interpretation of biblical apocalyptic was thoroughly Protestant and completely legitimate in the Protestant context of his time. His interpretation was neither sensational nor unique. The study concludes with an analysis and evaluation of Newton\u27s scientific and theological approach to apocalyptic and the exceptional breadth of the branches of knowledge that he employed to substantiate his prophetic system. The main contribution of this dissertation, the major thesis of the work, is a proposed comprehensive definition of historicism, verified from the survey of the development of canonical apocalyptic interpretation, and its match to a significant degree with Newton\u27s own historicist system. One major purpose of this dissertation is to synthesize and define Isaac Newton\u27s hermeneutic of prophetic interpretation, showing that Newton owed at least as much to the ancient apocalyptic tradition as he owed to any contemporary expositors—an observation with significant implications, though rarely mentioned by Newtonian researchers. The study concludes by showing that Newton followed a seven-step methodological approach. From Newton\u27s methodology and his own stated rules of interpretation are synthesized nine characteristic principles of his hermeneutic. Evaluating these nine principles and assessing Newton\u27s overall contribution conclude this study

    Our Lady of the Island: Our Lady of Lourdes grotto reproduction and use in two Newfoundland communities

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    Replicated Catholic grottos are local religious shrines fashioned after famous Catholic sites. Many of these reproduced shrines are dedicated to Mary, the Mother of Jesus, and are designed after global Marian apparition sites, such as Our Lady of Lourdes in southwestern France. Replicated grottos play a part in Catholic communities through collective identity, religious narrative, and individual and communal devotions. Researching the replication of Lourdes's shrines can offer insight into the religious practices of groups and communities and the spiritual nuances of vernacular belief. This thesis examines two replicated Our Lady of Lourdes grottos in Renews and Flatrock, Newfoundland, and Labrador, Canada, by locating how these communities creatively negotiate local devotional sites. The central focus of this thesis lies in both the material context of these grottos and the oral narratives which have developed around them. These memetic edifices developed as a form of “creative theology” by the people and for the people (Cunneen 1996, xvii). I offer three arguments in this work. First, Our Lady of Lourdes reproductions are vernacular (folk) sites similar to the original French grotto site in its initial stages. Second, these replicated grotto sites are ostensive reproductions based on the legendary accounts of Bernadette’s experiences at Lourdes and should be recognized as such. Third, these reproductions are feminine in form and message; therefore, during a time of Church turmoil concerning clerical abuse, they offer an alternative to male-dominated places of Catholic worship. Using historical and ethnographic approaches, this work recognizes replicated Our Lady of Lourdes grottos as sacred spaces that are part of Newfoundland and Labrador's oral, historical, and visual religious culture. As such, they deserve to be recognized within the religious and cultural tapestry of Atlantic Canada
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