Here I am yet cannot hold this visible shape:The Music of Gender in Shakespeare’s Twelfth Night

Music has always been used as an important dramaturgical strategy in Western theatre to create a holistic theatrical experience. In Shakespeare’s plays, music was employed as a unique dramaturgical device for various purposes. Twelfth Night distinguishes itself from among the many plays that employ music because it begins, ends and progresses with music. Music pervades Twelfth Night and is tightly interwoven into the thematic concerns of the play such as love and gender. Because of music’s elusive nature and the difficulty of discussing a musical aesthetics, Shakespearean music critics have approached music in the play as a theme or an idea. This paper hopes to develop upon older scholarship by introducing an alternate framework of considering music’s musicality through a musicological analysis of the songs in Twelfth Night. In so doing, the paper hopes to show how and why music can modulate our responses to the play and in particular, to the theme of gender, a problematic issue that produces the elusive and darker nature of this festive comedy.

'When I Look I am Seen, So I Exist to Change': Supplementing Honneth's Recognition Model for Social Work

The subject of identity continues to attract widespread interest and debate in the social sciences. The nature of who we are, our potential to be different, and our similarity with others, underpins many present-day social issues. This paper contributes to this debate by examining critically the work of Axel Honneth on optimal identity-formation. Although broadly supporting Honneth’s chief construct of inter-personal recognition, a gap in his thinking is highlighted and addressed through proffering a fourth dimension to his tripartite model. This additional dimension requires demonstrations of recognition that instil hope in the face of hardship and empower positive transformations in identity. The implications of this reworked model for social work are then considered in terms of a range of approaches that can be utilised to build flourishing identities characterised by self-esteem, self-confidence, self-respect and self-belief.

“I just can’t, I am frightened for my safety, I don’t know how to work with her” Practitioners’ experiences of client violence and recommendations for future practice

To what extent is the therapist-client relationship damaged following client perpetuated violence and what steps can we take to diminish its impact? Much of the information we have on client violence comes from multiple mental health disciplines in the US and the UK over the last 20-30 years and has formed a useful, though sometimes dated and sporadic, quantitative baseline to delineate a range of issues. However, there is limited systematic research on how practitioner psychologists process the violence in the course of their everyday practice and how this impacts the therapist-client dynamic. Using Interpretative Phenomenological Analysis (IPA), we explored seven therapists’ experiences of client violence across a range of work sites – acute psychiatric hospital wards, forensic hospital wards and community mental health teams. Three main themes were documented: processing the moment-to-moment experience of client violence; professional vulnerabilities and needs as a result of client violence; and the ruptured therapeutic relationship. Strategies for supporting practicing psychologists and providing continuing professional care for clients include challenging self-doubt and re-energizing professional competencies as well as repairing ourselves and repairing the therapeutic relationship. Recommendations for credentialing and regulatory bodies in relation to client violence are also highlighted.

Why I am not a teacher: a self-study examining why I made the decision to exit the teaching profession /

A good teacher was once described as being like a candle; consuming itself to light the way for others (Author unknown). But as Knox (2005) says, far too many yoimg flames flicker out before they ever get the opportvmity to bum their brightest. This self-study explores the phenomenon of teacher attrition through the stories and lived experiences of one elementary teacher. I strive throughout this self-study to delve deeper into the significance of my story and lived experiences in order to enhance our understanding of why teachers exit the profession. As a result, the guiding question throughout the study is, "Why do teachers, particularly those who have only taught for a few years, leave the classrooms they worked so hard to enter?" Through the writing of a narrative entitled Sarah 's Story, I was able to identify and give voice to a story openly sharing the feelings of despair; disappointment, frustration and disillusionment. This study has identified areas of tension that lead to dissatisfaction, discontent, and teacher disillusionment. It confronts the issues of complexity, uncertainty, and conflict that are experienced in teaching. It discusses the puzzling, powerfiil and upsetting experiences, highlighting the importance of talk between all members of the education system.

Living in the Skin That I Am: An Organizational Autoethnography of an Adult Educator's Plight to Survive the Stigma of Invisible and Episodic Disability in an Academy of Administritiva

Through the reflective lens of an adult educator with invisible and episodic disabilities, this paper has been written as an organizational autoethnography. Through a process of autoethnographical sensemaking, it is intended to illuminate important gaps in organizational theory. Feminist/relational care ethics, critical reflection, and transformative learning serve as the educational theories that comprise its framework. In telling my story, embodied writing and performance narrative are used to convey the felt existence of a body exposed through words—where my “abled” and “disabled” professional teaching and learning identities may be studied against the backdrop of organizational policies and procedures. Words used to describe unfamiliar experiences and situations shape meaning for which new meaning may emerge. At the conclusion of this paper, an alternative frame of reference—a view from the margins—may be offered to articulate authenticity in the expectancy of workplace equity for adult educators with disabilities. Taken collectively on a larger level, it is hoped that this research may provide a source of inspiration for systemic organizational change in adult learning environments.

Strategieanwendung beim selbstregulierten Experimentieren in der Sekundarstufe I am Beispiel „Auftrieb in Flüssigkeiten“

Die vorliegende wissenschaftliche Arbeit ist auf der Datenbasis des DFG-Projekts ELWmeta (Einfluss von Lernzielspezifität auf die Wirksamkeit metakognitiver Lernhilfen) entstanden, in dem insgesamt N = 244 Schülerinnen und Schüler der achten und neunten gymnasialen Jahrgangsstufe in einem experimentellen 2x2-Design untersucht wurden. Herr Wiegandt hat die dazu durchgeführten Datenerhebungen in dem Projekt ELWmeta unterstützt. Eines der generellen Leitziele des Projekts war die Prüfung, inwieweit metakognitive Lernhilfen in Kombination mit unterschiedlichen Lernzielen auf mehrere Kriterien des selbstständigen, simulationsbasierten Experimentierens zum curricular validen Inhalt „Auftrieb in Flüssigkeiten“ wirken. Herr Wiegandt verfolgt in seiner empirischen Arbeit das Ziel, die Anwendung unterschiedlicher Experimentierstrategien beim selbstregulierten Experimentieren im genannten physikalischen Inhaltsbereich „Auftrieb in Flüssigkeiten“ bei Schülerinnen und Schülern der Jahrgangsstufen 8 und 9 zu untersuchen. Im Vordergrund steht neben einer deskriptiven Betrachtung von Strategienutzungshäufigkeiten u. a. der Vergleich der Jahrgangsstufen 8 und 9 sowie die Prüfung von Zusammenhängen zwischen Strategienutzung, Lernerfolg und Motivation. Entlang an seinen Zielen versucht der Autor im Rahmen des einflussreichen Scientific Discovery as Dual Search (SDDS)-Modells von Klahr und Dunbar (1988) dazu beizutragen, offene Fragen an der Schnittstelle instruktionspsychologischer, physikdidaktischer und pädagogischer Forschung zu beantworten. Im Anschluss an eine informative und die Relevanz des Themas der Arbeit verdeutlichenden Einführung (Kapitel 1) stellt Herr Wiegandt den theoretischen Hintergrund seiner Arbeit in Kapitel 2 vor, wo er selbstreguliertes Lernen in offenen Lernumgebungen (Kapitel 2.1) und wissenschaftlich entdeckendes Lernen (Kapitel 2.2) letztlich zum Begriff des selbstregulierten Experimentierens zusammenführt. Im Zuge dieses Theorieteils geht der Autor dabei auch auf Wissensarten und die Bedeutung von Motivation für den Wissenserwerb ein (Kapitel 2.1.1 und Kapitel 2.1.3). Aufbauend auf Kapitel 2 werden in Kapitel 3 die Forschungsfragen der vorliegenden Arbeit in Kapitel 3 entwickelt und Forschungslücken identifiziert. Die im Projekt verwendete computerbasierte Lernumgebung samt verhaltensbasierter Strategiemaße wird anschließend in Kapitel 4 beschrieben, um darauf aufbauend in Kapitel 5 schließlich die eigene Studie darzulegen. Nach wissenschaftlich klar formulierten Hypothesen (Kapitel 5.1), der Beschreibung der Stichprobe (Kapitel 5.2), der Messinstrumente für den Wissenserwerb und die aktuelle Motivation (Kapitel 5.3) sowie der Durchführung der Studie (Kapitel 5.4) berichtet Herr Wiegandt seine erzielten Ergebnisse (Kapitel 5.5). Anknüpfend diskutiert der Autor diese reflektiert und schlägt theoretische sowie praktische Implikationen vor. Den Schluss bilden das Literaturverzeichnis und der Anhang.

Guess what I am.

Para conocer más sobre distintos tipos de animales y de una forma muy divertida. Solamente, hay que seguir la pista y mirar por los agujeros.

Entre Europa i Am??rica Llatina : Adolphe Ferri??re i L'Escola Nova a Barcelona

Resumen basado en el de la publicaci??n

Panaméricas Utópicas: entranced and transient nations in 'I Am Cuba' and 'Land in Trance'

This Chapter looks at two political films, Land in Trance (Glauber Rocha, 1967) and I Am Cuba (Mikhail Kalatozov, 1964), which address the subject of the nation through the enactment of trance. Rejecting all forms of naturalistic account, both films adopt a series of anti-realist devices, such as poetic language, synecdoche, personification, parable and allegory, as a means of expanding the concept of the nation beyond territorial borders and conveying the meaning of revolution through the film form rather than its content.

Paraméricas Utópicas: entranced and transient nations in "I Am Cuba" (1964) and "Land in Anguish" (1967)

This article examines the astonishing similarities between two political films, Land in Trance (Glauber Rocha, 1967) and I Am Cuba (Mikhail Kalatozov, 1964). Both address the subject of revolution through the enactment of trance. Both reject all forms of naturalistic account, adopting a series of anti-realist devices, such as poetic language, synecdoche, personification, parable and allegory, as a means of expanding the concept of the nation beyond territorial borders and conveying the meaning of revolution through the film form, rather than its content. Because there is no evidence that Glauber Rocha had seen I Am Cuba before he shot Land in Trance, these coincidences are treated as an intellectual 'transit' between film-makers whose art was fuelled by cinephilia and the belief in the reality of the film medium.

I think of my family, therefore I am: perceptions of daily occupations of some Albanians in Switzerland

The purpose of this qualitative study was to increase the understanding of the relationship between culture and occupation by exploring the perceptions of current daily occupations of some immigrants living in Switzerland. Semi-structured interviews with eight healthy Muslim Albanian men doing blue-collar work were analysed in a comparative manner followed by an interpretation. Three themes were identified: "Everything I do I do for my family"; "Where do I belong?"; and "Doing something for myself". These themes reflect the occupational perceptions of the participants. The findings are discussed in relation to the ongoing discourses on individualism and collectivism. To offer occupational therapy appropriately to a multicultural clientele the findings indicate the necessity to be conscious of the differences between one's own and the client's attitudes regarding individualism and collectivism.