‘Post-Dramatic’ Stress: Negotiating vulnerability for performance

The greatest accolade given to actors is that of bravery rather than technical competency. We admire actors who ‘lose themselves’ in a role or who ‘expose’ themselves through their vulnerable portrayals. Yet at what cost? Some actors move from role to role with apparent ease while others seem to ‘live out’ their latest roles often prolonging addictive and potentially destructive habits. Schechner observed “the cool-down ought to be investigated from the point of view of both performers and spectators”. From my participant-observation of sites of actor training, I have witnessed advice in dealing with vulnerability, in the aftermath of performance, that suggests that actors either “develop the heart of a dove and the hide of a rhinoceros” or just “get over it!”. I discuss the lack of preparation for performers to negotiate what I have coined, evocatively and provocatively, ‘post-dramatic’ stress. I review the limited research that has sought to highlight the neglect of actors’ wellbeing in training and performance contexts and, subsequently, I proffer some options for negotiating this vulnerability. I argue we can teach and learn ways in which vulnerability can become a transformative process rather than something that has to be either defended against or denied.The conference was sponsored by A.D.S.A., the Department of Performance Studies, the School of Letters, Arts and Media, and the Faculty of Arts of the University of Sydney

The digital age project: strategies that enable older social housing residents to use the internet

Provides insights into the factors affecting technology adoption for older and disadvantaged people, and provides training and interface guidelines and a potential model for other public housing communities to become more digitally aware. Research Aims The experience of social housing communities in countries like the United Kingdom suggests that while access to digital infrastructure and equipment is important, access alone does not equate to digital inclusion. The aim of this research was two-fold, namely to: Understand the impact of access to and use of the internet, within a community of potentially vulnerable consumers; and, Determine the strategies that may assist people living in public housing communities to become more digitally aware and enable them to take advantage of online services such as health, government, news, shopping and methods of online communication. The research also sought to determine what benefits may flow from information technology skills to perceptions of social connectedness, self-efficacy, resilience, health and well-being. Given that people with low levels of computer literacy typically face greater risk of cognitive overload in attempting to learn new technologies, the principles and guidelines from Cognitive Load Theory were applied to training materials and activities to minimise cognitive load and thereby facilitate learning. The research was designed with a view to providing important insights into the factors affecting technology adoption for older and disadvantaged people, as well as providing training and interface guidelines and a potential model for other public housing communities to become more digitally aware

Undergraduate Catalogue 2021-2022

https://scholarship.shu.edu/undergraduate_catalogues/1037/thumbnail.jp

Undergraduate Catalogue 2015-2016

https://scholarship.shu.edu/undergraduate_catalogues/1032/thumbnail.jp

The White and Blue 1928

The original name of the Seton Hall University yearbook was The White and Blue: 1924-1942, with the exception of the 1940 yearbook, which was titled The 1940 Galleon. No yearbooks were published from 1934-1938, due to the Great Depression or from 1943-1946 due to World War II. Seton Hall University resumed publication of its yearbook in 1947 under the title The Galleon but ceased publication with the 2006 issue. This last issue is a compilation of the years 2002-2006.https://scholarship.shu.edu/yearbooks/1005/thumbnail.jp