E-safety and Web 2.0: Web 2.0 technologies for learning at Key Stages 3 and 4

Becta commissioned the University of Nottingham in conjunction with London Knowledge Lab and Manchester Metropolitan University to research Web 2.0 technologies for learning at Key Stages 3 and 4. This is the fourth report from that research and concentrates on the e-safety aspects of Web 2.0 in education

Fuck the canon (or, how do you solve a problem like von Trier?): Teaching, screening and writing about cinema in the age of #MeToo

This essay addresses the challenges that curators, critics, exhibitors and teachers face when programming films made by men accused of abuse or sexual violence. Making the case for one radical solution to the problem - not screening any films directed by men at all - the article draws attention to the often neglected works of women filmmakers, and aims to destabilise traditional notions of the white and male cinematic 'canon' by offering other possibilities. Referring to teaching and curatorial practice, as well as primary research, the essay nevertheless eschews typical academic style and referencing systems as a form of feminist praxis that asks the reader to believe women first as experts, and second as survivors of oppression under patriarchy

Captive Women, Cunning Texts: Confederate Daughters and the Trick-Tongue of Captivity

Combining the critical lenses of early American scholarship and that of the modern South, “Captive Women, Cunning Texts” investigates the uses and transformations of tropes of captivity drawn from the American Indian captivity narrative by women writers of the Southern Renaissance (circa 1910-45). Specifically, this study examines how captivity narratives, the first American literary form dominated by white women’s experiences as writers and readers, provided the female authors of the Southern Renaissance with a genre ideal for critiquing the roles of women in the South, and the official constructions of southern history. This work interrogates the multifaceted ways in which the captivity genre enabled these female authors to reject typical male modes of expression and interpretation, as well as male images portraying women in mythical terms that conflicted with the real experiences and boundaries of their lives. Through critical case studies of Evelyn Scott, Beatrice Witte Ravenel, and Caroline Gordon, this study demonstrates that many women writers of this period self-consciously returned to the literary past of American captivity narratives for models and, in so doing, discovered modes of discourse and tropes of confinement that aided them in their struggle to redefine their place and that of the racial and cultural Other in southern society, literature, and history. Their strategic re-employment of the captivity tradition literally and metaphorically provided liminal sites of exchange that both reveal and inspire agency and change in their unmasking of tradition, veneer, and the deeply imbedded cultural exchange of the white female body

When Animals Invade and Occupy: Physical Takings and the Endangered Species Act

Government actions implementing the Endangered Species Act (ESA) on private lands have sparked extensive debate and litigation over whether such actions result in Fifth Amendment takings. To date, courts have uniformly rejected regulatory takings claims under the ESA, leading several landowners to advance a different theory-physical takings claims. Successful physical takings claims require landowners to show that government actions resulted in either per se physical takings or compensable physical invasions of their land. In two recent decisions, Boise Cascade Corp. v. United States,/i\u3e and Seiber v. United States, courts rejected per se physical takings claims under the ESA, finding that listed species are not controlled by the government, and the presence of such species on private land does not destroy all of a landowner\u27s fundamental property rights. The second type of physical takings, compensable physical invasions, arises when a government action limits a landowner\u27s right to exclude but leaves other property rights intact. To determine if such an invasion is a taking, a court would likely employ the three-factor test the United States Supreme Court presented in Penn Central Transportation Co. v. New York City and weigh the character of the government action, the effect of the action on the landowner\u27s reasonable investment-backed expectations, and the economic effect of the action on the landowner. This Comment argues that government actions taken under the ESA to protect listed species on private lands do not give rise to compensable physical invasions

The Failure of Desire: A Critique of Kantian Cognitive Autonomy in Hegel\u27s Phenomenology of Spirit

In the Critique of Pure Reason, Immanuel Kant offers a revolutionary approach to cognition, wherein cognition can be understood as an action carried out by a cognitive agent. But giving the subject such an active role raises questions about Kant’s ability to account for objective cognition. In this paper, I will argue that the cognitive autonomy thesis central to Kant’s model renders it unable to account for the normativity required for objective cognition, and that G.W.F. Hegel makes just this criticism in the Desire section of his Phenomenology of Spirit. Hegel proposes an alternative: some basic intersubjective structure must be built into cognition on a fundamental level. For Hegel, the possibility of disagreement is an a priori requirement for objective cognition in general

Experiential Learning in Industrial/Organizational Psychology: A Case Study

Experiential learning is considered a powerful tool for learning in college. Community-based research is one type of experiential learning that has been used to learn research skills in a variety of social science disciplines. The current case study was conducted as an experiential learning research project. A team of six students and a professor from a small Midwestern college conducted community-based research with a large agribusiness company headquartered near the college. The goal of the project was to create an effective employee-selection process for this firm and to provide an effective learning experience for students. This included development of a situational judgment test, cognitive ability testing, and personality assessment. The article focuses on steps taken to organize a community- based research project, the steps required to develop an effective selection process, and an evaluation of the experience from students, the community partners, and faculty