Inspiration Exchange: The value of sitting opposite

Over the years, alongside our end-on seated-audience theatre work, Third Angel has returned to the exploration of a mode of performance built on conversation, or interview, with individual audience members. Performance in as much as you know more about what's going to happen than they do. Their interaction is what makes the work. Making the performance involves making the space in which the audience member is allowed, encouraged, to be creative. A space in which they feel comfortable enough to think about things, talk about things that at, say, 10 o'clock that morning, they hadn't thought about for days, weeks, years. A space in which, at the end of it, they feel comfortable enough to say of what they have given you, ‘Yes, that's fine, I'm happy for you to share that with other people.’ This paper explores the individual contributions and responses to Third Angel's Inspiration Exchange. It documents the specific mechanism of the project in order to interrogate the form of conversational exchange, story-gathering, “one-to-one” performance, and the contexts in which this work has been presented

Interview with The University of Manchester Faculty e-learning Managers conducted by Graham McElearney for ALT News Online, Issue 18, November 2009.

Graham McElearney conducted an interview with the four Faculty e-learning Managers at The University of Manchester. This document is the full transcript of the interview. The discussion includes e-learning strategy, organisational structure, current choices of tools and the future of the institutional VLE

The Resurgence of Tribal Courts: A Tribal Judge's Perspective

A full transcript is included with this record, and includes case citations. Transcript prepared by Melissa S. Green, Justice Center, University of Alaska Anchorage.Judge David Voluck is an attorney in Sitka, Alaska, and in 2008 was appointed chief judge of the Sitka Tribal Court. He also serves as magistrate judge for the Central Council of the Tlingit and Haida Indian Tribes and is presiding judge pro tem for the Aleut Community of St. Paul Island tribal government. He is introduced here by Dr. Ryan Fortson of the UAA Justice Center. In this podcast Judge Voluck presents a context for tribal courts and Native law, outlines the development of Indian law in the United States, and discusses tribal sovereignty and the role of tribal courts in Alaska. This presentation was recorded on Monday, November 18th, 2013 at the University of Alaska Anchorage/Alaska Pacific University Consortium Library on the UAA campus.Welcome and Introduction / MAIN PRESENTATION / Why is any of this important? / Divine Rights / Foundations of United States Indian Law / Fundamentals of the Marshall Trilogy / Aboriginal rights in Alaska / Post-ANCSA Tribal Sovereignty in Alaska / Post-ANCSA ‘Indian Country’ in Alaska / State of Alaska’s Historical Hostility Toward Tribal Sovereignty / Renaissance for Tribal Sovereignty in Alaska / The Tide Continues / Turn About Continues / Except for In Alaska / QUESTIONS & ANSWERS / Contrasts between tribal courts and Alaska state courts / ANCSA corporations as Native entities / Tribal land acknowledgement / “Integration” under ANCSA; land into trust / “Why haven’t I heard of tribal court in Alaska before?” / Do tribal courts write opinions? / The Major Crimes Act / Circle justice, restorative justice / Intergenerational trauma / Tribal jurisdiction and overlapping jurisdictions / Lawyers in tribal court

What's the matter with realism?

International relations, as an academic discipline, is not known for its strength in the area of theory. It has no immediate equivalent to the rich contrasts of perspective generated in sociology by the legacy of Max Weber, Marx and Durkheim—a lack so felt that Martin Wight once wrote a paper called ‘Why is there no International Theory?’ His own answer was, in part, that there is nothing further to theorize after the discovery of the repetitive mechanisms of the balance of power. This was a sad conclusion for such an acute and creative mind to reach. But it does illustrate a central feature of IR theory. For the balance of power, it can be argued, is the limit of any Realist theory of international relations. And Wight's conclusion was perhaps more an index of the dominance of a Realist orthodoxy than a relection of the inherent properties of ‘the international’

Theatre Noise Conference

Three days of Performances, Installations, Residencies, Round Table Discussions, Presentations and Workshops More than an academic conference, Theatre Noise is a diverse collection of events exploring the sound of theatre from performance to the spaces inbetween. Featuring keynote presentations, artists in residence, electroacoustic, percussive and digital performances, industry workshops and installations, Theatre Noise is an immersive journey into sound

What's the matter with realism?

International relations, as an academic discipline, is not known for its strength in the area of theory. It has no immediate equivalent to the rich contrasts of perspective generated in sociology by the legacy of Max Weber, Marx and Durkheim—a lack so felt that Martin Wight once wrote a paper called ‘Why is there no International Theory?’ His own answer was, in part, that there is nothing further to theorize after the discovery of the repetitive mechanisms of the balance of power. This was a sad conclusion for such an acute and creative mind to reach. But it does illustrate a central feature of IR theory. For the balance of power, it can be argued, is the limit of any Realist theory of international relations. And Wight's conclusion was perhaps more an index of the dominance of a Realist orthodoxy than a relection of the inherent properties of ‘the international’

The Limitations of the Open Mind

When should you engage with difficult arguments against your cherished controversial beliefs? The primary conclusion of this book is that your obligations to engage with counterarguments are more limited than is often thought. In some standard situations, you shouldn't engage with difficult counterarguments and, if you do, you shouldn't engage with them open-mindedly. This conclusion runs counter to aspects of the Millian political tradition and political liberalism, as well as what people working in informal logic tend to say about argumentation. Not all misleading arguments wear their flaws on their sleeve. Each step of a misleading argument might seem compelling and you might not be able to figure out what's wrong with it. Still, even if you can't figure out what's wrong with an argument, you can know that it's misleading. One way to know that an argument is misleading is, counterintuitively, to lack expertise in the methods and evidence-types employed by the argument. When you know that a counterargument is misleading, you shouldn't engage with it open-mindedly and sometimes shouldn't engage with it at all. You shouldn't engage open-mindedly because you shouldn't be willing to reduce your confidence in response to arguments you know are misleading. And you sometimes shouldn't engage closed-mindedly, because to do so can be manipulative or ineffective. In making this case, Jeremy Fantl discusses echo chambers and group polarization, the importance in academic writing of a sympathetic case for the opposition, the epistemology of disagreement, the account of open-mindedness, and invitations to problematic academic speakers

Fostering Clinical Judgment During Preceptorship

The role transition from student nurse to new graduate nurse commonly includes a preceptor relationship. Preceptorships are often the culminating nursing education experience for senior baccalaureate nurses and are used as well for orienting new graduates as they begin their staff nurse role in the hospital setting. The preceptee is paired with an experienced nurse who is charged with supporting, teaching, and exemplifying safe and competent patient care. In many cases preceptors are ascribed the task of independently validating the preceptee\u27s ability to exercise clinical judgment. Today\u27s health care environment requires nurses to be proficient critical thinkers. Patients need more complex care delivered in a shortened time frame in a technology-laden environment and with a frequently changing knowledge base. In addition, nursing practice continues to become increasingly autonomous. How do nursing students safely transition from task orientation to safe, competent, and independent practice