Time Pressure, Performance, and Awareness of Group Members in Co-acting Groups

Karau and Kelly (1992) propose a resource allocation model of group performance under time pressure. Their model borrows from the attentional focus ideas of Easterbrook (1959), in that it includes attention as a resource, but is more general, in that it includes other resources as well. As time pressure increases, the group allocates more resources to task-relevant activities and pays less attention to lower relevance cues. This would initially improve performance by leading the group to ignore distracters and avoid time-wasting activities, but eventually it would reduce performance as the group narrows its focus of attention too far (causing them to miss task relevant cues) or fails to engage in social activities necessary for group co- ordination. The current study explores the possibility that this focusing leads group members to lose awareness of each other as time pressure increases, and discusses the implications for group coordination and performance

Werner Gysel, Das Chorherrenstift am Grossmünster, 2010

No abstract available

Do LGBTQ-identified, postsecondary writing instructors come out in their classrooms?

My dissertation investigates how and why LGBTQ-identified, postsecondary writing instructors perform intersectional identities in their classrooms. Scholars in the field of rhetoric and composition have examined these critical questions as early as 1974 and several times since. However, oppressive, regressive sexual politics; a maelstrom of contemporary public confessions made possible and prolific through new media; and an increasingly intersectional landscape of queer people all provide exigency to update our coming out conversation. This dissertation is the analytical writeup of a national study that I conducted in 2018. I surveyed approximately 100 LGBTQ-identified postsecondary writing instructors in the United States and completed approximately 20 semi-structured interviews to investigate the following central questions: 1. Do LGBTQ-identified instructors come out and/or pass in their postsecondary writing classrooms? How? Why? 2. Does identity intersectionality affect instructors’ motivation to perform queer identity in their postsecondary writing classrooms? How? 3. Do LGBTQ-identified instructors perceive any impacts of their queer identity performances on their writing pedagogies? I conclude that teachers of writing perform identity in intricately intersectional, contextually contingent, and often productively disruptive ways; that the exercise of queer cunning is a powerful, generative rhetoric and episteme; and that queer research methods and methodologies matter because they reveal new ways to discover knowledge in our discipline

Alfred Ehrensperger, Der Gottesdienst in Stadt und Landschaft Bern im 16. und 17. Jahrhundert, 2011

No abstract available

Uwe Wolff, "Das Geheimnis ist mein": Walter Nigg, 2009

No abstract available