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Background It has been argued in the literature that pharmacy is a unique integration of art and science. This paper addresses the art aspect of this and draws on the existence of multiple philosophies, theories and belief systems and describes the methodological process of use fine art (paintings) as a lens through which to view thematic data about a ‘scientific’ concept; a method which appears to be unique in the literature. Objectives To explore pharmacy students' assessment practices and any influence on their learning practices. To explore how feedback influences pharmacy students’ learning practices. To determine whether the affective dimension impacts on pharmacy students’ learning. To evaluate whether fine can art be used as a lens to make sense of thematic data. Methods Data collection took the form of individual semi-structured interviews and was underpinned by an interpretivist qualitative approach. Analysis of data involved exploring the themes relating to assessment. Initially, thematic analysis of the data was carried out using an inductive approach and mind-mapping then Pierre Bonnard's art was used as a ‘lens’ through which to view the themes. Results Eighteen pharmacy students in one UK School of Pharmacy were interviewed. Themes relating to assessment practices which are discussed in this paper and compared to Pierre Bonnard's paintings are: conceptions of assessment (compared with Coffee), the impact of the nature of assessment on learning practices (compared with Dining Room in the Country), feedback (compared with Nude in a Mirror), strategies used in assessment practices (compared with The French Window), the affective dimension of assessment (compared with Red Roos at Le Cannet) and assessment constrains free-thinking (compared with The White Interior). Conclusions Using Bonnard's art in analysis has provided an additional way of extending the analysis of participant's assessment practices. Aligning with Bonnard's technique of foregrounding the unexpected or diverting attention away from the obvious has allowed illumination of these practices and previously un-noticed aspects of pharmacy students' learning practices. There were a number of new insights gained from using this approach as well limitations. By attending to a different perspective that art brings, we have been able to see how assessment practices link to learning as pharmacy students.

The article sets out to discuss disruptions of the embodied flow of movie perception triggered by foregrounded categorical-thematic patterns. First, categorical-thematic patterns are framed in a cognitive perspective and tied to categorical (or parallel) information processing as opposed schematic (sequential). I argue that the former are not prototypical of embodied movie perception and tend to be disruptive if foregrounded, as they are more prevalent in art cinema. Next, I indicate how categorical-thematic patterns may encourage a type of non-habitual pattern recognition producing a number of emotional and aesthetic effects: delight at pattern isolation, wonder emotions, emotional focus of a story theme, and intensification or modulation of global and empathetic emotions. Finally, I turn to illustrate these points usingPan’s Labyrinth, a film that systematically foregrounds categorical-thematic patterns yet naturalizes them, alleviating disruption of movie perception. This, I believe, marks an effective strategy of importing avant-garde film techniques into popular cinema.

We document cultural heritage to preserve cultural heritage, to ensure its survival by pushing back against the entropic forces of forgetting and neglect. These entropic forces are particularly acute for intangible cultural heritage preserved in digital form and produced in fragile and conflict-affected settings. And whilst professionals from across the “memory” professions have responded to these challenges, based on our experience of development work with young people in Egypt and Iraq, they have done so in ways that are ill-suited to the worldviews, cultural practices, educational experience and learning models of those outside centres of archival power. This paper describes the delivery of “digital archiving” workshops, training, support and resources developed by an interdisciplinary and multi-sectoral collective of academics, practitioners, community leaders and community participants. Working at the intersection of development studies, heritage management and digital preservation, this paper argues that cultural heritage practices are enriched by foregrounding particular place-based and contingent activities that productively peel back the provincialism of the canons of enlightenment memory work.

In this article, the cognitive principles of prioritizing the media, the media - the institutions that collect all the information about what is happening, process it, and provide it to the public as news, sometimes referred to as media communications, and similar information is discussed. In particular, ensuring freedom of information and speech, liberalization of this area has been identified as an important priority in building a democratic, legal state and a strong civil society in Uzbekistan. In 1991, there were 395 media outlets in Uzbekistan, but today their number has reached 1,437.

In June 2019, Google announced plans to connect Africa to Europe through an undersea internet cable project named Equiano. As a techno-commercial platform, Google’s gesture warrants scrutiny and propels this essay’s analyses of the political connections of Internet spaces that also enable a visual turn in the scholarship of African history. Using the Google search engine and Facebook, Yékú and Ojebode stress the embeddedness of digital technologies in cultural meanings that include visual narratives that visibilize government’s ahistoricism. They conclude by foregrounding the digital labors of Nigerian digital subjects who deploy historical photographs on Facebook as expressions of performative nostalgia.

Leveraging omnichannel has become a new norm of strategic marketing in the retail industry, with many vendors foregrounding the value of customers who wish to maximize their shopping experiences ac...

In his discussion of the “big, ambitious novel,” James Wood dismisses both male and female authors but singles out Zadie Smith's White Teeth for most of his critique of what he terms “hysterical realism.” For Wood, recent long novels display too much imagination but not enough substance and depth of character; the new novel has become “a picture of life.” With its deliberate foregrounding of inhumanness and spectacularity, Emil Ferris's My Favorite Thing Is Monsters commits many of Wood's list of transgressions against the traditional novel. This article examines how Ferris's book is unaffected by negative reactions to this transgressiveness, championing transgression and ignored voices as the mode of expression best suited to the big, ambitious novel of our times. The book's heroine and purported author of the book touches readers and moves them through the monstrous form she imagines for herself. Her reproductions of comics covers and art works negotiate diverse visual vocabularies and their resulting aesthetic and historical scope. In filtering its story through a young protagonist who is marginalized on all counts (age, class, race, sex, sexual orientation), Ferris's “big, ambitious (graphic) novel” is also a layered response against the criticisms of childishness levied against comics. Transgression in My Favorite Thing Is Monsters becomes a way of rethinking tradition—of comics, of novels, and of graphic novels—in the broader terms of cultural history.

This article examines the struggle against the new Electricite de France (EDF) wind park, Gunaa Sicaru, in Union Hidalgo (UH), Mexico. Foregrounding Indigenous land defense, the article refers to w...

This opinion piece interrogates the position that open access policies infringe academic freedom. Through an analysis of the objections to open access policies (specifically Plan S) that draw on academic freedom as their primary concern, the article illustrates the shortcomings of foregrounding a negative conception of academic freedom that primarily seeks to protect the fortunate few in stable academic employment within wealthy countries. Although Plan S contains many regressive and undesirable elements, the article makes a case for supporting its proposal for zero‐embargo repository‐based open access as the basis for a more positive form of academic freedom for scholars around the globe. Ultimately, open access publishing only makes sense within a project that seeks to nurture this positive conception of academic freedom by transforming higher education towards something more socially just and inclusive of knowledge producers and consumers worldwide.

This article delves into the processes of territorial transformation by foregrounding the material dimension of infrastructure. The entry of the research is infrastructure network design and planning. We will trace the concepts of territorial transformation inscribed into the material layout of large technical systems by analyzing the discourse of engineers and policy makers involved in the conception of infrastructure networks. In so doing, the material politics of infrastructure networks will be studied: How did engineers and policy makers design infrastructure to generate a specific territorial transformation? Moreover, how did technological plans hold the idea that one could influence modernization processes by means of a territorial transformation instigated by infrastructure? The neutral status of technology is thus fundamentally challenged by showing that engineers, in association with policy makers, were essential actors in the planned transformation of the territory as they organized infrastructure networks according to specific ideas relating spatial and societal transformation. The article focuses on two decades after the independence of Belgium (1831), when engineers conceived comprehensive networks of rails, waterways, and roads. The material politics of two major public works initiatives will be analyzed: (1) the centrally positioned railway network that connected all industrial centers within the territory as well as with the markets of neighboring countries, positioning Belgium into Europe as international turntable, and (2) a network of roads and canals in peripheral, so-called unproductive, regions that had to integrate these regions within national borders, and indeed extend these borders, as well as buffer and govern the side-effects and risks generated by the accelerating industrialization in the central parts of the nation.

This article examines the anti-antisemitism novels of the 1940s as an indication of the decade's changing attitudes toward Jews, antisemitism, and religious pluralism, and so contributes to scholarly research on both social protest literature and mid-twentieth-century American religious culture. Recent scholarship has shown that American Jews responded to the Holocaust earlier than had previously been assumed. The anti-antisemitism novels of the 1940s were one of the popular culture arenas in which this response to the horrors of Nazi Germany occurred, as fiction proved an ideal genre for imagining and presenting possible solutions to the problem of antisemitism. These solutions often involved a change from a racial to a religious conception of Jews. Laura Z. Hobson's Gentleman's Agreement (1947) was the most culturally significant of this 1940s genre of anti-antisemitism novels (a subgenre of social protest literature), in part because of its foregrounding of non-Jewish responses to antisemitism. Archival research into the roots of Hobson's novel reveals that news of other female authors writing popular anti-antisemitism fiction encouraged Hobson, allowing Hobson to feel part of a movement of anti-antisemitism writers that would eventually extend to her readers, as demonstrated by readers’ letters. Although Will Herberg's Protestant, Catholic, Jew (1955) is frequently cited as the midcentury book that heralded a postwar shift toward religious pluralism, the anti-antisemitism novels of the 1940s reveal signs of this shift a decade earlier.

The aim of this paper was to consider one form of poetological reflexivity connected with the interaction of poetry with non-poetic discourses in the context of contemporary culture. Poetological reflexivity is understood here as foregrounding in poetry author’s contemplations dealing with the creative process, including such philological aspects as aesthetic criteria, normative cannons, relationship with the art of predecessors, interpretation of language expressive means, stylistic devices, poetic techniques (meter, rhyme, stanza, rhythmic modifiers) and others, incorporated into the texture of a poem. Such poems are often referred to as «metapoetic lyrics» or «metapoetry». Three poems by Gillian Allnutt, Carol Ann Duffy and Simon Armitage were analyzed from the point of view of language signs actualizing authors’ reflexivity concerning the relationship between poetic and non-poetic discourses. This problem, which has always been in the center of poets’ attention became especially acute today in the context of expanding mass media. The analysis of the poems revealed verbal and nonverbal markers of their authors’ reflexivity connected with the use of language means and discourse strategies of nonfiction registers, which appeared to be a productive resource for enrichment of poetic speech. These markers manifest themselves in a different way however all of them can be coordinated with their metapoetic function – expression of their authors’ understanding of poetry specifics.

Conceptualizing identity in processual terms as identity work has long been acknowledged within the broad field of critical management and organization studies. However, recent studies show that the process by which identities evolve is still under-explored. Although extant research has considered how discourse and other symbolic means play a part in this process, this article expands such perspectives by foregrounding the relationality of discourse-materiality in identity construction processes. Using the example of an empirical analysis taken from a case study within education in Denmark, the author examines the process of identity construction by considering the ways in which discourse-materiality works to perform identities. The author combines insights from new materialist thinking with organizational discourse studies in the development of an analytics to approach the process of identity construction – coined as identity intra-activity. In doing so, the article demonstrates how an informal middle-management positioning of selected teachers is performed within its organization. By advancing the notion of identity intra-activity, the findings enable an understanding of identity work as materialized by multiple discursive-material and embodied resources – all enacted in/through the teachers’ practices – creating a petri dish for examining the co-constitutive role of discourse-materiality and enabling new ways of thinking about identity work.

The framing of education and learning in sustainable development has evolved out of global environment and development discussions to shape how knowledge, learning and action are applied in efforts to address complex socio-ecological and sustainability challenges of the times. Such framings have over time contributed not only to the establishment of the importance of education and learning in issues of environment and development – sustainable development – but also to the definition of what forms education and learning should take. Education for Sustainable Development (ESD) has since emerged from such framings in international discussions to pave the way for the formal recognition of the role of education and learning in the global quest for sustainable development. While the ESD discourse has since evolved to become a pragmatic educational ideology and tradition; while many countries and institutions have embraced its ideals in practice, not a lot of attention has been given to the seemingly instrumentalization of education in the ESD discourse. This work foregrounds ESD as an emergent discourse to critically explore how education has been framed in the discourse. Through Discourse Analysis and Critical Discourse Analysis, the paper examines the coarseness of words used in creating the ESD discourse across time by paying close attention to texts – specific language use – in key discourse moments to understand how linguistic choices, power, and institutional structures have helped to create a role for education in sustainable development and how that has facilitated the formation of the ESD discourse.

Lawrence Langer has played a foundational role in foregrounding the importance of examining Holocaust testimonies in their own right, as singularly textured personal remembrances, not only as histo...

This research paper discusses how the grammatical and semantic roles can cohesively be related to the poetic connotations and the thematic analysis in two of Frost’s poems. In “For Once, then, Something,” stylistic devices are meant to resolve the religious significance of man’s journey to death and to foreground man’s quest to gain life wisdom. For instance, Short’s discussion of the grammatical roles and stylistic devices shows that the style of the first lyric, that is written as an enjambment, echoes the literary technique of stream of consciousness. Similarly, in the second lyric the bond between the grammatical and literary aspects expounds the theme of death wish. Hence, the researcher’s stylistic study highlights poetic cohesion between the two lyrics, thus foregrounding Frost’s mystical quest in search of the reality behind death. Consequently, the views of many scholars help the researcher to develop her stylistic interpretations.

PurposeThe aim of this paper is to begin a conversation about historicising the public relations (PR) curriculum in universities.Design/methodology/approachThe paper discusses PR history and historiography to identify the underlying ideological and methodological influences. It considers scholarship on PR education, and the inclusion or, more often, the exclusion of history except where it serves to reinforce a narrative of steady, and apparently unproblematic, professional development. The paper reviews the presentation of history in textbooks and discusses the authors' experiences of teaching PR history. The paper concludes with a discussion of how the inclusion of history in the PR curriculum offers an important critical intervention in PR education.FindingsThe PR curriculum tends to meet industry expectations around practice and skills in order to develop students as future practitioners. But this paper argues that a more historical and historiographical understanding of PR can develop in students important skills in research, analysis and interpretation. It can also introduce students to working with ambiguity and alternate perspectives. Foregrounding new histories and challenging existing histories introduce students to richer and more complex understandings of PR. It also introduces students to epistemology and ethics, and therefore offers a way to introduce critical thinking into the curriculum.Originality/valueA more historical understanding of PR develops student skills in research, analysis and interpretation as well as critical thinking.

South Africa still faces inequalities with regard to access to higher education opportunities. Foregrounding student voices at one university, the paper compares how students from diverse socio-eco...

This essay examines the Super Bowl and the smart city as conjoined spectacles. A focused case study on Super Bowl LIII and its staging in Atlanta, Georgia in 2019 allows us to investigate how the use of cutting-edge smart technologies, including cameras, sensors, artificial intelligence, image recognition, and data collection techniques to secure Mercedes Benz stadium naturalizes a broader anticipatory logic of state and corporate intervention, often evoked in the name of public safety and terrorism-prevention. Together the spectacles of sport and smart technologies gloss over systemic inequality and legitimize security infrastructures as well as related ideas that social problems such as a lack of affordable housing, police brutality, and environmental degradation are best addressed through technological solutions. Foregrounding the conjoined spectacles of the smart city and Super Bowl problematizes seemingly necessary security processes and social relations among people, events, technologies, and cities, inviting further research and discussions necessary for strengthening critical interventions and theorizing in these areas.

Один из парадоксов мейнстримного советского кино заключался в том, что оно имело склонность «создавать зрелище «маскулинной телесности, не привлекая (по большей части) внимания к ней в откровенном смысле. Тело героя было мифологизировано в патриархальных структурах, что воспринималось, как естественное положение вещей. В данной работе рассматриваются различные пути, с помощью которых режиссер Кира Муратова бросает вызов этой культурной парадигме, выдвигая на первый план более откровенное мужское тело, тем самым разрушая мужской взгляд на вещи. В этом отношении фильмы Киры Муратовой бросают вызов архетипичным образам маскулинности (и фемининности), распространенным не только в Советском Союзе или в мейнстримном кино, но и во многих других странах.

Starting from a distinction between different historical and philosophical concepts of ‘form’ as they have been discussed by Władysław Tatarkiewicz, this article argues that visual poetry is constituted and concretely shaped by its implicit, sometimes even explicit, reflection upon ‘form’. In three paragraphs different concepts of ‘form’ are briefly discussed with regard to selected examples of visual poems: (1) form as ‘proportion’; (2) form as the counter-concept of ‘content’; and (3) form in the sense of ‘contour’. The first part focuses on examples of twentieth-century visual poetry playing with the sonnet form and exposes its rigidly proportional visual structure. In addition, the strategy of turning form to serial account is illustrated. There is a long tradition of engaging with the sonnetʼs history and generic features via the very sonnet form, either in order to defend this highly artificial poetic genre (as an example by August Wilhelm Schlegel illustrates), or in order to criticize or parody it. Visual poetry sonnets reduce this poetic genre to its proportions, thus questioning under which preconditions the reader identifies a ‘sonnet’ at all. The second section of the article presents two examples of concrete visual poetry (by Eugen Gomringer and Mathias Goeritz) that play with the notion of ‘content’ by foregrounding this ludic element and the poetic processes that are represented indirectly by the respective poems’ visual structure. The third section is dedicated to the complementary concepts of ‘outline’ and ‘dissolved contours’, focusing on the contrast between traditional instances of the contour poem and more recent examples (Carlfriedrich Claus, Eugen Gomringer) which expose the tension between form and its dissolution.

This essay examines the work of stand-up performer Hannah Gadsby in relation to persona, extending the conventional reach of persona studies to the realm of live performance and comedy. The author analyses Hannah Gadsby’s risky decision to kill off her widely adored comic persona in her 2017 show Nanette, replacing it with a persona that shot her to global celebrity and changed the power dynamics with her audiences. The essay investigates Gadsby’s contention that stand-up is bad for her mental health and is predicated on an abusive relationship with audiences. It considers her strategies of comic unmaking and remaking in the contexts of women working in a sexist industry within misogynist societies. It also interrogates Gadsby’s dramaturgies of foregrounding persona creation and the performative dialogic of ‘face’ or ‘mask.’ Gadsby’s postmodern deconstruction of her own comic artistry and her exposure of the limits of stand-up as a form are examined through a new concept of meta-persona.

Drawing on a small scale doctoral research project that engaged a critical disability studies (CDS) lens and is rooted in a Grounded Theory methodological approach, this paper explores the experiences of visually impaired and blind students regarding their access and negotiation of inclusion within UK higher education (HE). The emergent research findings, which here focus on the process and practical application of Disabled Student’s Allowance, accommodation within student living and, more broadly, social interactions within HE, reveal a liminal and bounded participation contrary to the ongoing processes and practices, within HE, which purport equity and inclusion.\ud \ud By foregrounding the voices of these visually impaired students, whilst expanding upon existing understanding of the experiences of disabled students, the important discussions of day-to-day social interactions and identity as a visually impaired person and student reveal an important juxtaposition between the rhetoric of inclusion and individual experience.

This study examined media bias, media ideologies and dominance in two newspaper articles on COVID 19 that were published by the American Washington Post newspaper and the Chinese People’s Daily newspaper. The study revealed that media bias is practiced through gatekeeping bias, coverage bias and statement bias. Ideology bias is practiced through the selection of topics to cover and the tone for reporting on these topics. Dominance is practiced through the foregrounding and backgrounding of information and ideas. This contrastive study also revealed that the topics that were foregrounded in American newspaper were backgrounded or filtered by the Chinese newspaper and the topics that were backgrounded by the American newspaper were foregrounded by the Chinese newspaper. This paper also revealed that foregrounding is not necessarily carried out explicitly; it can also be carried implicitly by foregrounding the opposite. This depends on readers’ interpretation and familiarity of events.

The chapter defines practice approaches and considers the several ways the concept of practice has functioned in the academic and practitioner literatures. As “practice” has been a minor term in prior group studies, the next section argues that foregrounding practice in future group research is a promising direction. Not only does a practice approach privilege interactional messages, which are at the heart of communication, but foregrounding practices can help actual groups function better. A practice approach to group research can accomplish three things: (1) offer guidance about how to design and implement sensitive activities; (2) identify contextual aspects of dispersed practices such as giving information; and (3) make visible how key group norms are interactionally accomplished in nonstraightforward ways. Examples of each of these activities are illustrated.

While numerous studies on the impacts of COVID-19 on university learning and teaching are now emerging, there has been less critical attention focused on the impact of the shift to online engagement on student-staff partnership (SSP) practices. This article analyses the experiences and perceptions of students and staff from an Australian university as they shifted their partnership practices online during the pandemic. It provides valuable insights into the specific positive and negative impacts of online SSP for students and staff, foregrounding both groups’ perceptions of the accessibility and communication aspects of online SSP. The study’s findings lead to the recommendation of a blended approach and will be of use as SSP programs recalibrate for a post-COVID context.

Produced between 1861 and 1866, the Penfield Extra resembles many nineteenth-century newspapers, with a notable exception. Nellie Williams, the paper’s founder and editor, began publishing her hometown weekly newspaper at the age of twelve. While her paper incorporates conventional modes of nineteenth-century journalism, it also disrupts this association through its indicators of a child’s gender, age, and self-expression. The resulting juxtapositions and fissures—between the editor embracing mainstream journalism and foregrounding her creative agency as a child—present a compelling window on child authorship during a tumultuous time in American history. This tension, moreover, exemplifies the ways by which children’s acts of authorship can dramatically unsettle cultural attitudes regarding children’s innocence and separateness from adult culture. The fact that Williams wrote and published amidst the culture-exploding Civil War was not coincidental. Drawing on established discourses and journalistic conventions while emphasising her free play as child author and newsmaker, Nellie’s Extra mimics cultural conventions and literary discourses requiring children’s obedience and innocence while also modeling the importance of children’s independent political engagement and their capacity to talk back to power.

Open Access funding provided by the IReL Consortium. In the early medieval period, history was commonly organised into six epochs lasting roughly one thousand years each, according to certain calculations of the world’s age. The idea of the six ages emerged from and was consolidated by allegorical interpretations of the Hexameron in which the material endurance of the world was thought to mirror the initial length of its Creation. This historical schematisation enjoyed widespread currency in Anglo-Saxon England, even after Bede had proved that the world was not, in fact, approaching 6,000 years. This article analyses how the topos of the six ages is used and adapted within a hitherto understudied group of related encyclopaedic notes in three Anglo-Saxon manuscripts. How these texts relate to and differ from the wider corpus of encyclopaedic texts on this subject is also charted. The following study investigates the ways in which encyclopaedic texts on the six ages were adapted, expanded and transmitted, and the religious and political motivations driving such changes. This article offers the first in-depth analysis of this particular group of texts, foregrounding the sophistication of micro-texts that explain the six ages. Overall, this study emphasises the pedagogical, theological and historiographical applications of this concept in early medieval English thought. Publisher PDF

It is critical that health service evaluation frameworks include Aboriginal people and their cultural worldviews from design to implementation. During a large participatory action research study, Elders, service leaders and Aboriginal and non-Aboriginal researchers co-designed evaluation tools to test the efficacy of a previously co-designed engagement framework. Through a series of co-design workshops, tools were built using innovative collaborative processes that foregrounded Aboriginal worldviews. The workshops resulted in the development of a three-way survey that records the service experiences related to cultural safety from the perspective of Aboriginal clients, their carer/s, and the service staff with whom they work. The surveys centralise the role of relationships in client-service interactions, which strongly reflect their design from an Aboriginal worldview. This paper provides new insights into the reciprocal benefits of engaging community Elders and service leaders to work together to develop new and more meaningful ways of servicing Aboriginal families. Foregrounding relationships in service evaluations reinstates the value of human connection and people-centred engagement in service delivery which are central to rebuilding historically fractured relationships between mainstream services and Aboriginal communities. This benefits not only Aboriginal communities, but also other marginalised populations expanding the remit of mainstream services to be accessed by many. Refereed/Peer-reviewed

Attention of language scholars has been shifting from the structural pattern of language to language as a functional unit given the change of interest from the form of a language to its function. This study presents a stylistic analysis of a well-known poem by David Diop “Africa” and analyses the unique role that language plays in projecting the central theme of the poem. The poem Africa is one of the poems that laments the ill treatments that Africa suffered in the hands of its colonialists, but which quickly paints a picture of hope for the continent. The researchers used foregrounding both as a stylistic theory and a method to analyse the poem so as to investigate how linguistic deviations and parallel structures are employed to project the central theme of the poem. The study revealed that both linguistic deviations and parallel structures as well as figurative expressions abound in the poem. These linguistic tools have, in no doubt, contributed immensely to the projection of the overall meaning of the poem – Africa’s past glories, present predicaments of suffering and humiliation under colonialism and the future of hope and freedom embedded in Africa’s rebirth. The study concludes that language and literary works contribute in a unified manner to expose the rots in society and then project a future of hope. Article visualizations

Invincible Louisa, Cornelia Meigs's Louisa May Alcott biography, appeared while Americans were in the depths of the Great Depression. Foregrounding themes of female persistence and optimism, Invincible Louisa resonated strongly with a 1930s audience and was part of a swing toward female-authored Newbery winners in the years before World War II. Meigs's study anticipated later trends in Alcott scholarship, including exploration of the complex relationship between Louisa and her transcendentalist father, Bronson Alcott. The prizing of this biography can also be read as a Newbery Medal by proxy for Louisa May Alcott herself, an author librarians were keen to seen canonized.

This article examines graphic narratives of Hurricane María in independent comics published both in Puerto Rico and its US diaspora. Focusing on María (Rosa Colón and Carla Rodríguez 2018), Temporada (Rosaura Rodríguez 2019), and La Borinqueña (Edgardo Miranda-Rodriguez 2016, 2018), it analyzes the ways these works bear witness to the ‘foreshocks and aftershocks’ of the hurricane while delineating a decolonial future for Puerto Rico (Bonilla and LeBrón). The analysis begins by reflecting on the comics’ form, such as frames, text, and the space of the gutter, to explore the interactions between their structure and content and the ways in which they situate the reader in a generative process of memorializing. It then turns to questions of sustainability, particularly Rosaura Rodríguez’s use of watercolors, and how these titles seek to overcome the current environmental and political crises the archipelago is facing by foregrounding a close, community-oriented relationship with the natural environment. In Miranda-Rodriguez’s comics, this is framed within Indigenous and Afrodiasporic spiritualities and the need to reexamine Puerto Rican history in order to interrogate its experience of coloniality. Though distinct in their form and genre, these comics–alongside complementary short comics from Puerto Rico and the diaspora–critique the extractivist, colonial relationship with the US and invite readers to imagine sustainable futures drawn through a Boricua-centered, decolonial lens.

The article discusses leadership enactment in medical emergencies. We draw on video recordings of simulated obstetric emergencies and investigate how senior clinicians ‘do being’ the leader discursively in the spatiomaterial context of the emergency room. We take an interactional analysis approach, combining conversation analysis and interactional sociolinguistics and look specifically into the ways in which professional roles do interactional control using directives and questions in the material space of the obstetric room. We discuss this interactional performance in relation to the clinical performance of the teams. Our analysis shows that leadership in medical emergencies is multimodally achieved; professionals draw on discursive strategies, the affordances of material space, body and gaze orientation, which build on each other and converge in indexing leadership. Our findings highlight the situated nature of negotiating responsibility, illustrating that leadership in our context is claimed, projected and resisted discursively. We provide a typology of the functions of questions in the emergency encounter, and close the article by foregrounding the implications of our study and providing directions for further research.

In Cuba, where internet access is severely constrained, technology enthusiasts have built StreetNet (SNET), a community network (CN) that has grown organically, reaching tens of thousands of households across Havana. Through fieldwork conducted in 2016 and 2017, we investigate participants' strategies as they engage with a network where the material elements---cables, switches, nanos, and servers---are regularly breaking down. Drawing on maintenance and care (M&C) scholarship, we present an in-depth investigation of the management and anticipation of breakdowns in SNET, foregrounding the deeply relational nature of repair work, collective efforts required for SNET's M&C, and the values and motivations underpinning these practices. Our paper contributes a unique perspective on how CNs are run locally and organically, outlining considerations for how interventions along these lines might be more suitably designed. We also complicate perspectives of innovation through a discussion of cultural ideologies and tensions underpinning M&C practices.

This research paper offers a stylistic analysis of some selected poems of Wystan Hugh Auden's war poetry. It focuses on four major poems: 'O What is that Sound', 'Danse Macabre', 'Spain 1937' and 'September1, 1939'. These poems represent the period of the thirties of the twentieth century. The research shows how Auden skillfully uses the foregrounding-backgrounding approach in presenting his poems. In so doing, the researcher uses the following theoretical framework: simple repetition, parallelism and deviation. The research paper investigates mainly these levels of linguistic deviations: discoursal, grammatical and graphological, morphological and lexical, and semantic. The researcher concludes that Auden is a great poet because his poems could keep him alive even after his death. His poetry still needs a lot of work. Key Words: Stylistics, W. H. Auden, Foregrounding, repetition, parallelism and deviation. المستخلص: يعرض هدا البحث تحليل أسلوبي لبعض قصائد الحرب للشاعر ويستان هيو أودن. يرکز البحث على أربع قصائد رئيسيه هي: "اوه ما هدا الصوت", "رقصه الموت", "أسبانيا 1937 ", و "سبتمبر1,1939". تمثل تلک القصائد فتره الثلاثينيات من القرن العشرين. يوضح البحث کيفيه الاستخدام الماهر لأودن لأسلوب الوضع في المقدمه والخلفيه في عرضه لقصائده. وفي هدا الشأن يستخدم الباحث الاطار النظري التالي: التکرار البسيط, التماثل, و الانحراف. يتناول البحث المستويات التاليه للانحرافات اللغويه: الخطاب, القواعد و الجرافولوجيا أوالخط, ترکيب الکلمه والمفردات, و المعاني. و يخلص الباحث الى أن أودن شاعر عظيم لأن قصائده استطاعت أن تبقيه على قيد الحياه حتى بعد وفاته. فشعر أودن لا يزال بحاجه لمزيد من الدراسه. کلمات مفتاحيه: أسلوبيات, أودن, الوضع في المقدمه, التکرار, التماثل, و الانحراف.

This article introduces the tenets of a theory of datafication of and in the Souths. It calls for a de-Westernization of critical data studies, in view of promoting a reparation to the cognitive injustice that fails to recognize non-mainstream ways of knowing the world through data. It situates the “Big Data from the South” research agenda as an epistemological, ontological, and ethical program and outlines five conceptual operations to shape this agenda. First, it suggests moving past the “universalism” associated with our interpretations of datafication. Second, it advocates understanding the South as a composite and plural entity, beyond the geographical connotation (i.e., “global South”). Third, it postulates a critical engagement with the decolonial approach. Fourth, it argues for the need to bring agency to the core of our analyses. Finally, it suggests embracing the imaginaries of datafication emerging from the Souths, foregrounding empowering ways of thinking data from the margins.

Drawing from Australian Aboriginal and Torres Strait Islander perspectives, we conceptualize the association between community participation and continuous quality improvement (CQI) processes in Indigenous primary health care (PHC) services. Indigenous experiences of community participation were drawn from our study identifying contextual factors affecting CQI processes in high-improving PHC services. Using case study design, we collected quantitative and qualitative data at the micro-, meso-, and macro-health system level in 2014 and 2015 in six services in northern Australia. Analyzing qualitative data, we found community participation was an important contextual factor in five of the six services. Embedded in cultural foundations, cultural rules, and expectations, community participation involved interacting elements of trusting relationships in metaphorically safe spaces, and reciprocated learning about each other’s perspectives. Foregrounding Indigenous perspectives on community participation might assist more effective participatory processes in Indigenous PHC including in CQI processes.

Literature of the Black Diaspora locates within its multi-layered gamut, a kaleidoscope of artistic productions; self-narratives careered by the quest for identity and self-expatriation from a ruthless atmosphere of slavery and racial subjugation. Studies have fixated on thematic preoccupation, language form in works of Afro-American and Caribbean traditions. Not so much has been explored especially on identity and journey motifs in the autobiographical novels of both traditions. This study seeks to interrogate novels from both climes for the purpose of foregrounding the signposts of journey through plot characterisation. For the purpose of this study on plot character reading of novels of the two literary traditions, we shall deploy aspects of Aderemi Raji-Oyelade’s reading kinesis, a character theory which hinges on two axioms of character kinesis. One privileges the reader who attempts to construct a network of transformative acts of the main character negotiating a conscious retrieval of his/her presence in the text. The other is the kinetic dimension which underlines the function of the character as he/she evolves in a process of motion introducing, confirming or contradicting and ultimately completing the image of the self. Characters’ movements towards awareness are evident in V.S Naipaul’s A House for Mr Biswas, Michael Anthony’s A Year in San Fernando, George Lamming’s In the Castle of My Skin, Ralph Ellison’s Invisible Man and Richard Wright’s Black Boy. These texts were subjected to critical analyses to show their identarian aesthetics informed by character transmutability. All the texts evince a great degree of the kinetic reader’s locomotive sense of self struggle and realization gleaned from the characters’ textual kinesis. Literature of the Black Diaspora, drawing from two major traditions of prose writings, employs similar aesthetic rendering of the self; that is, their ordeals in the excruciating environment where their colour confines them to the receiving side of the yoke of second class citizenry. Key words: Identity, self-narrative, Afro- American- Caribbean traditions, reading kinesis

In this article, I take a new look at the problem of Calasiris’ ‘duplicity’ as depicted in the long autobiographical narrative he delivers to Cnemon in Books 2-5 of Heliodorus’ Aethiopica. A close parallel for Calasiris’ self-presentation can be found in an unlikely source: the medical case histories of the doctor Galen. Through a comparison of Calasiris’ narrative with those of Galen, I demonstrate that both narrators employ similar ‘deceptive’ strategies to showcase their observational and deductive skills to their audience. Calasiris’ foregrounding of such ‘rational’ methods and his downplaying of the prophetic power that others attribute to him suggest that, despite the Aethiopica’s religious trappings, its ideal reader is a secular one.

This essay addresses the challenges of teaching the poetry of the Abbasid modernizers (muḥdathūn) in a global context. The historicist approach to Arabic poetry in general, and to pre-modern Arabic poetry in particular, makes it difficult to engage with the work of these revolutionary poets poetically. A creative and comparatist approach to translation and an insistence on foregrounding this poetry’s relevance beyond its historical moment are ways of overcoming the hegemony of the historical imperative and inviting students to connect with this body of literature rhetorically and creatively. My observations are grounded in readings of samples from the work of Abbasid poets Abū Nuwās (d. 815) and Abū Tammām (d.845).

This chapter examines the struggle against the new Electricite de France (EDF) wind park, Gunaa Sicaru, in Union Hidalgo (UH), Mexico. Foregrounding Indigenous land defense, the chapter refers to wind energy as ‘wind factories’ to discuss agrarian change in the region. Revealing the counterinsurgency colonial model as a foundational approach to extractive development, the chapter argues that the distribution of money, Sicarios (hitmen) and NGOs are instrumental to engineering ‘social acceptance’. Moreover, the liberalism underlining NGOs, if not careful, advances processes of infrastructural colonization and, consequently, wider trajectories of (neo)colonialism.

The article is devoted to the mechanisms of creating images in English-language texts of media discourse. In the course of the work, the main positions of linguists on the allocation of media discourse in the paradigm of discourse research are highlighted, the concept of image in media discourse is defined, and the main lexical, phraseological, syntactic and stylistic means of forming media images of political leaders, show business stars and advertising goods (services) in English-language texts of media discourse are highlighted based on analyzed newspaper articles and advertising videos. Media discourse as a multidisciplinary sphere of research has always attracted attention of various scholars. Much attention has been paid to the analysis of media discourse within three approaches: structural, functional and thematic that is connected with media discourse formation, functioning and perception. Within these approaches media discourse is defined as a functionally predetermined type of discourse that combines processes and products of communication in mass media field. The main properties of media discourse include media content, mass orientation, integrity, polycode nature and openness. Media discourse can be classified according to the communicative functions into publicistic, advertising and PR-discourses. According to the channels of media discourse actualization, the latter is divided into the texts of tele, radio- and computer discourses. The functions of media texts include informative, regulating, educational, function of entertainment, phatic and function of advertising. Media discourse in foreign linguistic studies is analyzed within the context of specification of its topics and themes, as well as determining effective strategies of certain media discourse functioning. The issue of media discourse analysis is of great interest to many foreign researchers. Media discourse is characterized by a large majority of images that are used to attract the attention of the audience, form certain attitude to people or things and to make such images memorable. In the context of the study, such images as an image of a political leader, an image of a show-business celebrity and an image of an advertised product (service) are considered to the most relevant. These three types of images are excessively employed in media discourse and can be characterized with account of language means used for their formation. The research based on examination of lexical, syntactical and stylistic means used for image foregrounding in media discourse have shown that in order to create an image of a politician such means as neologisms, colloquial words, phraseological units and clichйs, metaphors and detachments are employed. The images of British celebrities are characterized by the usage of neologisms, colloquial words, detachments and epithets. In British advertising discourse, the images are formed with the help of neologisms, allusions and repetitions.

This collaborative autoethnography examines how we (four students and a professor of community-engaged research) used our experiences to make sense of life during COVID‑19. Engaging in a collective approach to autoethnographic writing, we highlight different perspectives of a cultural moment shaped by the science denialism and untruths that define US governmental practices and approaches to the pandemic. We share how we are dealing with COVID‑19 discourses that run counter to the scientific foregrounding of our STEM (Science, Technology, Engineering, and Math) and health and medical sciences training, reflect on the role of the pandemic in shifting post-baccalaureate plans, navigate the lockdown while participating in racial justice protests in Minneapolis, and examine the experiences of being essential healthcare workers while in school. By situating these shifting ways of learning, teaching, and engaging as portents of the difficulties we may continue to face, we show the possibilities of narrative methods in imagining and implementing post-pandemic healthcare practices grounded on a praxis of community justice and collective care., Cette auto-ethnographie collaborative examine comment nous (quatre étudiants et un professeur de recherche communautaire) avons tiré parti de nos expériences pour donner un sens à la vie pendant la pandémie de COVID-19. À travers une approche collective de l’écriture auto-ethnographique, nous donnons à voir différentes perspectives d’un moment culturel marqué par le négationnisme scientifique et les contre-vérités propres aux pratiques et approches du gouvernement américain face à la pandémie. Nous montrons comment nous traitons les discours sur la COVID-19 qui vont à l’encontre de la centralité scientifique de notre formation en STIM (science, technologie, ingénierie et mathématiques) ou en sciences médicales et de la santé ; nous réfléchissons à la façon dont la pandémie nous oblige à modifier nos plans post-baccalauréat ; nous décrivons comment nous vivons le confinement tout en participant aux manifestations pour la justice raciale à Minneapolis ; et nous analysons nos expériences en tant que travailleurs de la santé essentiels pendant nos études. En abordant la transformation des méthodes d’apprentissage, d’enseignement et d’engagement comme le signe des difficultés auxquelles nous pourrions continuer à être confrontés, nous mettons en évidence les possibilités qu’offrent les méthodes narratives pour imaginer et mettre en oeuvre des pratiques de soins de santé post-pandémiques fondées sur une praxis de justice communautaire et de soins collectifs.

Geography teachers have an important role within environmental education and, in England, are developing their professional identities at a time when environmental education is contested. This study considers the experiences of five trainee secondary school geography teachers who are all part of a university-based teacher education programme rooted in an environmental justice approach. Data is drawn from three interviews with each of five individuals over the course of their training (15 interviews in total) and participants’ written reflections. Findings include (1) teachers draw on a range of approaches to implement Environmental and Sustainability Education (ESE), (2) teachers share and value their own and their students’ stories of and personal connections with the environment and (3) teachers seek to enable young people to bring about change to their lives and communities. The contested nature of foregrounding ESE in the geography classroom is noted, as are the tensions and emotional load that teachers experience when seeking to develop their professional identity. Reflections are shared regarding the ways in which PGCE programmes provide teachers with opportunities to build ESE identities, in particular the role of semi-structured, reflexive interviews in providing an important space for identity work that could be usefully considered within the broader context of the newly implemented Early Career Teacher framework for England.

Much has changed since the inaugural ICGSE conference in 2006. Tools have improved, awareness of cultural differences is widespread, and developments such as the foregrounding of open source have all enhanced our ability to work across geographic divides. But the pervasive and profound impact of software in the world -- especially for societal scale systems such as social media -- forces new and deeply challenging responsibilities on both developers and academics. We must find better ways of incorporating ethics into our development practices and pay far more attention to harmful unintended consequences as deployed systems interact with and often disrupt crucial social systems., 8 pages, two figures. Journal of Software: Evolution and Process (2021)

While benefits of using computer simulations in teaching and learning are well documented, actual classroom usage remains sporadic. It is acknowledged in the literature that greater embrace of general computer use can be developed when teachers hold positive attitudes towards it. However, to date, studies that investigate teacher attitudes specifically on computer simulations are limited. In this study, the researchers interviewed 14 secondary school science teachers in Singapore, to qualitatively unpack the nuances of the affective, behavioral and cognitive dimensions of teacher attitudes towards computer simulation. Through inductive thematic analysis, the study found the cognitive dimension is the most pronounced and is mediated by perceived usefulness and usability of the tool, student engagement and suitability and teacher professional needs. The authors suggest four ways to foster positive teacher attitudes: (a) overcoming logistical issues with flexible teaching and learning environments, (b) foregrounding the pedagogy of student-centeredness, (c) demanding user-friendly simulation tools, and (d) meeting teachers’ needs for professional growth.

Given the importance of participatory methods in gerontechnology – especially to prevent the uncritical reproduction of discriminatory imaginaries in technological development – the lack of appreciation of how these methods can contribute to socio-material configurations of age and technology is striking. Inspired by the semiotic-material study of methods, this chapter provides a detailed account of how participation and public engagement were performed in a project on telecare both authors were involved in between 2008 and 2011. We show how the ‘civilising’ endeavour of this project was undertaken through the creation of two different instances of participation: in the first, representatives, experts and policymakers were enacted as stakeholders, in the second, end-users (older people and caregivers) were enacted as concerned citizens with telecare as a public issue. In foregrounding the realities enacted in the performance of these methods we emphasise, in conclusion, the need to address the materialisations of later life and technology, which these participatory methods help bring to the fore in Socio-gerontechnological developments.

Artificial Neural Networks have reached “grandmaster” and even “super-human” performance across a variety of games, from those involving perfect information, such as Go, to those involving imperfect information, such as “Starcraft”. Such technological developments from artificial intelligence (AI) labs have ushered concomitant applications across the world of business, where an “AI” brand-tag is quickly becoming ubiquitous. A corollary of such widespread commercial deployment is that when AI gets things wrong—an autonomous vehicle crashes, a chatbot exhibits “racist” behavior, automated credit-scoring processes “discriminate” on gender, etc.—there are often significant financial, legal, and brand consequences, and the incident becomes major news. As Judea Pearl sees it, the underlying reason for such mistakes is that “... all the impressive achievements of deep learning amount to just curve fitting.” The key, as Pearl suggests, is to replace “reasoning by association” with “causal reasoning” —the ability to infer causes from observed phenomena. It is a point that was echoed by Gary Marcus and Ernest Davis in a recent piece for theNew York Times: “we need to stop building computer systems that merely get better and better at detecting statistical patterns in data sets—often using an approach known as ‘Deep Learning’—and start building computer systems that from the moment of their assembly innately grasp three basic concepts: time, space, and causality.” In this paper, foregrounding what in 1949 Gilbert Ryle termed “a category mistake”, I will offer an alternative explanation for AI errors; it is not so much that AI machinery cannot “grasp” causality, but that AI machinery (qua computation) cannot understand anything at all.

Chen Yilin concludes that Shakespeare came to East Asia more than a century ago and it has been taught at school through English language education. Shakespeare in East Asian Education is the first book exploring the ways in which Shakespeare has been incorporated into classrooms across the region, including both subjects of English and Theatre studies. She argues that the book is important for western readers not only to understand traditional approaches to teaching Shakespeare in this region, but also to reflect on new pedagogies in terms of making Shakespeare relevant to local cultures in the global context nowadays. Foregrounding the latter, Chen offers an insight into the rationale and pedagogies of the Global/Local Shakespeare MOOC. She focuses in particular on the MOOC’s incorporation into Taiwanese higher education using a flipped classroom and Bloom’s Taxonomy of Educational Objectives to align objectives, teaching and assessment, from manga to mobile apps.