Tag Archives | 2012

Sharon Norris

Porter, Tracy H., and Sharon E. Norris. “Workplace Spirituality.” In Integrity in Organizations, edited by Wolfgang Amann and Agata Stachowicz-Stanusch, 429-438. New York: Palgrave Macmillan, 2012.

Transformative Curriculum Design and Program Development: Creating Effective Adult Learning by Leveraging Psychological Capital and Self-Directedness through the Exercise of Human AgencyThe business environment has undergone dramatic changes for the past several decades, and these paradigmatic adjustments have brought about new expectations about work and the work environment. It has been argued that downsizing, reengineering, and layoffs of the past few decades have turned many American workplaces into environments in which workers have been demoralized and taken for granted (Brandt, 1996). Individuals have witnessed the work environment become increasingly impersonal and, in some cases, insecure environments (Fry & Cohen, 2009). The push for higher economic returns, productivity, and profitability has crippled and eventually bankrupted once-prominent organizations. The wide road of traditional management has led many organizations and their leaders to perdition.

Recognizing the downward spiral, humanistic managers have traversed the competitive environment by taking a road less-traveled. They are committed to creating workplaces in which making a difference and operating with integrity are balanced with enhancing productivity and making a profit. In humanistic environments, both human capital and financial capital are recognized as assets to be protected, wisely invested, and deployed with integrity. Designing the workplace so that people experience purpose and meaning in work, connectedness through positive relationships, and alignment of personal and organizational values, has been identified as one of the most important managerial tasks of the twenty-first century (Nichols, 1994; Milliman, Czaplewski, & Ferguson, 2003).

Humanistic managers create environments in which spiritual-based values guide decision making, and employees are consistently provided with opportunities to perform at their best (Milliman, Ferguson, Trickett, & Condemi, 1999).

Jonathan Rinck

Rinck, Jonathan. “Maria Spilsbury (1776-1820): Artist and Evangelical.” CAA Reviews (March 22, 2012): 1.

Abstract: In her short biographical work Father and Daughter: Jonathan and Maria Spilsbury (London: Epworth, 1952), Ruth Young, a descendant of Maria Spilsbury (Spilsbury-Taylor, after her marriage in 1808), recounts a delightful anecdote in which the future KingGeorge IV visited Spilsbury’s studio on St. George’s Row, London. Impatient with how slowly work was progressing on his commission which, to his judgment, seemed complete, he exclaimed, “Really, Mrs. Taylor, I swear that you can do no more to that! You’ve finished it and a damned good picture it is.” Unconvinced, Spilsbury sought a second opinion from her maid. Upon close inspection, the maid astutely pointed out that, distressingly, the woman sewing in the painting still lacked a thimble. At this, the exasperated prince, Young writes, chased the maid out of the room, “her cap-strings flying” (32). Any other artist might have obligingly yielded to the prince, but such was Spilsbury’s notoriety that visits from the Prince Regent, her chief patron, were merely commonplace.

Thomas Kuntzleman

Kuntzleman, Thomas Scott, Kristen Rohrer, and Emeric Schultz. “The Chemistry of Lightsticks: Demonstrations To Illustrate Chemical Processes.” Journal of Chemical Education 89, no. 7 (2012): 910–916.

Abstract: Lightsticks, or glowsticks as they are sometimes called, are perhaps the chemist’s quintessential toy. Because they are easy to activate and appealing to observe, experimenting with lightsticks provides a great way to get young people interested in science. Thus, we have used lightsticks to teach chemical concepts in a variety of outreach settings and demonstration shows. Although these devices are simple to operate, a working lightstick depends upon a rich array of physicochemical processes. For example, the chemical processes involved in lightsticks include acid–base chemistry, redox reactions, quantum chemistry, and thermodynamics. Consequently, we have used lightstick experiments and demonstrations in general, inorganic, and physical chemistry classes. In this paper, we share some experiments and demonstrations with lightsticks that we have used in these various educational settings.

Jeffery Bilbro

Bilbro, Jeffrey. “The Ecological Thought.(Book Review).” Christianity and Literature no. 4 (2012): 693.

Abstract: In his latest book, Timothy Morton provides those scholars who are interested in the growing field of ecocriticism but not sure what all the fuss is about with a provocative, accessible introduction to the radical implications and intriguing possibilities that ecology offers for cultural theory. Those looking for literary analysis or an overview ofthe current state of environmental literary theory should turn elsewhere—starting with Lawrence Bueil’s excellent, if now slightly dated. The Future of Environmental Criticism: Environmental Crisis and Literary Imagination (2005). In The Ecological Thought, Morton leaves behind the close textual analysis, high-level theory, and, thankfully, the impenetrable prose, of his previous book. Ecology without Nature: Rethinking Environmental Aesthetics (2007). Instead, he offers a series of probing thought experiments and far-reaching cultural and theoretical analyses that explore ecology’s cultural implications. Morton’s style embodies the provocative irony that he argues the ecological thought demands as he takes on the role of “the irritating Columbo-style guy at the back of the room, the one who asks the unanswerable question” (115). So while many of Morton’s answers suggest that his conception of :he ecological thought is not as radical as he thinks it is, or as it perhaps should be, his questions challenge scholars in the liberal arts to wrestle with the consequences of ecology’s recent scientific discoveries.

Jeffrey Bilbro

Bilbro, Jeffrey. “Who Are Lost and How They’re Found: Redemption and Theodicy in Wheatley, Newton, and Cowper.Early American Literature 47, no. 3 (2012): 561–589. doi:10.1353/eal.2012.0054.

Abstract: The article critiques poems which focus on the themes of redemption, theodicy and the African American slave trade, including the poem “On the Death of the Rev. Mr. George Whitefield,” by Phillis Wheatley, “Olney Hymns,” by John Newton and “Charity,” by William Cowper. The relationship between the poetry of Newton, Wheatley and Cowper and the abolition movement is discussed.

Brent Cline

Cline, Brent Walter. “‘ You’re Not the Same Kind of Human Being’: The Evolution of Pity to Horror in Daniel Keyes’ Flowers for Algernon.” Disability Studies Quarterly 32, no. 4 (2012).

Abstract: Of American novels that engage with the topic of mental disability, few are more popular than Daniel Keyes’s Flowers for Algernon. Such popularity seems based on a simplistic reading of the novel where the mentally disabled are objects of good-natured compassion. A more thorough reading of how Charlie Gordon is presented, however, leads to the conclusion that mental disability is the embodiment of death in the novel. Readers are first taught to pity the pre-operative Charlie, but once they come to respond to the ethical voice of the post-operative Charlie, his regression to his original state becomes the rhetorical villain in the novel. At first an object of pity, the mentally disabled Charlie Gordon eventually becomes the metaphorical horror of oblivion that no character has the power to overcome.

Diane Badzinski & Robert Woods

Morgan, Tanja N., Cheryl A. Hampton, Shanise Davenport, Ellen Young, Diane M. Badzinski, Kathy Brittain Richardson, and Robert H. Woods. “Sacred Symbols with a Secular Beat? A Content Analysis of Religious and Sexual Imagery in Modern Rock, Hip Hop, Christian, and Country Music Videos.” Journal of Religion and Popular Culture 24, no. 3 (Fall, 2012): 432-448.

Abstract: A content analysis of music videos for the 2008 top-rated songs in four musical genres was conducted in order to gauge change in the presence of religious and sexual symbols since the mid-1990s and to determine if sexual and religious images were prevalent in the increasingly popular hip hop genre. Religious images appeared in about one-third of videos across genres, and sexual images appeared in more than half the videos and in all of the hip hop videos. Hip hop and country videos had the highest co-occurrences of religious and sexual imagery, although there was co-occurrence in each genre. The significance and possible interpretations of the symbols and their co-occurrence are discussed.

Kathleen Wilcox

Murakami-Ramalho, Elizabeth and Kathleen A. Wilcox. “Response to Intervention Implementation: A Successful Principal’s Approach.” Journal of Educational Administration 50, no. 4 (2012): 483-500. doi:http://dx.doi.org/10.1108/09578231211238602.

Abstract: Purpose – The purpose of this study is to explore the implementation of response to intervention (RTI) in elementary schools. RTI is a systematic and comprehensive teaching and learning process intended to identify and prevent student academic failure through differentiated or intensified instruction. Design/methodology/approach – Using an exploratory case study approach, this study observes the philosophical shift from removing students from the classroom for testing and remedial instruction, to incorporating a three-tiered intervention approach beginning with the classroom teacher. Findings – Findings show the strategies one principal used to implement RTI practices using a whole-organization structured approach. Teachers and administrators jointly planned the strategies and created venues conducive for the intervention students needed to meet district, local, and national academic expectations. Research limitations/implications – Research implications relate to the limited sample a single-case study can provide. Nonetheless, the case brings useful steps at an administrative level in building successful structures for the focused improvement of teaching and learning processes. Practical implications – Case studies provide a venue for practitioners and researchers to analyze possible approaches based on real examples. This study demonstrates possibilities in the adaptation of mandates to work on behalf of the improvement of children. Originality/value – This study is significant since there is a growing interest in adopting RTI processes in several countries around the world and in providing possible models of implementation for practitioners and researchers.