Relational Identities and Other-Than-Human Agency in Archaeology

Relational Identities and Other-than-Human Agency in Archaeology explores the benefits and consequences of archaeological theorizing on and interpretation of the social agency of nonhumans as relational beings capable of producing change in the world. The volume cross-examines traditional understanding of agency and personhood, presenting a globally diverse set of case studies that cover a range of cultural, geographical, and historical contexts. Agency (the ability to act) and personhood (the reciprocal qualities of relational beings) have traditionally been strictly assigned to humans. In case studies from Ghana to Australia to the British Isles and Mesoamerica, contributors to this volume demonstrate that objects, animals, locations, and other nonhuman actors also potentially share this ontological status and are capable of instigating events and enacting change. This kind of other-than-human agency is not a one-way transaction of cause to effect but requires an appropriate form of reciprocal engagement indicative of relational personhood, which in these cases, left material traces detectable in the archaeological record. Modern dualist ontologies separating objects from subjects and the animate from the inanimate obscure our understanding of the roles that other-than-human agents played in past societies. Relational Identities and Other-than-Human Agency in Archaeology challenges this essentialist binary perspective. Contributors in this volume show that intersubjective (inherently social) ways of being are a fundamental and indispensable condition of all personhood and move the debate in posthumanist scholarship beyond the polarizing dichotomies of relational versus bounded types of persons. In this way, the book makes a significant contribution to theory and interpretation of personhood and other-than-human agency in archaeology.https://cupola.gettysburg.edu/books/1141/thumbnail.jp

Elimination of gases and contamination from water

Filtration system with membrane type hydrophilic and hydrophobic filters gives absolute filtration with automatic venting of freed gases, and prevents backward transmission of contamination with no bacterial growth through the filters. Filter aids in degassing industrial solutions and in removing oxygen from sea water

A Study of Expressed Emotion in Psychiatric Nurses and Its Relation to the General Role and Effects of Emotions in Nursing

Nurses play a vital role in the health and care of a patient. Through that care, the nurse has the ability to improve the patient’s experience or ruin it. A vital component influencing the care provided are the emotions the nurse displays toward her coworkers, patients, and patients’ family members. The emotions of a nurse may positively or negatively impact a patient. The studies that examine the impact of the nurse’s emotions on patient’s outcomes are varied and few. The communication and emotion of nurses are likely to impact their care and, from that, the patient’s outcome; however, there is little solid research on the specific effects, be they positive or negative. A connection might be found in studies of Expressed Emotion in psychiatric patients. Expressed Emotion (EE) refers to the negative emotions the patients’ family, and in newer research, that the patient’s nurses, display to psychiatric patients that can lead to relapses in their condition. Correlations between emotion and outcome are strongly evidenced in EE research. Examining the empirical research that shows the impact of EE on patient outcomes may give insight on the impact of a nurse’s attitude on patient outcomes as a whole

Learning Design: reflections on a snapshot of the current landscape

The mounting wealth of open and readily available information and the swift evolution of social, mobile and creative technologies warrant a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This need is being addressed by a growing trend of research in Learning Design. Responding to this trend, the Art and Science of Learning Design workshop brought together leading voices in the field and provided a forum for discussing its key issues. It focused on three thematic axes: practices and methods, tools and resources, and theoretical frameworks. This paper reviews some definitions of Learning Design and then summarises the main contributions to the workshop. Drawing upon these, we identify three key challenges for Learning Design that suggest directions for future research