Revisiting a School of Military Government: How Reanimating a World War II-Era Institution Could Professionalize Military Nation Building

Highlights the effectiveness of the curriculum and approach of the U.S. Army's School of Military Government and Civil Affairs Training Program, impact on the occupation of Germany and Japan, and lessons in nation building for today's military

Blessed yet bereft :a qualitative exploration of family member experience of heart, liver, and/or lung transplantation in the UK

PhD ThesisOrgan transplantation is currently considered the gold standard therapy for extending the lives of individuals with end-stage organ failure. At present, demand for donor organs significantly exceeds supply. To ensure best use of resources, transplant teams rigorously assess individuals before adding them to the waiting list. Individuals must demonstrate that they have a good social support network, often comprising close family members, to meet their informal care needs. Traditionally, social science research in the field of transplantation has focused overwhelmingly on organ recipients, clinicians, and donor families; comparatively little is known about the experience of family members providing such support. This thesis addresses this dearth of knowledge by exploring the experience of, and impact on, family members supporting relatives through the transplantation process. Potential participants were recruited to qualitative interviews through UK-based transplant charities. Twenty family members of individuals living with a transplant were interviewed retrospectively. Four family members of individuals on the transplant waiting list were interviewed longitudinally, on two occasions between six and nine months apart. All interviews were audio-recorded, transcribed verbatim, and analysed using a thematic approach. Data demonstrate that family members experienced significant disruption throughout the transplantation process, and that this had a notably detrimental effect on participants’ relationships, their wellbeing, and their sense of self. Accounts reveal that family members perform emotion work to manage this disruption, with varying degrees of success. Existing literature exploring disruption and emotion work among informal carers predominantly focuses on those supporting relatives with specific conditions, such as dementia and cancer. This thesis is among the first to explore disruption and emotion work in the context of transplantation and thus clarifies similarities between this and other care contexts, as well as issues that appear specific to, or particularly problematic for, family members supporting relatives through transplantation

A Multiple Case Study: Male Correctional Officers’ Experiences and Attitudes Regarding “Gender Quota” Human Resource Management Strategies in Corrections

The stigma of corrections being labeled as a “male” workplace is a factor in the male/female ratio gap; thus, the new question is how to bridge the gender gap. In response to this human resource managers have implemented affirmative action strategies to ensure more females were being hired and promoted in corrections. Though unofficial in most areas, some state correctional agencies incorporated “quotas” in their affirmative action HRMS. Even though ‘quota-based’ or ‘gender based’ HRMS intended to reduce or eliminate discrimination, they have linked backlash effects and stigmatization toward females and minorities when the dominant group felt it was used. The purpose of this study was to assist the business of correctional facilities in grasping the effects of affirmative action HRMS regarding male correctional officers’ perception of fairness, discrimination, and justice. Additionally, it expanded on the affirmative action knowledge base of those studying the advantages (benefits) and disadvantages (cons) of constructing and maintaining affirmative action HRMS. This study was conducted using the qualitative multiple case study with a flexible design. A total of 13 participants were interviewed separately in a one-on-one manner. The interview questions consisted of 14 semi-structured questions to capture their perspectives and experiences regarding affirmative action HRMS. Each interview was recorded on a 32 Gb voice recorder, transcribed, and entered into NVivo Pro 12. The major themes discovered were career motivation, affirmative action, gender HRMS perceptions, and behavior/climate. The cross-case themes were reverse discrimination, fairness and trust perception, and behavior/climate. The findings revealed that officers’ perception of fairness and justice had directly influenced employee behavior when employees believed that a female was promoted using gender based HRMS. Though it was revealed that most officers believed that the number of females needed on shift was based on unofficial number requirements, heuristics was used to fill in that belief regarding organizational justice. Though the research did not back previous research regarding gender based HRMS and reverse discrimination, it did reveal that there was a relationship between gender based HRMS, FHT organizational justice, and retaliation. These findings can be used to as a method of awareness for male-dominated fields (such as corrections) to understand how incorporating gender into HRMS affects the dominant group. It also serves to provide insight into possible flaws in HRMS. Organizations can leverage these findings to develop or improve fair HRMS and provide a more inclusive, gender-neutral recruitment of promotion strategy

Preschool Children's Attention to Environmental Messages about Groups: Social Categorization and the Origins of Intergroup Bias

This is the authors' accepted manuscript, post peer-review. The publisher's official version is available electronically from: http://dx.doi.org/10.1111/j.1467-8624.2006.00906.x .The present study was designed to examine the effects of adults’ labeling and use of social groups on preschool children’s intergroup attitudes. Children (N = 87, aged 3 to 5) attending daycare were given measures of classification skill and self-esteem and assigned to membership in a novel (“red” or “blue”) social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After three weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms

Effects of Physical Atypicality on Children's Social Issues and Intergroup Attitudes

This is the authors' accepted manuscript, post-peer review. The publisher's official version is available electronically from: http://dx.doi.org/10.1177/0165025407081472.Individuals vary in the degree to which they are representative, or typical, of their social groups. To investigate the effects of atypicality on intergroup attitudes, elementary-school-age children (N = 97) attending a summer school program were assigned to novel color groups that included typical (blue or green) and atypical (light blue or light green) members. Children’s state self-esteem, ingroup identification, and intergroup attitudes (e.g., trait ratings, evaluations, peer preferences) were assessed following several weeks in the classroom. Results indicated that atypicality primarily affected children’s views of their ingroup. Among younger (but not older) children, atypical group members viewed themselves as more similar to—but less happy being a member of—their ingroup than typical group members

“Subjects of Change”: Feminist Geopolitics and Gendered Truth-Telling in Guatemala

This paper explores the often-undervalued role of gender in transitional justice mechanisms and the importance of women’s struggles and agency in that regard. We focus on the efforts of the women’s movement in Guatemala to address questions of justice and healing for survivors of gendered violence during Guatemala’s 36-year internal armed conflict. We discuss how the initial transitional justice measures of documenting gendered war crimes in the context of a genocide were subsequently taken up by the women’s movement and how their endeavors to further expose sexual violence have resulted in notable interventions. Interviews with key organizational activists as well as testimonies given by victims of sexual violence during the conflict suggest that transitional justice mechanisms, extended by women’s movements’ efforts, are creating conditions for the emergence of new practices and spaces that support the fragile cultivation of new subjectivities. Sujetas de cambio (subjects of change) are premised not on victimhood but survivorhood. The emergence of these new subjectivities and new claims, including greater personal security and freedom from everyday violence, must be approached with caution, however, as they are not born automatically out of the deeply emotional struggles that play out around historical memory. Still, their emergence suggests new ways for women to cope not only with the sexual violence of the past but also to work against the normative violence that is part of their present

‘Tractatus de imagine mundi’, (a view of an imaginary world)

This thesis takes the form of an arts-based inquiry. It asks questions about pedagogical constraints in the context of teaching and learning in Higher Education Initial Teacher Training under the auspices of the neoliberal practices, which dominate the present educational landscape. The inquiry uses emergent methodologies relating arts-based practice as research and follows diverging routes, which intertwine between performance and exegesis. The exegesis, in conjunction with performance, present a reflexive narrative that meanders throughout the inquiry offering a critical exploration to the reader. The project involved a group of fourteen Post Graduate Certificate of Education, Drama Trainees working in collaboration with the researcher, to devise an original piece of theatre entitled, ‘Tractatus de Imagine Mundi’ (A View of an Imaginary World). The project took place over a three-week period (approximately eight rehearsals), which culminated in two public performances – one matinee and one evening. The ensemble worked together during the ‘Enrichment Phase of the PGCE course, as a voluntary activity. The intention of the inquiry is to examine the processes involved in creating and performing a piece of live theatre using dramatic inquiry and devising and to examine pedagogical experiences and interactions that materialise therein. It also takes in to account the audience/observers’ perspective of drama as event. The thesis explores experience and events in ways other than they first presented themselves. Using a pluralistic approach to theory, the inquiry examines notions of shared experience and embodied learning, and asks how both conscious and unconscious connections might lead to a deeper and agentive sense of learning. Using the concept of drama as event, the inquiry asks: What can drama do? and explores the generative potential of drama practices in the wider context of HE and Initial Teacher Training. This thesis draws together text and performance and concludes that prioritising ways of creating, engaging and fostering active learning rather than fearful compliance might offer a constructive ethical response to contemporary pedagogical challenges in HE

Melanophore migration and survival during zebrafish adult pigment stripe development require the immunoglobulin superfamily adhesion molecule Igsf11.

The zebrafish adult pigment pattern has emerged as a useful model for understanding the development and evolution of adult form as well as pattern-forming mechanisms more generally. In this species, a series of horizontal melanophore stripes arises during the larval-to-adult transformation, but the genetic and cellular bases for stripe formation remain largely unknown. Here, we show that the seurat mutant phenotype, consisting of an irregular spotted pattern, arises from lesions in the gene encoding Immunoglobulin superfamily member 11 (Igsf11). We find that Igsf11 is expressed by melanophores and their precursors, and we demonstrate by cell transplantation and genetic rescue that igsf11 functions autonomously to this lineage in promoting adult stripe development. Further analyses of cell behaviors in vitro, in vivo, and in explant cultures ex vivo demonstrate that Igsf11 mediates adhesive interactions and that mutants for igsf11 exhibit defects in both the migration and survival of melanophores and their precursors. These findings identify the first in vivo requirements for igsf11 as well as the first instance of an immunoglobulin superfamily member functioning in pigment cell development and patterning. Our results provide new insights into adult pigment pattern morphogenesis and how cellular interactions mediate pattern formation

A rapid appraisal case study of South Australia's Social Inclusion Initiative

This Rapid Appraisal Case Study of South Australia’s Social Inclusion Initiative was undertaken to contribute to the work of the Social Exclusion Knowledge Network (SEKN) of the Commission on Social Determinants of Health (CSDH). The CSDH was established in 2005 by the World Health Organisation to investigate ways in which international, national, regional and local bodies could take action on the social determinants of health. The knowledge networks are one of the main mechanisms by which the CSDH is gathering evidence. This report provides a rapid assessment of the ways in which South Australia’s Social Inclusion Initiative has originated and operated. The report’s layout follows guidelines developed by the SEKN and draws on documentary and interview evidence. The project was conducted between March and June 2007 by researchers at Flinders University of South Australia, in conjunction with senior staff at South Australia’s Social Inclusion Unit, Department of the Premier and Cabinet. South Australia is a State within a federal system of government and has a population of 1.6 million. The population’s average health and well-being are high by world standards but the State continues to record significant levels of inequality for certain groups and areas, and particularly for its Aboriginal population

When personal identities confirm versus conflict with group identities: Evidence from an intergroup paradigm

Permissions were not obtained for sharing the full text of this article.This study provides an experimental investigation of the consequences of conflict between children's personal identities and experimentally manipulated group identities. Elementary-school-aged children (N = 82, ages 5-11) attending a summer school program rated their own academic and athletic abilities and were then randomly assigned to one of two novel groups. Children's views of the academic and athletic skills of the novel groups were assessed both before and after information about the groups' academic and athletic skills was manipulated via posters placed in their classrooms. Following the manipulation, children's self-views, ingroup identification, and intergroup attitudes were assessed. Results indicated that (a) in the absence of information about the novel groups, children projected their personal identities onto their ingroup identities, (b) children maintained their ingroup identities in the face of new information that should have altered their ingroup identities, and (c) more positive personal identities predicted ingroup bias, which in turn predicted happiness with one's ingroup membership. The latter finding suggests that a tendency for children to generalize from their idiosyncratic positive self-views, rather than an indiscriminate desire for self-enhancement or positivity, may be responsible for ingroup bias