Stevie: An aesthetic convergence

This essay examines the film “Stevie” and its integration of cinematic, literary, and theatrical form and technique. The film is viewed as an example of the emerging of forms in the performing arts.     

Use of Printed and Online Documents

The article is in four sections. First, a brief chronological recall of how written material started, and the practice of reading and the functions of writing. Discussed next are the nature and supply of electronic documents, then how paper and online electronic documents in higher education are dealt with by students. Finally, communication and speed, informational inflation and choice are considered. L’utilisation de documents imprimés et en ligne, charactérisation des pratiques des étudiants. Cet article est composé de quatre sections. Tout d'abord, supports de l'écrit, pratiques de lecture et fonctions de l'écrit; bref rappel chronologiques. Puis, spécificité et apports des documents électroniques. Puis, écrit papier at électronique en ligne dans l'enseignement supérieur; charectérisation des pratiques des étudiants. Et, enfin, communication et rapidité, inflation informationelle, et choix. Der Gebrauch von gedruckten und online Dokumenten. Dieser Artikel ist in vier Abschnitte unterteilt. Zunächst eine kurze chronologische Zusammenfassung über den Ursprung der Schrift, die Lesepraxis, und die Funktionen des Schreibens ; zweitens, eine Analyse über die Natur und den Beitrag von elektronischen Dokumenten ; drittens, eine Analyse über das Schülerverhalten bei der Konfrontation mit gedruckten und online Dokumenten ; abschliessend werden Kommunikation, Schnelligkeit, informative Inflation, und Informationsangebot betrachtet.     

The impact of transformational learning on individuals,families and communities

This article is based on a larger study (Bennetts 2002) into the Second Chance Trust (SCT) and addresses one major finding from that study, that of transformational learning and its effect on 197 individuals, their close relationships, and their communities. The SCT offers money to those over the age of 30 in South West England to effect change within their lives for the benefit of the wider community. Individuals evaluated transformational learning by the extent of major changes in thinking, feeling, acting, relating and being. Significant transformations fell into the categories of self-transformation, coping with and instigating change in self and others, transformed relationships, increased educational drive, career improvement, and better quality of life. Significant transformations were enabled by giving relatively small grants to individuals within a trusting and supportive relationship. This study supports both Mezirow's (1981) theory of perspective transformation and Boyd and Myers (1988) view of transformative education. Individuals' transitions appear to have been sustained over the years by the knowledge that change is possible, necessary and rewarding. The transitions evolved through a cycle of evaluation of circumstances, assessment of learning need, and adaptation of the present pattern of life required to achieve the new goal. In this context, lifelong learning becomes the norm, a process not a discrete educational event. Sustainability thus becomes the continued ability to learn from change and does not denote a static state.     

Creating a pocket universe: “Shippers,” fan fiction,and the X‐Files online

Ethnographic investigation of the online community of X‐Files fans known as “Shippers”; reveals a resistive posture manifested in their websites, discussions, and fan fiction. The mostly female Shippers hypothesize an unfolding romantic relationship between the series’ protagonists and thereby oppose male‐oriented conventions and commercial imperatives. In touting the equal partnership of Agents Mulder and Scully, and in wanting to see that equality as the basis for a romance, Shippers conflate the public and private and challenge artificial gender dichotomies. However, the study finds that their activities do not fully compensate for marginalization of their sensibilities in the given text.     

Entrepreneurial Community College Presidents: An exploratory qualitative and quantitative study

Tertiary Education and Management - This study examined the entrepreneurial, nontraditional fundraising behaviors and activities of 23 community college presidents using interview and survey data....     

Communicated Stereotypes,Attitudes, and Intended Accommodation of Appalachians

ABSTRACT

The study illuminates intergroup cognitions and intended communication towards Appalachians. American MTurk workers’ (N = 252) open-ended responses illuminated stereotype content of “backwards,” “uneducated,” “poor,” “mountain dwelling,” “self-reliant,” “kind,” and “prejudiced,” corroborating non-Appalachians’ closed-ended responses that Appalachians are deemed moderately competent and warm. The previous contact with an Appalachian yielded no significant differences in “attitudes towards Appalachians” scores. Intended (non)accommodations towards Appalachians commonly included “no adjustments,” with a variant array of overaccommodations (e.g. talking slower) and avoidance that either invoked or enforced stereotypes. Results may inform future testing and enhancement of intergroup and interpersonal communication with and about Appalachians.     

The Phenomenon of Information Literacy

Information literacy is being increasingly recognised as an important educational outcome for university graduates. How it is experienced, however, has only recently become the subject of scrutiny. The study reported here examines varying conceptions of information literacy amongst a group of lecturers, librarians, staff developers and learning counsellors. A phenomenographic approach was used to discover their conceptions. Data were gathered from participants, both male and female, through interviews, e‐mail discussions and workshops. As an outcome of the analysis, seven categories, or “faces” of information literacy were discovered. These categories depict information literacy as it is conceived or experienced. They provide target conceptions for the educational process which differ from the more conventional competencies or skill‐based objectives.