569,154 research outputs found

    Re-conceiving management education: Artful teaching and learning

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    Artists derive inspiration from daily life. According to John Dewey, common experiences are transformed into works of art through a process of compression and expression. In this paper we adopt this frame, showing how it is used within the pedagogical environment. Students were asked to reflect on their lives and offer an artful response to those experiences. Artfulness is defined here as a process which relies on the discursive practices of satire, and in particular irony and parody. We demonstrate the use of these rhetorical techniques as reflective tools, offering a service management class as an exemplar. In this class students were asked to consider their common experiences as both customers and service providers, and create an ironic artefact. We analyse a cartoon sequence produced by students in response to this assignment, where they parodied the fast-food service experience, illustrating how a business studies classroom can be transformed into an artful space

    Exploring Mindset's Applicability to Students' Experiences with Challenge in Transformed College Physics Courses

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    The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning (Dweck, 2000). However, the mindset literature's applicability to the context of college physics has not been widely studied. In this paper we narrow our focus toward students' descriptions of their responses to challenge in college physics. We ask the research questions, "can we see responses to challenge in college physics that resemble that of the mindset literature?" and "how do students express evidence of challenge and to what extent is such evidence reflective of challenges found in the mindset literature?" To answer these questions, we developed a novel coding scheme for interview dialogue around college physics challenge and students' responses to it. In this paper we present the development process of our coding scheme. We find that it is possible to see student descriptions of challenge that resemble the mindset literature's characterizations. However, college physics challenges are frequently different than those studied in the mindset literature. We show that, in the landscape of college physics challenges, mindset beliefs cannot always be considered to be the dominant factor in how students respond to challenge. Broadly, our coding scheme helps the field move beyond broad Likert-scale survey measures of students' mindset beliefs

    Technological change and price effects in agriculture

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    This paper addresses the conceptual issues around the negative price effects of technological change on agricultural producers, explores price policy options vis-à-vis this problem, and reviews and compares experiences across Asian countries as they transformed their rural economies. It then draws implications for the challenge of achieving a smallholder-led agricultural revolution in Africa in the context of market liberalization.Small farmers ,technicological change ,market prices ,

    Translation and Bilingualism in Monica Ali’s and Jhumpa Lahiri’s Marginalized Identities

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    This investigation seeks to demonstrate how Ali and Lahiri represent two different migrant experiences, Muslim and Indian, each of which functioning within a multicultural Anglo-American context. Each text is transformed into the lieu where identities become both identities-intranslation and translated identities and each text itself may be looked at as the site of preservation of native identities but also of the assimilation (or adaptation) of identity. Second-generation immigrant women writers become the interpreters of the old and new cultures, the translators of their own local cultures in a space of transition

    Integration of sexual trauma in a religious narrative: transformation, resolution and growth among contemplative nuns

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    The psychological consequences of sexual abuse are generally serious and enduring, particularly when the perpetrator is known and trusted by the survivor. This paper explores the experiences of five contemplative nuns who were sexually abused by priests and the spiritual journeys that followed. In the context of an ethnographic study of contemplative practice, participant observation and in-depth interviews were used to examine the ways that the nuns sought to make sense of their experiences through a long process of solitary introspection. The pursuit of meaning was shaped by religious beliefs relating to forgiveness, sacrifice, and salvation. Thus, trauma was transformed into a symbolic religious narrative that shaped their sense of identity. They were able to restructure core beliefs and to manage their current relationships with priests more securely. They described regaining their spiritual well-being in ways that suggest a form of posttraumatic spiritual growth. We conclude by discussing the findings in the light of the existing literature on the interaction of trauma and spirituality

    MASTER\u27S PROJECT: DIVERSE EXPERIENCES, STORIES, AND IMPACTS OF LAND-BASED EDUCATIONAL PROGRAMMING AT MAPLEHILL SCHOOL AND MY PERSONAL LEARNING JOURNEY IN RELATION TO POWER, PRIVILEGE, AND IDENTITY.

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    Throughout the past seven years I have been inspired and transformed by my relationship with Maplehill School and Community Farm. This research project seeks to explore a community’s connection with land through the lens of serving youth with social, emotional, cognitive, and developmental disabilities and traumas. This project explores my personal learning journey in relationship to power, privilege, and identity. What are the diverse experiences, stories, and impacts resulting from land-based educational programming at Maplehill School? How do I understand my personal learning journey in relation to power, privilege, and identity? The following research explores interwoven stories from youth at Maplehill School as well as the land it is situated on, and myself

    The influence of peer group response: Building a teacher and student expertise in the writing classroom

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    New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students’ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to “talk” and “do” writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers’ professional identities, self-efficacy, and their students’ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response – a case study teacher’s workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice

    On being aeromobile: airline passengers and the affective experiences of flight

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    The advent of heavier-than-air powered flight and the subsequent inauguration of regular passenger air services at the beginning of the twentieth century transformed not only the practical geographies but also the affective human experiences of travelling. Aircraft enabled passengers to accomplish journeys, which would once have taken many days or weeks to complete, in a matter of hours, and transformed the sensory experiences of being mobile. However, while much has been written about the development of global commercial aviation and the metaphorical compression of time and space air travel has effected, research into the individual embodied human experiences of being aeromobile remains relatively scarce. Drawing on powerful theoretical arguments inspired by the mobilities turn within the social sciences and recent concern with the ‘affective’ dimensions of everyday life, this paper uses firsthand written historical records of passengers’ experiences of travelling by air during the 1920s and 1930s to uncover the diverse kin/aesthetic and affective experiences of flight. While recognising that such experiences are shaped, at least in part, by gender, age, nationality, race, and past experiences of air travel, passengers’ descriptions of the unique bodily (dis)comforts, fears, and anxieties associated with flying are used to illustrate how aeromobile bodies experience their airborne environment in ways which have yet to be adequately addressed. The paper concludes by calling for a more nuanced understanding of air travel that recognises that the advent of powered flight has fundamentally changed our perceptions of time, space, distance, and speed, and transformed what it means to be mobile

    Fire and memory: transforming place using fire at henge monuments

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    Henges — Late Neolithic to Early Bronze Age earthwork monuments — often have long life-histories of reuse and rebuilding over generations. At some sites, fire-lighting and the deposition of fire-altered materials played a significant role in certain phases of the use of the henge. This article reviews the evidence for fire in the life-histories of four henges in Scotland, and interprets the various ways in which fire was employed at different times and at different sites. It argues that fire had a transformational effect, not only upon monuments and materials, but it also characterized and transformed people’s experiences and memories of particular sites, thus creating links between monumental sites and quotidian experience during the Neolithic and Bronze Age in Scotland

    \u3cb\u3ePersonal Reflection:\u3c/b\u3e Transforming Teaching Practice through Action Research: The Role of the Scholarship of Teaching and Learning

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    This reflective piece describes my experiences of teaching practice in an Indian University and my transformed practice as a result of enrolment in the Graduate Certificate in Education (University Teaching) in an Australian university. I enrolled in this course with hesitation, considering it time consuming and likely to detract from any focus on research. However, the experiences and learning in different modules of the graduate certificate became instrumental in producing an action researcher from a standard academic. In this essay, I will share my engagement with the scholarship of teaching and learning through an action research project which has transformed my teaching practice
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