8,631 research outputs found

    A Phenomenological Study of How Active Engagement in Black Greek Letter Sororities Influences Christian Members\u27 Spiritual Growth

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    This phenomenological study explored how being part of a Black Greek Letter. Organization (BGLO) sorority impacts the spiritual growth of its Christian members. One of the issues explored was the influence relationships within these sororities have on members striving to be like Christ. There is a dichotomy of perspectives regarding Black Greek Letter Organizations (BGLOs). They have a significant role in the Black community as organizations that foster leadership, philanthropy, and sisterhood and promote education. They are admired on and off college campuses and in the broader community in graduate chapters. The objective of phenomenology is to describe phenomena of spiritual growth among Christian sorority members from the life experiences of those who live them; that premise guided the interviews conducted for this study. The results found that active engagement in a BGLO sorority positively impacts its members\u27 spiritual growth. From the emotional stories of sisterhood, service, and devotion to prayer, their experiences evidenced strengthened walks of faith. This study contrasts the Anti-BGLO narrative as a testament to these organizations\u27 legacy and practices deeply grounded in the church

    Post-Millennial Queer Sensibility: Collaborative Authorship as Disidentification in Queer Intertextual Commodities

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    This dissertation is examining LGBTQ+ audiences and creatives collaborating in the creation of new media texts like web shows, podcasts, and video games. The study focuses on three main objects or media texts: Carmilla (web series), Welcome to Night Vale (podcast), and Undertale (video game). These texts are transmedia objects or intertextual commodities. I argue that by using queer gestures of collaborative authorship that reaches out to the audience for canonical contribution create an emerging queer production culture that disidentifies with capitalism even as it negotiates capitalistic structures. The post-millennial queer sensibility is a constellation of aesthetics, self-representation, alternative financing, and interactivity that prioritizes community, trust, and authenticity using new technologies for co-creation. Within my study, there are four key tactics or queer gestures being explored: remediation, radical ambiguity and multi-forms as queer aesthetics, audience self-representation, alternative financing like micropatronage & licensed fan-made merchandise, and interactivity as performance. The goal of this project is to better understand the changing conceptions of authorship/ownership, canon/fanon (official text/fan created extensions), and community/capitalism in queer subcultures as an indicator of the potential change in more mainstream cultural attitudes. The project takes into consideration a variety of intersecting identities including gender, race, class, and of course sexual orientation in its analysis. By examining the legal discourse around collaborative authorship, the real-life production practices, and audience-creator interactions and attitudes, this study provides insight into how media creatives work with audiences to co-create self-representative media, the motivations, and rewards for creative, audiences, and owners. This study aims to contribute towards a fuller understanding of queer production cultures and audience reception of these media texts, of which there is relatively little academic information. Specifically, the study mines for insights into the changing attitudes towards authorship, ownership, and collaboration within queer indie media projects, especially as these objects are relying on the self-representation of both audiences and creatives in the formation of the text

    Examining the Impact of Personal Social Media Use at Work on Workplace Outcomes

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    A noticable shift is underway in today’s multi-generational workforce. As younger employees propel digital workforce transformation and embrace technology adoption in the workplace, organisations need to show they are forward-thinking in their digital transformation strategies, and the emergent integration of social media in organisations is reshaping internal communication strategies, in a bid to improve corporate reputations and foster employee engagement. However, the impact of personal social media use on psychological and behavioural workplace outcomes is still debatebale with contrasting results in the literature identifying both positive and negative effects on workplace outcomes among organisational employees. This study seeks to examine this debate through the lens of social capital theory and study personal social media use at work using distinct variables of social use, cognitive use, and hedonic use. A quantitative analysis of data from 419 organisational employees in Jordan using SEM-PLS reveals that personal social media use at work is a double-edged sword as its impact differs by usage types. First, the social use of personal social media at work reduces job burnout, turnover intention, presenteeism, and absenteeism; it also increases job involvement and organisational citizen behaviour. Second, the cognitive use of personal social media at work increases job involvement, organisational citizen behaviour, employee adaptability, and decreases presenteeism and absenteeism; it also increases job burnout and turnover intention. Finally, the hedonic use of personal social media at work carries only negative effects by increasing job burnout and turnover intention. This study contributes to managerial understanding by showing the impact of different types of personal social media usage and recommends that organisations not limit employee access to personal social media within work time, but rather focus on raising awareness of the negative effects of excessive usage on employee well-being and encourage low to moderate use of personal social media at work and other personal and work-related online interaction associated with positive workplace outcomes. It also clarifies the need for further research in regions such as the Middle East with distinct cultural and socio-economic contexts

    Conscience and Consciousness: British Theatre and Human Rights.

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    This research project investigates a paradigm of human rights theatre. Through the lens of performance and theatre-making, this thesis explores how we came to represent, speak about, discuss, and own human rights in Britain. My framework of ‘human rights theatre’ proposes three distinctive features: firstly, such works dramatise real-world issues and highlights the role of the state in endangering its citizens; secondly, ethical ruptures are encountered within and without the drama, and finally, these performances characteristically aspire to produce an activist effect on the collective behaviours of the audience. This thesis interrogates the strategies theatre-makers use to articulate human rights concerns or to animate human rights intent. The selected case-studies for this investigation are ice&fire’s testimonial project, Actors for Human Rights; Badac Theatre; Jonathan Holmes’ work as director of Jericho House; Cardboard Citizens’ youth participation programme, ACT NOW; and Tony Cealy’s Black Men’s Consortium. Deliberately selecting companies and performance events that have received limited critical attention, my methodology constellates case-studies through original interviews, durational observation of creative working methods and proximate descriptions of practice. The thesis is interested in the experience of coming to ‘consciousness’ through human rights theatre, an awakening to the impacts of rights infringements and rights claiming. I explore consciousness as a processual, procedural, and durational happening in these performance events. I explore the ‘æffect’ of activist art and examine the ways in which makers of human rights theatre aim to amplify both affective and effective qualities in their work. My thesis also considers the articulation of activist purpose and the campaigning intent of the selected theatre-makers and explores how their activism is animated in their productions. Through the rich seam of discussion generated by the identification and exploration of the traits of a distinctive human rights theatre, I affirm the generative value of this typological enquiry

    Towards better support for high-functioning autistic learners in a mainstream sixth form classroom

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    This conceptual Dissertation emerged from my personal professional experiences as the Head of Additional Learning Support and Inclusion at a London Sixth Form College. The study considers the ways in which support for 16 to 19-year-old autistic learners who are deemed as high functioning might be improved. Initially I analyse current educational policy and legislation, using Martha Nussbaum’s version of the Capabilities Approach as an analytical lens. I argue that an education system based on a commodified, meritocratic, standardised, and neoliberal understanding of success has had a detrimental impact on both the flourishing and working relationships of high-functioning autistic learners and their teachers in the classroom. I contend that this type of education system focuses on employability skills using narrow understandings of human flourishing and what it means to be human. I suggest that Nussbaum’s Capabilities Approach offers an alternative value system based on the recognition of human dignity and a broader and deeper understanding of what it means to be human by acknowledging and embracing different ways of thinking and being. I then discuss the difficulties high-functioning autistic learners encounter with social communication and functioning and feeling misunderstood which, I argue, are compounded by the pressures caused by the current meritocratic commodified education system. Additionally, and following Nussbaum’s work on emotions, I argue that key to the improvement of the understanding and support of high-functioning autistic learners in the classroom is a dialogical, empathetic, and compassionate working relationship between the teacher and the learner, both of whom are on a mutual learning journey. I then discuss how this relationship can be enhanced with the values of Nussbaum’s Capabilities Approach practically implemented using Armstrong’s Positive Niche Construction. I contend, in my conclusion, that this approach to education will benefit not only high functioning autistic learners but all learners

    A productive response to legacy system petrification

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    Requirements change. The requirements of a legacy information system change, often in unanticipated ways, and at a more rapid pace than the rate at which the information system itself can be evolved to support them. The capabilities of a legacy system progressively fall further and further behind their evolving requirements, in a degrading process termed petrification. As systems petrify, they deliver diminishing business value, hamper business effectiveness, and drain organisational resources. To address legacy systems, the first challenge is to understand how to shed their resistance to tracking requirements change. The second challenge is to ensure that a newly adaptable system never again petrifies into a change resistant legacy system. This thesis addresses both challenges. The approach outlined herein is underpinned by an agile migration process - termed Productive Migration - that homes in upon the specific causes of petrification within each particular legacy system and provides guidance upon how to address them. That guidance comes in part from a personalised catalogue of petrifying patterns, which capture recurring themes underlying petrification. These steer us to the problems actually present in a given legacy system, and lead us to suitable antidote productive patterns via which we can deal with those problems one by one. To prevent newly adaptable systems from again degrading into legacy systems, we appeal to a follow-on process, termed Productive Evolution, which embraces and keeps pace with change rather than resisting and falling behind it. Productive Evolution teaches us to be vigilant against signs of system petrification and helps us to nip them in the bud. The aim is to nurture systems that remain supportive of the business, that are adaptable in step with ongoing requirements change, and that continue to retain their value as significant business assets

    Earth dance and fire song: A journey towards transformative reconciliation in nursing education

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    G̱ilakas\u27la, Nugwa’a̱m Joanna Elizabeth Fraser. I was born in East Africa to parents of European ancestry. I have been an inhabitant of the West Coast of Canada since I was two years old. This inquiry offers a vision for co-creating healing learning spaces for transformative reconciliation in nursing education. Oriented by Indigenous research methodologies, I draw from métissage and, portraiture to share the story of finding ya\u27xa̱n yiyaḵ̓wima (my gifts from the Creator). Starting with finding ya\u27xa̱n dłig̱a̱m (my name), I ask who I am in relation to the places and people who I have learned from. In finding ya\u27xa̱n ḵ̓a̱ngex̱tola (my blanket), I ask where I am from as I weave, unweave and reweave understandings of what I have learned as a nurse and as an educator. In finding ya\u27xa̱n ya̱xw\u27a̱nye\u27 (my dance), I ask where I am going and share my experiences from over 13 years of co-facilitating immersion learning field schools in remote First Nations communities. Finally, I share the learnings of my inquiry for educators more generally as I find ya\u27xa̱n ḵ̓a̱mda̱m (my song) and ask myself why I am here. My learnings from the field schools are about following the lead of Indigenous people, orienting myself to relationships and always seeking out wellness. These learnings are applied to nursing education more generally as my inquiry leads me through three landscapes: bearing witness, being an inhabitant and becoming Indigenist. Transformative reconciliation happens when we naḵi\u27stamas (make things right) and tlaxwalapa (lift each other up with love). We can do this through living in relationally accountable and ecologically reciprocal ways. My lessons are of the Sisiutl, seeing everything in complexity, and of the he’istalis (world around us) experiencing everything as relationship. Ultimately, my vision is to reimagine nursing and nursing education so that we can heal ourselves, each other, and the land to become synala (whole)

    Epistemologies of possibility: social movements, knowledge production and political transformation

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    Urgent global problems - whether military conflicts, economic insecurities, immigration controls or mass incarceration-not only call for new modes of political action but also demand new forms of knowledge. For if knowledge frameworks both shape the horizons of social intelligibility and chart t he realms of political possibility, then epistemological interventions constitute a crucial part of social change. Social movements play a key role in this work by engaging in dissident knowledge practices that open up space for political transformation. But what are the processes and conditions through which social movements generate new ways of knowing?'What is politically at stake in the various knowledge strategies that activists use to generate social change? Despite a growing literature on the role of epistemological dimensions of protest, social movement studies tend to neglect specific questions of epistemological change. Often treating knowledge as a resource or object rather than a power relation and a social practice, social movement scholars tend to focus on content rather than production, frames rather than practices, taxonomies rather than processes. Missing is a more dynamic account of the conditions, means and power relations through which transformative knowledge practices come to be constituted and deployed. Seeking to better understand processes of epistemological transformation, this thesis explores the relationship between social movements, knowledge production and political change. Starting from an assumption that knowledge not only represents the world, but also works to constitute it, this thesis examines the role of social movement knowledge practices in shaping the conditions of political possibility. Drawing from the context of grassroots queer, transgender and feminist organizing around issues of prisons and border controls in North America, the project explores how activists generate new forms of knowledge and forge new spaces of political possibility. Working through a series of concepts-transformation, resistance, experience, co-optation, solidarity and analogy - this thesis explores different ways of understanding processes of epistemological change with in social movement contexts. It considers processes that facilitate or enable epistemological change and those that limit or prohibit such change. Bringing together a range of theoretical perspectives, including feminist, queer, critical race and post-structuralist analyses, and drawing on interviews with grassroots activists, the thesis explores what is politically at stake in the different ways we conceptualise, imagine and engage in processes of epistemological change
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