Reality Construction of Women Violence in Online Media

Online Media has its power in delivering message if it is compared with conventional media like newspaper and magazine. This research intended to show how Reality Construction of news coverage at home-female-violence in online media Merdeka.com using the descriptive qualitative method of Eriyanto on Teun Van Dijk Critical Discourse Analysis from primary data in Merdeka.com’s documentation. Merdeka.com news coverage has been using the conjunction stressing word in violence towards women at home, from discourse aspect of thematic, schematic, semantic, syntactic, stylistic, and rhetoric. Research found that the social context news dimension represented male superior behavior towards female at home. Research concluded that text-news could function to represent well-stressed semantic aspects. Merdeka.com as one of the democracy pillars has its responsibility to coverage news that against human rights especially woman violence in humanity progressing to be in gender equality with masculinity, so that women released from pan cultural generality. It is suggested that merdeka.com to be more woman-empowering and anti woman-silence in daily news coverage in order to maintain as a media of harmony and sustainability in this digital era.   Keywords: Critical Discourse Analysis, Social Construction Theory, Online Media Violenc

Human rights education for nursing students. Introducing a human rights perspective to nutritional care in nurse education

All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without permission.Human rights are an important part of everyday nursing practice and care, but a human rights perspective has not been properly addressed in nursing education and practice. This does not mean that nurses are unconcerned with human rights issues, but that for most nurses, a human rights perspective is not an explicit foundation for conceptualization or practice. The aim of this study was to explore the experience of introducing a human rights perspective in nursing education. My research can be seen as both a contribution to the field of nursing education and to the field of human rights education. The study was conducted within the context of nursing education in Norway, focusing on the right to food for older adults in nursing homes-an area with longstanding challenges. Adopting a human rights-based approach (HRBA), a coursework on the right to food was introduced and developed, combining education on campus and in placement, where first-year nursing students had their first placement in a nursing home/long-term care facility. The study design and methods were selected with the aim of capturing the complexity of a human rights perspective and professional development in a "real-life" context. Educational Design Research (EDR) appeared to be best suited to this purpose, as this research design looks into educational design in real-life settings. The methodology selected was comprised of focus groups, multistage focus groups and students' written assignments from their placements. It included the students' own perspectives and experiences, to foster empowerment and enable students' voices to be heard through participation and dialog-all of which are important from a human rights perspective. Human rights education is an emergent field of educational theory. Here, Tibbits' theory and model was deemed especially relevant to this thesis, as she refers to duty-bearers like health professionals. Tibbits further points out the importance of learning though socialization, and for human rights to be a practice-oriented approach in people's everyday lives. A second theory that was selected for this thesis was Wenger's learning theory of communities of practice, since this theory further explores contextualized learning and learning as social processes. Wenger's theory has been seen as relevant in nursing education, since placement has characteristics of communities of practice where students are socialized into a profession. Lastly, as human rights can be understood from a range of perspectives, in this thesis, I explore how students learn about and promote human rights from the perspective oflfe's conceptualization of constructive rights. The findings from the thesis highlight that nursing students’ learning about human rights can be enriched by integrating learning on campus with learning in practice, using other theories and concepts of learning beyond human rights education. Key to students’ learning and professional development were their relationships with nursing home residents, other students and nurses and health personnel. This underscores the importance of the role of patients and communities of practice in nursing education in human rights. Study findings show that human rights education that addresses the students’ own context made human rights both meaningful and relevant to them. In this study, when addressing human rights in a daily context of care, the students became aware that human rights are actually at stake in their own country. Awareness of human rights also seemed to help students make autonomous decisions regarding care following values related to social justice, but they were also dependent on a good learning environment in which they felt included. The ability to draw upon the language of human rights also seemed to enhance students’ accountability and support their navigation when they experienced rights violations during placement. This study highlights the necessity of integrating the language of human rights into nursing education in local contexts. Doing so may increase nursing students’ awareness of and commitment to promoting patients’ rights. The findings also indicate the importance of increasing nursing students’ ability to handle the complexity of the organizational structures in which they must provide nutritional and nursing care. This can be achieved by adding a human rights framework in nursing education and through supporting the students to benefit from the learning environment during placement. A human rights perspective in nursing education aims at addressing challenges in healthcare related to systems and structures, dual loyalty and health professional rights—and to teaching student nurses to develop professional values like advocating for social justice, promoting dignity and respecting patients’ rights. A human rights perspective in patient care “zooms out” from the individual nurse–patient relationship towards examining systemic issues and state responsibility. In this regard, a human rights perspective in nursing care can complement and work parallel with care ethics and bioethics and involve ethical aspects that move outwards, from the individual as the professional who must make ethical decisions towards systems and structural challenges. Human rights education can benefit from being contextualized locally and in practice. This can enhance learning through one’s own experiences and through relations with others and may help promoting patients’ human rights and addressing everyday human rights challenges. Paper I: Dogan EIK, Raustøl A, Terragni L. (2020). Student nurses’ views of right to food of older adults in care homes. Nursing Ethics, 27 (3), 754-66. https://doi.org/10.1177/0969733019884614 Paper II: Dogan EIK, Terragni L, Raustøl A. (2021). Student nurses’ experience of learning about the right to food: Situated professional development within clinical placement. Nurse Education Today, 98:104692. https://doi.org/10.1016/j.nedt.2020.104692 Paper III: Dogan EIK, Terragni L, Raustøl A. (2022). Human rights and nutritional care in nurse education: lessons learned. Nursing Ethics. Article first published online: February 7, 2022. https://doi.org/10.1177/09697330211057226publishedVersio

Composing Online: A Case Study of Embodiment, Digitality, and YouTube

This study examines YouTube channel, ContraPoints, by trans woman Natalie Wynn. It begins with close readings and analyses of an example video and body of comments from Wynn’s oeuvre that draw conclusions about how trans embodiment intersects with online, multimodal composing. The study finds that, in her video “Beauty,” Wynn’s bodily presentation and rhetorical attitudes towards dominant norms of gender and sexuality constantly shift. Furthermore, the study uncovers evidence that commenter attitudes about gender and sexuality in the video “Autogynephilia” likewise shift as a result of encounters with the video and with other commenters. Next, the study reads the YouTube video page as an assemblage composed of smaller assemblages, or modules. I discover that each of the modules relate to one another in such a way as to endow the YouTube video page assemblage with the capacities to enter social justice movements, yet the specific properties of the modules on ContraPoints video pages fail to provide the sufficient conditions to exercise this capacity. Nevertheless, the study concludes that ContraPoints video page assemblages do have the capacity to generate interpersonal, communal reflections on complex issues around gender and sexuality, reflections that may give rise to changing beliefs. These belief changes are necessary for any future community-building that may enable social justice movements aimed at expanding rights around gender and sexuality. This case study, then, offers one answer among infinite possible answers to Phil Bratta and Scott Sundvall’s question of how composers with diverse embodiments address systems of domination using digital technology. The study also suggests that assemblage theory represents a productive framework for interpreting online, multimodal compositions that incorporate large bodies of information, or big-data assemblages

Young women speak out: healing the selves through narrative therapy

This paper explicates the contemporary voices of Malaysian women projected towards raising awareness on violence to the public through Young Women Speak Out, an anthology of short stories and poems written by victims of violence and sexual abuse. This collection is published in 2007 by All Women’s Action Society (AWAM), an independent feminist organisation committed to improving the lives of women in Malaysia. The writers’ writings of life-narratives are analysed in the framework of narrative therapy developed by Michael White and David Epston and Kamsler’s theory of revising individuals’ relationship with one-self in relation to violence and abuse. By placing the plots of the stories within Kamsler’s stages of revising individual’s relationship with one-self in relation to violence and abuse, the stories reflect the authors’ success in forming a more positive self-dignity, thus allowing them to go on with their lives guided by new perspectives and hopes. By contextualizing their violent experiences in a broader cultural politics of race, gender, class, sexuality, professional and institutional dominance, these stories, when viewed as therapeutic engagement, have helped these women to externalise their problems allowing them to create awareness as well as speaking out to the Malaysian society in order to expose the detrimental effects of sexual and domestic violence

Rights through making : skills for pervasive ethics

This thesis starts with a Manifesto, bold, passionate and ambitious. Goals are set high, as to commit to a major endeavour: how can design contribute to a new civilisation. The first version was written in 2006 in Bertinoro, Italy, where Caroline Hummels, Kees Overbeeke and I were giving a workshop on Aesthetics of Interaction for the University of Bologna. In this Manifesto, we declared our belief and proposed a vision, concerning how design can change Western thinking towards pervasive ethics. By pervasive ethics I mean a social praxis aimed at justice and freedom, which pervades society in a capillary way, becoming a Universal attitude that makes people aware of their own rights, able and willing to contribute to seeing their own rights and those of all people fulfilled. I called this approach Rights though Making. The manifesto stated a mission1, which was later applied and validated. The main lines of thoughts of the manifesto have been respected and enforced through several actions. This thesis will describe these actions, the underlying theory and the related reflection both on the approach and on the outcomes. The Manifesto integrated the points of view of the writers, united by a common drive, in a world riddled with all sorts of social uncertainties. In the Manifesto we declared our intention of preparing and doing workshops with students of different nationalities, stimulating the integration of skilful points of view among future designers. When the Manifesto was written, there was not yet a concrete strategy on how to empower people towards pervasive ethics. The only anchor point was the Universal Declaration of Human Rights. We wanted the values contained in this document materialised, embodied in (intelligent) products or systems. Both the outcome of what we were envisioning (intelligent products or systems empowering towards the realisation of human rights) and the process of realising it (workshop) had to work towards ethics. This was all I knew at that point. Later I designed the way to do it, based on this solid and enthusiastic shared vision. Throughout the years, the underlying theoretical framework started to acquire its own body. Only after the realisation of the first 5 workshops (out of 7 in total), was I able to explicitly structure and describe the platform of theory that was supporting my endeavour. These actions (the workshops), contributed to the formation of a body of knowledge, of which the potential strength and soundness until then had exclusively been perceived through intuition. This tacit knowledge was dredged out, reflected upon and refined, through iterations of reflection-on-action, in which the "active" parts were the individual workshops. Thus the forming of this theoretical platform, the refinement of the research quest or design challenge and giving the workshops were overlapping in time and closely intertwined. For clarity, in this thesis I chose to position them in the following order: • Part 1: defining the design challenge / research quest and the Rights through Making Approach; • Part 2: illustrating the theoretical framework underlying the whole work. This theoretical framework is formed by three elements: (1) Ethics (2) Making and (3) their integration, i.e. how Making empowers towards Ethics: the core of the RtM approach. • Part 3: describing how this theory is applied in design workshops and how the Rights through Making (RtM) approach evolved; • Part 4: reflecting on the overall research experience and the underlying personal motivations. Before this central body I placed and introductory part, containing acknowledgments, rights of the readers, synopsis (this chapter) and tables of contents. After the fourth part, I positioned a part called "Annexes", which is composed of two main sections: • In the first section I present the RtM workshops in detail, in regard to both the process of each RtM workshop and their evolution; • In the second section, I illustrate the direction in which I envision the diffusion of RtM in the future, through the realisation of an Internet platform. I now summarize the content of the central body of this thesis, parts 1, 2, 3 and 4. Part 1 – Design challenge / Research quest The first part of this thesis focuses on defining the challenge that I proposed and the general actions, taken to face this challenge. In the chapter "Skills for an ethical society: a new civilisation", I start by defining "pervasive ethics" through design, of which the achievement is the goal of the present work. I envision a social transformation, towards a new civilisation, in which the praxis2 of ethics is embedded in society. The creation of a new civilisation, starts, as stated in the Manifesto, from an attempt of embodying values expressed by the Universal Declaration of Human Rights, which is the lowest common denominator on ethics. My ambition is to approach this matter from a designerly perspective; I therefore motivate how I believe the discipline of design is able to contribute in this social transformation. I start to do so, by defining my perspective on transformation. To introduce the three actions that I consider necessary for my aim to be reached, I describe the case of an excellent craftsman: Chiara Vigo. Although she embodies all the characteristics that are necessary to transform society towards an ethical direction, I point out why I believe that craftsmanship alone, cannot be the key for pervasive ethics. It is necessary, but it has to be associated with other elements. The three actions that I state as indispensible for my toil are the following: (1) levelling the social importance of Making, with respect to Thinking; (2) educating people’s skills, not only manual skills, but also towards autonomy; (3) creating opportunities for skilful points of view to be integrated, so that the skill of empathy is trained as well. People making together, combining their own sensitivities, experiences and values form the third action to contribute to the revolution towards universal ethics. I later introduce my approach, Rights through Making (RtM), describing point by point how it intervenes on these three elements. The approach will be later documented by means of examples in part 3. Yet before this, I expand on the theoretical background. Part 2 - Theoretical background This part presents the theoretical background on which this thesis is based. The first chapter of the second part (1 Towards Universal Human Rights) summarizes the historical and social foundations of the Universal Declaration of Human Rights, going through the three steps of consolidation of Human Rights in history: naturalisation, generalisation and internationalisation. This chapter explains why it was chosen to adopt the UN charter as the authority on ethics and as a tool to empower people towards the respect of Human Rights. The second chapter (2 Making), together with the third chapter (3 Ethics through Making), constitutes the theoretical core of this thesis. In the second chapter (2 Making) I face (2.3) "The phenomenology of Making". I take a phenomenological perspective, where experience, the naive contact with the world, is inherently meaningful: acting in the world and perceiving/conceiving transformations is what we (humans) do. Starting from the preferred interface with which people operate transformations, i.e., the hand, I describe how the evolution of (fine) manipulation permitted our species to evolve the ability to abstract thinking. The designerly way towards transformation is sketching (two- and three-dimensional), as a way to embody knowledge. It is a way to make sense of the world and to make new sense of the world, directing our human intentionality towards what we (humans) can transform. Another fundamental aspect in Making is culture. The unbreakable link between Making and places is therefore illustrated. Every artefact is permeated with cultural elements and values: the way artefacts appear, behave and function, reflects the presence of their designers and of the environment in which they are brought into functioning. These values give body to an artefact, tell its story and attribute a personality to it. The third chapter (3 Ethics through Making) presents the main proposition I aim to demonstrate with this research: there are three reasons why I believe that Making and especially Making together are praxis that lead to the realisation of pervasive ethics. The three reasons are: (1) a enomenological argument, which implies that a shared Making process empowers towards a constructive integration of points of view; (2) limitation of expressivity imposed by language; (3) historical grounding, i.e. showing that in history, the periods in which Thinking and Making were considered of the same importance, were actually enlightened periods for humanity. On this grounding, the RtM approach is rooted and proposes a way for design to actively and consciously contribute to pervasive ethics, both in the action of design and in its outcomes. In the next part, the theory is applied through workshops. Part 3 – Theory’s application through workshops and RtM approach development In this part, I describe 3 of the 8 workshops I organized and taught, applying the RtM approach: WS 8 - Designing for Points of View, WS 5 – Urban Lights and WS 7 – Online Collaborative Design Space. These workshops materialised the theory illustrated in the first part and formed the enabling tool of such theory. In Chapter 1, I describe the workshop "1 Designing for Points of View, a metaworkshop". Although this was the last workshop that was done, I start this part by illustrating it, because its findings were the key to enrich and soundly consolidate the initial propositions of the Manifesto, and therefore ground the RtM approach. I designed the workshop WS 8 - Designing for Points of View, to tackle the difficulty of conceptualising through making. Students had found it very hard to actually make together. Defeating the habit of relying upon linear Cartesian processes, where Thinking is prior to Making, is a main challenge within my endeavour, which was only partly achieved by means of the workshops described in the second part of this thesis. I therefore designed a refinement of the RtM approach in which students were induced to translate their skills into a design, integrating different points of view and trusting intuition. This did lead to the expected enrichment of the designing phase: because students had to actually transfer their skilful points of view into a design, they were forced to act within a concrete, first person perspective. This steered them clear from the cloud of abstraction they were used to move about in, where a concept was defined through the discussion of a given assignment. In the chapter "2 RtM workshops’ overview", I give a general overview of all 8 workshops, with factsheets, and I present the workshops’ outcomes. The detailed description of all these workshops, how they were prepared and how they evolved in time, can be found in "Part 5 – Annexes". In chapter "3 WS 5 – Urban Lights" I explain, step by step, how this particular workshop was first prepared and then taught/realised. Concerning its preparation, I report on how the location was chosen; how contributors were involved and for what purpose; how the assignment of the workshop was designed, in concord with the location, the institutions and the contributors participating; I explain what creative techniques, together with the other lecturers, I provided the students with; I report on how the schedule was defined and what was the logic of this preparation. Concerning conducting the workshop, I report on how students were chosen and teams were made. How the inspirational material was proposed to the students and how they worked with the creative techniques that they were supplied with. Then I describe the focal phase of conceptualising by making, when students built low-fidelity experienceable prototypes and designed concepts. I conclude this chapter with the description of the model of the first 6 workshops, grounded on the experience matured during these years of research. I highlight two critical aspects that remained un-tackled. The first relates to the core activity of these workshops: conceptualising through making. This step has never worked as I had thought. Strategies to make it possible had to be designed and this is why WS 8 – Designing for Points of View was later made. The second critical aspect has to do with the "universality" in space and time of this approach. Workshops are spot activities, reserved for few students, few contributors, few people and have a limited visibility. If the aim is a massive change in societal praxis and thinking, the impact of workshops is not sufficient. This is why the Internet Platform was conceived. In chapter "5 Internet Platform: collaborative design space" I face this aspect. Contributing with design to pervasive ethics is my aim. I work towards the formation and spreading of new skills, which can create a new praxis, based on respect of Human Rights. On the basis of this new praxis, a new way of Thinking can then rise. Short multicultural workshops are a good attempt to test the approach, its effectiveness and its results. But in order to really have an impact on society, the approach needs to be communicated, disseminated, and used by as many people as possible. This part faces the issue of disseminating the RtM approach. At the moment of writing this thesis, the project is spread through an Internet showcase. It contains a description of the workshops’ outcomes and of the people and partners participating. Its design process is illustrated in part 5, "Annexes". Within this Internet Showcase, I additionally envisioned a section as a collaborative design space that will be a sort of permanent online RtM workshop. This section is not yet realised. In this section, designers will be able to contribute, respecting the underlying theory of RtM. They will contribute in a constructive, additive way – through Making – to realise a shared design assignment. In this chapter I describe an online trial workshop that gave me elements of motivation to plan such further developments. Part 4 – Make Tomorrow In this part, I reflect on what I learned in facing the design challenge / research quest. The evaluation of the outcomes of the different experiences I did, shapes new directions, and shows the dynamic character of the RtM approach. The main two actions arising from this reflection are the following: (1) the necessity of implementing in the "traditional" RtM workshops, the technique developed during the workshop "designing for points of view" to foster the integration of skilful points of view in a design process; (2) and the realisation of the "Collaborative Design Space", finding ways to create a permanent online space, embodying the RtM approach, where designers can actually integrate their skilful points of view. Afterward, I define several points of improvement of the RtM approach, such as adding sources for competencies on human rights and societal issues, introducing working sessions together with craftsmen/local saper fare3 and refining the approach allowing more iterations of reflection-on-action on interim mock-ups, to strengthen the integration between conceptualising and Making. This work aims at creating an approach that empowers pervasive ethics through design. This thesis ends with an example of a design, realised by a student within one of my workshops, which reconnects to my personal motivation and is a shining example of the effectiveness of the RtM approach. It provides points of reflections for the discipline of design. Yet, it is a temporary research conclusion, which still has many open ends and fascinating opportunities for further explorations. Now, without further ado, let the travel towards pervasive ethics through design start

Canine Justice: An Associative Account

A prominent view in contemporary political theory, the ‘associative view’, says that duties of justice are triggered by particular cooperative relations between morally significant agents, and that ‘therefore’ principles of justice apply only among fellow citizens. This view has been challenged by advocates of global justice, who point to the existence of a world-wide cooperative network to which principles of justice apply. Call this the challenge from geographical extension. In this paper, I pose a structurally similar challenge to the associative view: the challenge from species extension. This says that the existing network of cooperation extends beyond the human species, to encompass some non-human animals, particularly domesticated dogs. In light of this, if one believes that (i) certain non-human animals are morally significant (i.e. objects of moral concern), and that (ii) justice applies to fellow cooperators, one should also hold that domesticated dogs are owed justice in much the same way our human fellow citizens are. I conclude by considering the implications of this argument for the associative view, and animal-rights theory

Building communities for the exchange of learning objects: theoretical foundations and requirements

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores some basic theories, models and specifications and provides a theoretical framework containing the functional and non-functional requirements to establish an exchange system in the educational field. Three levels of requirements are discussed. First, the non-functional requirements that deal with the technical conditions to make learning objects interoperable. Second, some basic use cases (activities) are identified that must be facilitated to enable the technical exchange of learning objects, e.g. searching and adapting the objects. Third, some basic use cases are identified that are required to establish the exchange of learning objects in a community, e.g. policy management, information and training. The implications of this framework are then discussed, including recommendations concerning the identification of reward systems, role changes and evaluation instruments

Building the HIVe: disrupting biomedical HIV and AIDS research with gay men, other men who have sex with men (MSM) and transgenders

Networked and digital technologies now mediate the sexual behaviors of many gay men, other men that have sex with men and transgenders, challenging the effectiveness of biomedical HIV/AIDS research and prevention practices. Driven by the normative positivist philosophy of science, these approaches—while paramount to fighting the epidemic—have neglected to rethink their ontological and epistemological assumptions when confronting the social drivers of HIV. Building the HIVe responds by forefronting community-based and led sociological HIV/AIDS research and prevention that addresses digitally mediated and driven sexual behaviors. The HIVe disrupts biomedical approaches by building an accessible and dynamic social science research community engaged in reflexive performativity to improve the health and human rights of marginalized communities disproportionately at risk of HIV/AIDS

Being-in-the-world-with: Presence Meets Social And Cognitive Neuroscience

In this chapter we will discuss the concepts of “presence” (Inner Presence) and “social presence” (Co-presence) within a cognitive and ecological perspective. Specifically, we claim that the concepts of “presence” and “social presence” are the possible links between self, action, communication and culture. In the first section we will provide a capsule view of Heidegger’s work by examining the two main features of the Heideggerian concept of “being”: spatiality and “being with”. We argue that different visions from social and cognitive sciences – Situated Cognition, Embodied Cognition, Enactive Approach, Situated Simulation, Covert Imitation - and discoveries from neuroscience – Mirror and Canonical Neurons - have many contact points with this view. In particular, these data suggest that our conceptual system dynamically produces contextualized representations (simulations) that support grounded action in different situations. This is allowed by a common coding – the motor code – shared by perception, action and concepts. This common coding also allows the subject for natively recognizing actions done by other selves within the phenomenological contents. In this picture we argue that the role of presence and social presence is to allow the process of self-identification through the separation between “self” and “other,” and between “internal” and “external”. Finally, implications of this position for communication and media studies are discussed by way of conclusion