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AcademicMatters Mai 2010 OCUFA’S JOURNAL OF HIGHER EDUCATION | LA REVUE D’ENSEIGNEMENT SUPÉRIEUR D’UAPUO Challenging the Academy Publication May An OCUFA William Ayers Class Warriors Joel Westheimer Higher Education or Education for Hire Simon Marginson The University: Punctuated by Paradox David Rayside The Queer Agenda on Campus: Invisible? Stalled? Incomplete? Brian Little Acting Out of Character in the Immortal Profession 18 | Academic Matters MAY|MAI 2010 May|Mai 3 Class Warriors William Ayers Banned last year from speaking at the University of Nebraska, William Ayers argues that the current trend towards “academic capitalism” gives faculty the moment to speak up – and act up. 8 Higher Education or Education for Hire: Corporatization and the Threat to Democratic Thinking Joel Westheimer Teaching critical thinking is the university’s democratic mission, and today’s universities are failing to deliver. Universities need to reverse the trend that has them focusing on workforce preparation and the commercialization of knowledge and resurrect higher education’s public purpose. 14 The University: Punctuated by Paradox P. 3 Simon Marginson Old/new, engaged/separate, public/private, elite/mass-oriented, national/global, but for universities, paradox is vital. 19 The Queer Agenda on Campus: Invisible? Stalled? Incomplete? David Rayside For universities to become truly inclusive, sexual orientation and gender identity have to be fully incorporated into the employment equity agenda. 24 Acting out of Character in the Immortal Profession Brian Little Sometimes, the academic life demands that faculty deny their fundamental personality traits. But if collegial respect includes allowing colleagues the latitude to nurture their true characters, academics can survive and thrive amidst the challenges of academic life. -
Chapter One Understanding Abnormality: a Look at “Crazy”
Chapter one: Understanding Abnormality: A Look at "Crazy" by Drew Curtis and Leslie Kelley | 2nd edition | 9781524934491 | (c)2017 Property of Kendall Hunt Publishing CHAPTER ONE UNDERSTANDING ABNORMALITY: A LOOK AT “CRAZY” LEARNING OBJECTIVES ▶▶ Examine thoughts about “crazy” and myths of abnormality ▶▶ Identify goals in studying abnormal psychology ▶▶ List various myths about abnormality ▶▶ Define normality and abnormality ▶▶ Differentiate abnormality and mental illness ▶▶ Discuss and identify criteria of abnormality ▶▶ Apply the criteria of abnormality ▶▶ Examine historical perspectives of abnormality ▶▶ Explore the connection between understanding and responding to abnormality ▶▶ Explain the dynamic aspects of abnormality ▶▶ List various mental health professionals ▶▶ Recognize the differences between psychologists and psychiatrists CHAPTER OUTLINE ▶▶ Thinking about “Crazy” ▶▶ Supernatural Perspectives ▶▶ Myths ▶▶ Biological Perspectives ▶▶ Defining Abnormality ▶▶ Psychological Perspectives ▶▶ Mental Illness ▶▶ Integrationist Perspectives ▶▶ The 4 Fs of Abnormality ▶▶ Psychopathology as Dynamic ▶▶ Historical Perspectives of Abnormality ▶▶ Professionals in Mental Health 1 Chapter one: Understanding Abnormality: A Look at "Crazy" by Drew Curtis and Leslie Kelley | 2nd edition | 9781524934491 | (c)2017 Property of Kendall Hunt Publishing 2 Chapter One Understanding Abnormality: A Look at “Crazy” Thinking about “Crazy” Think about the craziest thing you have ever seen or experienced. What are the things that made it crazy? Write down the three most abnormal things you have ever seen or experienced and what contributed to them being labeled as abnormal. You develop many ideas about “crazy” from a variety of sources. We are fascinated with “crazy” but from afar. One of the most common ways that people construct ideas of abnormality is through media. Films provide you with entertainment mediums for which you can observe abnormality, from a distance. -
Pauli Murray in the 1930S: Portraits and Post-Soul Eccentricity
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2018 Pauli Murray in the 1930s: portraits and post-soul eccentricity Sarah Scriven DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Scriven, Sarah, "Pauli Murray in the 1930s: portraits and post-soul eccentricity" (2018). College of Liberal Arts & Social Sciences Theses and Dissertations. 249. https://via.library.depaul.edu/etd/249 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. Pauli Murray in the 1930s: Portraits and Post-Soul Eccentricity A Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts June 2018 BY Sarah Scriven Department of Women’s and Gender Studies College of Liberal Arts and Social Sciences DePaul University Chicago, Illinois 1 2 Prophecy Dark Testament (1970) By Pauli Murray I sing of a new American Separate from all others, Yet enlarged and diminished by all others. I am the child of kings and serfs, freemen and slaves, Having neither superiors nor inferiors, Progeny of all colors, all cultures, all systems, all beliefs. I have been enslaved, yet my spirit is unbound. I have been cast aside, but I sparkle in the darkness. I have been slain but live on in the river of history. -
Eccentricity and Gender
Issue 2009 27 Off Centre: Eccentricity and Gender Edited by Prof. Dr. Beate Neumeier ISSN 1613-1878 Editor About Prof. Dr. Beate Neumeier Gender forum is an online, peer reviewed academic University of Cologne journal dedicated to the discussion of gender issues. As English Department an electronic journal, gender forum offers a free-of- Albertus-Magnus-Platz charge platform for the discussion of gender-related D-50923 Köln/Cologne topics in the fields of literary and cultural production, Germany media and the arts as well as politics, the natural sciences, medicine, the law, religion and philosophy. Tel +49-(0)221-470 2284 Inaugurated by Prof. Dr. Beate Neumeier in 2002, the Fax +49-(0)221-470 6725 quarterly issues of the journal have focused on a email: [email protected] multitude of questions from different theoretical perspectives of feminist criticism, queer theory, and masculinity studies. gender forum also includes reviews Editorial Office and occasionally interviews, fictional pieces and poetry Laura-Marie Schnitzler, MA with a gender studies angle. Sarah Youssef, MA Christian Zeitz (General Assistant, Reviews) Opinions expressed in articles published in gender forum are those of individual authors and not necessarily Tel.: +49-(0)221-470 3030/3035 endorsed by the editors of gender forum. email: [email protected] Submissions Editorial Board Target articles should conform to current MLA Style (8th Prof. Dr. Mita Banerjee, edition) and should be between 5,000 and 8,000 words in Johannes Gutenberg University Mainz (Germany) length. Please make sure to number your paragraphs Prof. Dr. Nilufer E. Bharucha, and include a bio-blurb and an abstract of roughly 300 University of Mumbai (India) words. -
Fairy Tales and Political Socialization
FAIRY TALES AND POLITICAL SOCIALIZATION by Mehrdad Faiz Samadzadeh A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching & Leadership University of Toronto Ontario Institute for Studies in Education © Copyright by Mehrdad Faiz Samadzadeh 2018 FAIRY TALES AND POLITICAL SOCIALIZATION Mehrdad Faiz Samadzadeh Doctor of Philosophy Department of Curriculum, Teaching & Leadership Ontario Institute for Studies in Education University of Toronto 2018 Abstract The concept of childhood is one of the many facets of modernity that entered Western consciousness in the seventeenth century. It emanated from the historical mutations of the post-Renaissance era that set in motion what Norbert Elias calls the civilizing process, one that spawned a repressive mode of socialization in tandem with the cultural and ideological hegemony of the new power elite. Accordingly, childhood became a metaphor for oppression targeting not only children, but also women, the underclass, the social outcast, and the colonized as they all were deemed “incompletely human”. From mid-nineteenth century on, however, childhood began to evince a liberating potential in tandem with the changing direction of modern Western civilization. This ushered in an alternative concept of childhood inspired by the shared characteristics between the medieval and modern child that finds expression in the works of distinguished literary figures of the Victorian era. What followed was an entire movement towards the recognition of children’s rights and status that set the context for the growing interest in childhood as a subject of historical inquiry in the twentieth century. This conceptual vicissitude of childhood is central to the present thesis which I pursue in relation to the literary genre of fairy tale. -
History of Higher Education in Canada NANCY M
The Canadian Journal of Higher Education, Vol. XV-1, 1985 La revue canadienne d'enseignement supérieur, Vol. XV-1, 1985 History of Higher Education in Canada NANCY M. SHEEHAN* ABSTRACT This paper relates the changes that have occurred in historiography over the last couple of decades to the present state of writing on the history of higher education in Canada. The existing bibliography has laid the groundwork and the 'new' history offers the means by which the complex relationships between society and institutions of higher learning can be synthesized. A few examples of the kinds of questions that need to be asked and of some assumptions that need analysis are given. By looking at all phases of universities - professors, students, women, administrative and academic matters; by using quantitative as well as qualitative research techniques; by consulting government, church, local and business sources as well as university material; and by analyzing and critiquing the newer historians of higher education can help Canadians understand the traditions and mores of individual institutions as well as the collective impact of higher education on the society. RÉSUMÉ Ce travail relate les changements qui ont eu lieu en historiographie durant les dernières décennies et jusqu'à l'état actuel des écrits sur l'histoire de l'éducation supérieure au Canada. La bibliographie existante a servi de fondement et la "nouvelle" histoire offre un moyen de synthétiser les relations complexes entre la société et les institutions d'enseignement supérieur. L'étude -
H-France Review Vol. 11 (March 2011), No. 80 Miranda Gill, Eccentricity
H-France Review Volume 11 (2011) Page 1 H-France Review Vol. 11 (March 2011), No. 80 Miranda Gill, Eccentricity and the Cultural Imagination in Nineteenth-Century Paris. Oxford and New York: Oxford University Press, 2009. Notes, bibliography, and index. £60.80 (hb). ISBN 978-0-19-954328-1. Review by Melissa Wittmeier, Northwestern University. In Eccentricity and the Cultural Imagination in Nineteenth-Century Paris, Miranda Gill puts marginality squarely in the center of her argument, which is at times intentionally circular, but rarely, if ever, problematic. The depth and richness of this interdisciplinary study is remarkable. The flawlessness of the prose and the erudition of the vocabulary make the book a pleasure, and occasionally a challenge, to read. To complete her study, Gill left no stone unturned. She is thorough in her inclusion of sources, both historic and recent. The thoughtfulness of her exposition testifies to the tremendous depth of her research. Rare is the reader who will finish a chapter without having learned a great deal about the public and private perception of eccentricity in nineteenth-century Paris. The overall organization of the book, which is extraordinary, is outlined in systematic detail in an introduction wherein the author describes the structure and approach she has adopted for her work. Gill leads the reader by the hand, as it were, through her analysis. Each section begins with its stated purpose. “This study asks..." (p. 1), begins the first chapter, which ends, “This chapter has questioned...” (p. 38). Chapter two ends similarly with “This chapter has examined...” (p. 69); chapters three and seven conclude, “In conclusion...” (100, 237); chapters four and eight, “In summary...” (pp. -
The Role of the Academic Board in the Contemporary Australian University
The Role of the Academic Board in the Contemporary Australian University by Julie Rowlands, M.Ed., B.Ed. Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Deakin University July, 2012 Publications Refereed journal articles The following article comprises sections of chapter 3, Conceptual Framework and of chapter 6, Power: Rowlands, J. 2011, ‘Academic boards: less intellectual and more academic capital in higher education governance?’, Studies in Higher Education, iFirstArticle, pp. 1–16. http://dx.doi.org/10.1080/03075079.2011.619655 The following articles comprise sections of chapter 3, Conceptual Framework and of chapter 7, Academic Quality Assurance: Rowlands, J. 2012, ‘Accountability, quality assurance and performativity: the changing role of the academic board’, Quality in Higher Education, 18(1), pp. 79–110. Rowlands, J. 2012, ‘The symbolic role of academic boards in university academic quality assurance’, paper under review by Quality in Higher Education. Other publications The following article comprises sections of chapter 7, Academic Quality Assurance: Rowlands, J. 2011, ‘Is the quality assurance role of university academic boards symbolic or real?’, L H Martin Institute Insights, November 2011, http://www.lhmartininstitute.edu.au/insights- blog/2011/11/69-is-the-quality-assurance-role-of-university-academic-boards-symbolic-or-real ii Acknowledgments It has been a joy and a privilege to undertake this PhD and I am grateful to a number of people for their support and assistance during my candidature. Firstly, I am deeply grateful to my principal supervisor, Professor Jill Blackmore. Without Jill, I would not have started this PhD, let alone finished it. -
© 2014 Free Spirit Publishing. All Rights Reserved
© 2014 Free Spirit Publishing. All rights reserved. Praise for Teen Cyberbullying Investigated: “Amid all the talk about cyberbullying, Judge Jacobs’s no-nonsense approach cites chapter and verse from actual court cases in a straightforward, thought-provoking way. He’s not out to preach, just to inform teens, parents, and educators about the possible consequences of their actions.” —Youth Today “Should be required reading for school administrators, teachers, parents, and young people when exploring the vast and still uncharted territory of the Internet.” —Ian Zack, Executive Editor, The New York Times Upfront “Among books recently published on this topic, this one distinguishes itself by covering more than 50 actual court cases involving teenagers. Promoting the values of civility and ethical behavior makes this book an even more timely and valuable purchase.” —School Library Journal “Deals with the hot, contemporary topic of online teen harassment, by both teens and by adults. Jacobs encourages readers to consider the viewpoints of victim, perpetrator, and bystander.” —Booklist “Thoroughly researched and fascinating. A must-read for young people and their parents and caregivers, not just in the United States, but worldwide.” —Richard Piggin, Head of Operations, Beatbullying, London, England “This book is at the forefront of cyberbullying literature. It has the capacity to inform school policy as parents, teachers, and principals race to find solutions for bullies and support for victims.” —Kimberley O’Brien, Principal Child Psychologist, -
2020-2021 1101 West College Avenue Jacksonville, Illinois 62650-2299 Phone: 217.245.3000 FAX: 217.245.3034
CATALOG 2020-2021 1101 West College Avenue Jacksonville, Illinois 62650-2299 Phone: 217.245.3000 FAX: 217.245.3034 www.ic.edu For information about admission to the College contact: The Office of Admission :: 217.245.3030 :: [email protected] For information about academic matters contact: The Office of Academic Affairs :: 217.245.3010 :: [email protected] For information about courses, transcripts, and records contact: The Office of the Registrar :: 217.245.3013 :: [email protected] For information about financial aid and student billing contact: The Office of Student Financial Services :: 217.245.3035 :: [email protected] For information about payment of expenses contact: The Office of Business Affairs :: 217.245.3003 Accounting Services :: 217.245.3015 :: [email protected] For information about extracurricular activities and student affairs contact: The Office of Student Involvement :: 217.245.3011 For information about campus housing and residence life contact: The Office of Residential Life :: 217.245.3012 :: [email protected] For information about athletic activities contact: The Office of Intercollegiate Athletics :: 217.245.3400 For information about alumni records and activities, and gifts to the College contact: The Office of Development and Alumni Relations :: 217.245.3046 * * * * * The Illinois College Catalog is a description of courses and requirements for one year. Illinois College reserves the right to make changes in requirements, policies, and expenses as necessary and at any time without notification. * * * * * Published by Illinois College, Jacksonville, Illinois 62650-2299 August 1, 2020 Updates available online at www.ic.edu 3 ______________________________________________________________________FULL-TERM CALENDAR CALENDAR FIRST SEMESTER, 2020-2021 SECOND SEMESTER, 2020-2021 (Tentative) (Tentative) August 20 Welcome Week Begins January 18 Advising Day (1 to 3:30 p.m.) August 24 Advising Day (9 a.m. -
A Primer on Academic Freedom
A Primer on Academic Freedom DIFFICULT DIALOGUES INITIATIVE A PRIMER ON ACADEMIC Freedom his primer offers a general overview of academic freedom in American higher education. It is designed to present basic concepts, including the application of aca- Tdemic freedom to faculty members and institutions of higher education. Each Ameri- can college or university applies principles of academic freedom in the context of its own mission. The primer is not a definitive discussion or legal analysis. For further information, readers may wish to explore the additional resources listed on page 9. What Is Academic Freedom? American higher education relies on the fundamental value of academic freedom. Academic freedom protects college and university faculty members from unreason- able constraints on their professional activities. It is a broad doctrine giving faculty great leeway in addressing their academic subjects, allowing them even to challenge conventional wisdom. Under principles of academic freedom, a faculty member may research any topic. He or she may raise difficult subjects in a classroom discussion or may publish a controversial research paper. The excellence of America’s higher educa- tion system rests on academic freedom. What Is the Purpose of Academic Freedom? Academic freedom serves to advance the two core values of higher education. #1. Advancing knowledge through research and creativity. Colleges and university faculty members work to advance knowledge and the arts. They conduct research and write scholarly papers and books. They create stories, plays, music, and works of visual art. Peers who are experts in the same field, or a similar area, scrutinize the work of faculty members. -
Cosmopolitanism Or Something Else?
Master’s Degree Studies in International and Comparative Education, No. 38 ————————————————— Cosmopolitanism or Something Else? A comparative educational research on primary school policies between Greece and Europe Sofia Exarchou May, 2016 Institute of International Education Department of Education Abstract In the 21st century, cosmopolitanism has become an ever emerging concept, as scholars turn to this worldview with the hope to address the unavoidable impacts of globalization. Simultaneously, the new educational trends in Europe in combination with the ongoing socio-political changes create new needs that demand a more cosmopolitan interference. With this in mind, the present research attempts to examine whether and how cosmopolitan ideals are promoted through education policies in Europe and to what extent these cosmopolitan ideals succeed to reach national policies and school practice in a country as Greece. To this end, the author conducts a qualitative multilevel study between Europe and Greece and bases her study on two research methods: interviews and document analysis. The interview and document analysis that follows leads to a comparison not only between the European and the Greek context but also between the policy and practice level that spawns a better and deeper understanding of how education promotes and can promote cosmopolitanism. The findings of the research highlight that the dilemma of whether to employ an ethnocentric or cosmopolitan educational approach can be acute. Parallel to that, the conflicting conceptions of cosmopolitanism between Greece and the European Union tend to render the moral aspects of education quite numb. Finally, the research closes with some recommendations for the future and suggestions for further studies.