Academic literature on the topic 'Scholarly 'Club''
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Journal articles on the topic "Scholarly 'Club'"
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Kumar, Dinesh. "Scholarly critiquing: A 12 step guide for promoting professional life long learning in medical academia." Research and Development in Medical Education 8, no. 2 (December 30, 2019): 65–68. http://dx.doi.org/10.15171/rdme.2019.013.
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The concept of the journal club is a time-tested collaborative learning activity to keep health professionals abreast of current literature and improve their confidence in reading literature.Being equipped with the skills to critically analyse a peer-reviewed scientific manuscript is equally as important as carrying out research and publishing papers. Most published literature related to the concept of journal club examines only the core critical appraisal skills and leaves behind potential factors which could significantly influence the effective pursuit of a journal club. In this practical advice paper, the author highlights 12 steps for conducting an effective journal club and the practical difficulties associated with each step.
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Musits, Andrew, and Alexandra Mannix. "Synchronous Online Journal Club to Connect Subspecialty Trainees across Geographic Barriers." Western Journal of Emergency Medicine 21, no. 1 (December 9, 2019): 33–36. http://dx.doi.org/10.5811/westjem.2019.7.43545.
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Introduction: Journal club holds a well-respected place in medical education by promoting critical review of the literature and fostering scholarly discussions. Journal clubs are often not available to trainees with niche interests due to the geographic limitations of subspecialty programs such as simulation, medical education, disaster medicine, ultrasound, global health, and women’s health. Methods: A recurring online journal club was held on a quarterly basis to connect simulation fellows. An online conferencing program with screen-sharing capabilities served as the platform for this scholarly exchange. Articles were presented by fellows supported by more seasoned mentors. We surveyed participants to evaluate the program and provide feedback to the presenter. Results: The first eight sessions drew participants from across the United States and Canada. The program was highly rated by participants who commented specifically on its value. Presenters were also highly rated, suggesting that fellows, with online support and mentoring, were effective in providing a quality program. Conclusion: Online synchronous journal clubs can fill an educational niche for subspecialists and their trainees, as demonstrated with this curriculum piloted with simulation fellows. Challenges of scheduling across time zones, distribution of materials, and recruitment of participants can be overcome by a dedicated team of facilitators aided by readily accessible technology.
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Potts, Jason, John Hartley, Lucy Montgomery, Cameron Neylon, and Ellie Rennie. "A journal is a club: a new economic model for scholarly publishing." Prometheus 35, no. 1 (January 2, 2017): 75–92. http://dx.doi.org/10.1080/08109028.2017.1386949.
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Falkner, Robert. "A Minilateral Solution for Global Climate Change? On Bargaining Efficiency, Club Benefits, and International Legitimacy." Perspectives on Politics 14, no. 1 (March 2016): 87–101. http://dx.doi.org/10.1017/s1537592715003242.
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Gridlock in the multilateral climate negotiations has created growing scholarly and practical interest in the use of minilateral forums. A large variety of climate club proposals have been developed in recent years, which promise more effective bargaining among the main climate powers, better incentives to encourage mitigation efforts and discourage free-riding, and new ways to align international power asymmetries with the interests of the global climate regime. I investigate the three dominant rationales that underpin minilateralist proposals. I offer a critical review of their potential as well as their limitations in promoting global climate action. I argue that minilateralism is unlikely to overcome the structural barriers to a comprehensive and ambitious international climate agreement. However, climate clubs can enhance political dialogue in the context of multilateral negotiations and can provide a more conducive environment for great power bargaining. They can create club benefits that strengthen mitigation strategies and help reduce the dangers of free-riding for so-called coalitions of the willing. And they can help re-legitimate the global climate regime against the background of profound power shifts that have slowed down progress in the multilateral negotiations.
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BAILEY, WALTER B. "Ima Hogg and an Experiment in Audience Education: The Rice Lectureship in Music (1923–33)." Journal of the Society for American Music 5, no. 3 (July 13, 2011): 395–426. http://dx.doi.org/10.1017/s1752196311000186.
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AbstractDuring the 1920s, in a bid to elevate musical taste in Houston, Texas, arts patron Ima Hogg anonymously underwrote a series of public lectures on music at the Rice Institute, now Rice University. A trained musician who had spent considerable time in New York and Europe, Hogg recommended potential lecturers for the series, and her collaborator, the music-loving president of the Institute, Edgar Odell Lovett, worked to engage them. Not all of Hogg's candidates were available, and Lovett used his own contacts to supplement them. The resulting slate of lecturers was a diverse mix of musicians and scholars: Maurice Ravel, Arthur Honegger, Nadia Boulanger, John Powell, Harold Morris, George Birkhoff, and Henry Hadow. Their lectures survive in printed form in a scholarly journal published by Rice; they provide some of the most important statements about music by their authors. Hogg's patronage was made possible by an increase in her family's wealth, but her goal of public enlightenment was inspired by her family's tradition of public service (her father had been the governor of Texas) and by her longtime involvement in women's music clubs. Her model for the lectures may have been the didactic music club meeting; Lovett's was the university extension lecture directed toward a community audience. This article details and contextualizes Hogg's patronage in light of contemporary views of women's involvement in the support of music.
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Johnson, Arthur T. "Regulating the National Pastime: Baseball and Antitrust. By Jerold J. Duquette. Westport, CT: Praeger, 1999. 154p. $59.95." American Political Science Review 95, no. 1 (March 2001): 212–13. http://dx.doi.org/10.1017/s0003055401342016.
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Major league baseball, unlike other professional sports in the United States, has been exempt from antitrust laws for nearly a century. The reason lies with early state and federal court decisions, of which the most frequently cited is the Supreme Court's Federal Baseball Club of Baltimore v. National League opinion, authored by Justice Oliver Wendell Holmes in 1922. Baseball's legal status has been the subject of numerous law review articles and commentaries, historical narratives, and scholarly analyses. Nevertheless, Jerold Duquette claims that there has been no integrated and comprehensive examination of "baseball's unregulated monopoly."
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Blower, Nicholas. "Hungry, hungry hikers: Fitness, cooking, and gender in American hiking, 1890s–1920s." European Journal of American Culture 40, no. 2 (June 1, 2021): 151–64. http://dx.doi.org/10.1386/ejac_00047_1.
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This article examines the recollections of American mountaineers and hikers written between the 1890s and 1920s to interrogate the evolving relationship hikers had with food consumption and physical fitness on the trail. It centres firstly on the trail accounts of Appalachian Mountain Club (1876) and Sierra Club (1892) members, before moving towards articles that appeared in outdoor recreation magazines such as Outing. Contrasting itself with existing scholarly work that has focused on the ecological impact of industrial food systems within environmental history, this article seeks to explore the unexamined social and cultural power of food on early American outdoorsmen and women. By highlighting the high-altitude discourses surrounding food and physical ability on the mountainside, the article demonstrates how potentially productive debates about food and modernity are complicated by contemporary ideas of gender and propriety. It also further demonstrates how early suspicions about nutritional science and the privileged, often-chauvinistic culture of American mountaineering limited the ability of these wealthy fitness communities to communicate a wider message about the nation’s shifting health fortunes.
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Robbins, Matthew S., Sheryl R. Haut, Richard B. Lipton, Mark J. Milstein, Lenore C. Ocava, Karen Ballaban-Gil, Solomon L. Moshé, and Mark F. Mehler. "A dedicated scholarly research program in an adult and pediatric neurology residency program." Neurology 88, no. 14 (February 22, 2017): 1366–70. http://dx.doi.org/10.1212/wnl.0000000000003626.
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Objective:To describe and assess the effectiveness of a formal scholarly activity program for a highly integrated adult and pediatric neurology residency program.Methods:Starting in 2011, all graduating residents were required to complete at least one form of scholarly activity broadly defined to include peer-reviewed publications or presentations at scientific meetings of formally mentored projects. The scholarly activity program was administered by the associate residency training director and included an expanded journal club, guided mentorship, a required grand rounds platform presentation, and annual awards for the most scholarly and seminal research findings. We compared scholarly output and mentorship for residents graduating within a 5-year period following program initiation (2011–2015) and during the preceding 5-year preprogram baseline period (2005–2009).Results:Participation in scholarship increased from the preprogram baseline (24 of 53 graduating residents, 45.3%) to the postprogram period (47 of 57 graduating residents, 82.1%, p < 0.0001). Total scholarly output more than doubled from 49 activities preprogram (0.92/resident) to 139 postprogram (2.44/resident, p = 0.0002). The proportions of resident participation increased for case reports (20.8% vs 66.7%, p < 0.0001) and clinical research (17.0% vs 38.6%, p = 0.012), but were similar for laboratory research and topical reviews. The mean activities per resident increased for published abstracts (0.15 ± 0.41 to 1.26 ± 1.41, p < 0.0001), manuscripts (0.75 ± 1.37 to 1.00 ± 1.40, p = 0.36), and book chapters (0.02 ± 0.14 to 0.18 ± 0.60, p = 0.07). Rates of resident participation as first authors increased from 30.2% to 71.9% (p < 0.0001). The number of individual faculty mentors increased from 36 (preprogram) to 44 (postprogram).Conclusions:Our multifaceted program, designed to enhance resident and faculty engagement in scholarship, was associated with increased academic output and an expanded mentorship pool. The program was particularly effective at encouraging presentations at scientific meetings. Longitudinal analysis will determine whether such a program portfolio inspires an increase in academic careers involving neuroscience-oriented research.
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Stilling, Glenn Ellen Starr. "Learning to “light out after it with a club”: The story of a faculty learning community for scholarly writing." College & Research Libraries News 73, no. 7 (July 1, 2012): 390–98. http://dx.doi.org/10.5860/crln.73.7.8791.
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García, César. "Real Madrid Football Club: Applying a Relationship-Management Model to a Sport Organization in Spain." International Journal of Sport Communication 4, no. 3 (September 2011): 284–99. http://dx.doi.org/10.1123/ijsc.4.3.284.
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Real Madrid Football Club is today the richest sport team in the world and the third most valuable sport brand, according to the latest rankings (e.g., Deloitte, 2010; Forbes 2009). This scholarly commentary proposes the application of a relationship management model of building long-lasting relationships with fans as the main key of Real Madrid’s success. Results of this study highlight that, under the presidency of Florentino Pérez, a public relations approach has been integrated into every strategic decision including the recruitment of players with media appeal; the use of event planning, Internet, social media, promotional tours, and publications; and the display of Real Madrid’s own audiovisual media. The adoption of this model has proven successful despite poor sports results.
Dissertations / Theses on the topic "Scholarly 'Club'"
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Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
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The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Earl, Michael Graham. "A study of the impact of audio-visual based drugs and doping control educational material on the knowledge and attitudes of scholars and apprentices within English football clubs." Thesis, University of Bath, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616577.
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This study aimed to explore the effect of an audio-visual-based education programme The Football Association (FA) Drugs and Doping Control Education Programme' (DDCEP) on the knowledge and attitudes of young professional footballers in England and Wales towards doping, as well as alcohol and social drug use. First year Scholars and Apprentices (aged 16-17, mean age = 16.69 years; SO = 0.51) registered with English and Welsh professional football clubs participating in the top four leagues of English football at the start of 2006-2007 season were included in the study (n=500). After obtaining informed parental consent, all players were administered a multi-section questionnaire (Time Point 1) prior to viewing the education programme. This was designed to assess their knowledge of doping and social drugs issues, and to also measure various psychological factors including attitudes towards doping, dispositional goal orientations, social desirability, and sportspersonship orientations. Participants repeated the knowledge and attitude assessments within one month of viewing the programme (Time Point 2) and then again 6 months later (Time Point 3). Results of repeated measures MANOVA (Wilks' Lambda = .82, F(2, 497) = 53.03, P <.001) showed that after viewing the programme, participants demonstrated significantly improved knowledge. Further, and compared to baseline (i.e. Time Point 1), this knowledge had only slightly reduced after six months. A large effect for knowledge was reported (d=- 1.03) between Time Point 1 (TP1) and TP2, and (d=-0.91) between TP1 and TP3. Supplementary regression analysis revealed that ego and sportspersonship scores negatively predicted knowledge at TP2 when controlling for knowledge at TP1. Antisocial sportspersonship was also found to predict pro-doping attitudes at TP2 when controlling for attitudes at TP1 . These findings will be of benefit for education practitioners and sports psychologists across the anti-doping community.
Books on the topic "Scholarly 'Club'"
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Alexander, Pope. Memoirs of the extraordinary life, works and discoveries of Martinus Scriblerus. London: Hesperus, 2002.
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Erik, Petry, and Wildmann Daniel, eds. Jüdische Identität und Nation: Fallbeispiele aus Mitteleuropa. Köln: Böhlau, 2006.
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Only Woman in the Room: Why Science Is Still a Boys' Club. Beacon Press, 2018.
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The only woman in the room: Why science is still a boys' club. Beacon Press, 2015.
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(Editor), Walter Alvarez, and John E. Coons (Editor), eds. The Idea of a Community of Scholars: Essays Honoring the Centennial of the Faculty Club of the University of California at Berkeley, March 15, 2002. Faculty Club of University of California Berk, 2003.
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1940-, Alvarez Walter, Coons John E, and University of California, Berkeley. Faculty Club., eds. The idea of a community of scholars: Essays honoring the centennial of the Faculty Club of the University of California at Berkeley, March 15, 2002. Berkeley: Faculty Club of the University of California, Berkeley, 2003.
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Scriblerus (Hesperus Classics). Hesperus Press, 2003.
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1913-, Bolelli Tristano, and Rotary International (Italy), eds. Italian civilization and non-Italian scholars: Speeches of the winners of the International Galileo Galilei Prize, sponsored by the Rotary Clubs in Italy. Pisa: Giardini, 1987.
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Hymans, Jacques E. C. Nuclear Proliferation and Non-Proliferation. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.271.
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Nuclear proliferation became an increasingly major concern after France and then China joined the nuclear “club” in the 1960s. However, it was not until India’s “peaceful nuclear explosive” test of 1974 that a real sense of potential worldwide crisis emerged, which also spawned a substantial amount of serious writing on the issue. The basic puzzle facing the study of nuclear proliferation is why there is a considerable and persistent disparity between the number of nuclear weapons-capable states and the number of actual nuclear weapons states. Three early works that represented crucial conceptual breakthroughs in the struggle toward a proper descriptive inference of the dynamics of proliferation are William Epstein’s The Last Chance (1976), Stephen M. Meyer’s The Dynamics of Nuclear Proliferation (1984), and Opaque Nuclear Proliferation (1991), edited by Benjamin Frankel. More contemporary political science work features attempts by each of the major international relations paradigms to tackle the proliferation puzzle: realism, psychological constructivism, neoliberal institutionalism, liberalism, and sociological constructivism. While scholars disagree over a host of issues, a consensus on the dynamics of nuclear proliferation may be discerned. In particular, there are five points on which most recent works converge: that proliferation has been historically rare; that we cannot take the demand for nuclear weapons for granted; that domestic politics and identity considerations play a crucial role in shaping proliferation choices; and that theory-guided, in-depth comparative case studies are the most appropriate means of advancing the state of our knowledge at this point in time.
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Abrahams, Frank, and Paul D. Head, eds. The Oxford Handbook of Choral Pedagogy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.001.0001.
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This text explores varied perspectives on teaching, learning, and performing choral music. Authors are academic scholars and researchers as well as active choral conductors. Topics include music programming and the selection of repertoire; the exploration of singer and conductor identity; choral traditions in North America, Western Europe, South America, and Africa; and the challenges conductors meet as they work with varied populations of singers. Chapters consider children’s choirs, world music choirs, adult community choirs, gospel choirs, jazz choirs, professional choruses, collegiate glee clubs, and choirs that meet the needs of marginalized singers. Those who contributed chapters discuss a variety of theoretical frameworks including critical pedagogy, constructivism, singer and conductor agency and identity, and the influences of popular media on the choral art. The text is not a “how to” book. While it may be appropriate in various academic courses, the intention is not to explain how to conduct or to organize a choral program. While there is specific information about vocal development and vocal health, it is not a text on voice science. Instead, the editors and contributing authors intend that the collection serve as a resource to inform, provoke, and evoke discourse and dialogue concerning the complexity of pedagogy in the domain of the choral art.
Book chapters on the topic "Scholarly 'Club'"
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Archer-Parré, Caroline. "The Cambridge Cult of the Baskerville Press." In John Baskerville, 206–20. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781786940643.003.0012.
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This chapter considers an early impetus in the Baskerville revival: the Baskerville Club, whose work encouraged the ‘fashionable Cambridge cult of the Baskerville press.’ The Baskerville Club was established in 1903 by a small group of Cambridge librarians, bibliographers and bibliophiles brought together through a common concern for the printer’s books. The Baskerville Club was probably the earliest gathering of what can loosely be described as Baskerville scholars, or if not Baskerville scholars as such, at least academics who had been brought together through a mutual interest in the printer and his books, each with a common desire to raise awareness of his publications, and to contribute to an understanding of his work. The Club’s primary publication, the No 1 Handlist, provided an early indication of the level of complexity and confusion attached to describing Baskerville’s books: problems experienced, but not wholly solved, by the printer’s subsequent bibliographers. This chapter explores the degree to which the Club spearheaded the twentieth-century revival of interest in Baskerville; its role in laying the foundations upon which subsequent scholarly Baskerville activity has been built; and the extent to which it influenced the development and progress of bibliographical studies.
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Inglis, Patrick. "‘Take This Land’." In Mapping the Elite, 186–214. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199491070.003.0007.
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This study challenges scholarly claims about the unity of vision and purpose shared by elites in the making of neoliberal projects. As a critical history of the Karnataka Golf Association (KGA) suggests, social, political, and economic elites do not always pursue the same interests when using public land and other vital resources in service of private gain. Founding members at the club—among them industrialists, agriculture landowners, and salaried professionals—simply wanted to recreate an exclusive members-only space like the ones they inhabited elsewhere in the city, except with an international standard golf course as the main feature. Government officials without prior membership in these social and economic circles used their control of land and other resources as leverage in winning access to the club as permanent members. This chapter draws on a combination of interviews and archival material, including minutes to meetings, annual reports, and other memoranda, in order to reveal the strained negotiations that followed, and which ultimately produced a club divided by competing interests and loyalties.
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Shewell, Hugh. "To be an Englishman and a Jew: Basil Henriques and the Bernhard Baron Oxford and St George’s Settlement House." In The Settlement House Movement Revisited, 129–44. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447354239.003.0008.
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Inspired by Oxford University’s Christian social reform clubs in the early 20 th century, Basil Henriques a young Jewish gentleman from a distinguished, upper middle-class family in London determined to establish a Jewish boys’ club in London’s East End. Influenced first by his mother’s devotion to Judaism and then by the progressive views of Jewish scholar, Claude Montefiore and his Oxford history professor, Kenneth Leys, Henriques established the Oxford and St.George’s Jewish Boys’ Club in 1914. An anti-Zionist, Henriques believed strongly in establishing a club that would socialize Jewish youth to become both proud Jews and proud citizens of Great Britain. The club soon served both boys and girls and, by 1919, it had acquired larger premises and become a settlement. Changing demographics in London’s Whitechapel and the rise of the welfare state eventually led to the settlements’ relocation in 1973 and then to its eventual demise.
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Lane, Carol-Ann. "Using Digital Technologies in the 21st Century Classroom." In Present and Future Paradigms of Cyberculture in the 21st Century, 109–34. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-5225-8024-9.ch007.
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Scholars have acknowledged the potential contribution of video gaming to complex forms of learning, identifying links between gaming and engagement, experiential learning spaces, problem-solving, strategies, transliteracy reflectivity, critical literacy, and metacognitive thinking. Using a multiliteracies lens, this multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community centre and an after-school video club. In this chapter, the author describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games.
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Hone, Joseph. "Introduction." In Alexander Pope in the Making, 1–10. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198842316.003.0001.
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When and how did Pope become the literary colossus we know today? Until now scholars of Pope’s early career have focused on his involvement with the so-called ‘Scriblerus Club’ comprising Swift, Arbuthnot, Gay, and Parnell, and the circles of famous authors such as Joseph Addison and William Wycherley. This introduction begins by setting out a new context for understanding Pope’s early career: in the literary circles dominated by the Duke of Buckingham and his friends. It then explains the holistic methodological approach of the book and how its questions intersect with existing scholarship on Pope and his world. This is followed by a brief outline of the chapters.
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Frolow, Miriam L., and Anna Copeland Wheatley. "The Magic of a Local Academic Community for Online Adult Learners in Completing the Doctoral Journey." In Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure, 191–209. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6762-3.ch012.
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The dissertation journey from student to scholar is filled with hurdles that can be difficult to navigate alone, especially as online students. Many adult students who have stepped foot onto the path to earning a doctoral degree did so in a non-traditional environment that included a mix of work and family obligations, and the need to prove that they have earned the right to be called “doctor.” In 2017, the Jersey City Campus of University of Phoenix launched the Research Club, a monthly gathering of doctoral students, faculty, and alumni in the New York-New Jersey area. The initiative was designed to bring together a team to help doctoral students succeed through an in-person informal structure of conversation and peer-to-peer support to supplement the work of the dissertation committee. This chapter chronicles the first three years and affirms the need for innovative in-person strategies for providing doctoral support through informal communities of practice.
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Shay, Anthony. "Encountering Greek American Soundscapes." In Greek Music in America, 312–25. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496819703.003.0016.
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In “Encountering Greek American Soundscapes,” respected dance scholar and choreographer Anthony Shay investigates the context of Greek musical performances based on his experiences as a young folk dancer in California from the 1950s to 1970s. After first tracing immigration history and exploring the circumstances in which people listened to music, sang, played musical instruments, and danced in Greece, he then delineates the types of music in several different American contexts, as well as who plays or sings each genre and, who forms the audience. Among the contexts that he notes are church picnics, as well as Greek taverns and clubs such as Athenian Gardens and Greek Village.
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Tsymbal, Evgeniy. "Tarkovsky’s Childhood: Between Trauma and Myth." In ReFocus: The Films of Andrei Tarkovsky, 15–29. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474437233.003.0002.
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This chapter focuses on the traumatic events in the director’s childhood that continued to haunt him throughout his life. Tarkovsky scholars often point out the autobiographical nature of his cinema and, more specifically, how the divorce of his parents influenced his cinematic representation of marital relationships. According to Helena Goscilo, for example, Tarkovsky’s personal trauma of paternal abandonment provides a clue to the narrative structure of his films. For Tsymbal, however, it is the director’s strained relationship with his mother, viewed in the context of André Green’s theory of the dead mother complex, that defines much of his artistic impulse. This chapter also discusses what hardships Tarkovsky experienced during the wartime and how his father’s influence inadvertently helped him choose his future profession.
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"Appendix 4.1: Psychological, Political, Economic, Religious and Cultural (Root) Causes of Terrorism, According to Scholars Gathered at the Club de Madrid Conference of 2005." In The Routledge Handbook of Terrorism Research, 290–93. Routledge, 2011. http://dx.doi.org/10.4324/9780203828731-14.
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Whitfield, Stephen J. "The American Jewish Intelligentsia, the Claims of Humor—and the Case of Lenny Bruce." In No Small Matter, 232–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197577301.003.0014.
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Several major American Jewish scholars and intellectuals have addressed the vitality and the pertinence of Jewish humor, seeing in it an entrée not only into key characteristics of communal life but also into the texture of reality itself. These academicians and critics have exposed the encounter between stand-up comedy and the social and political peculiarities of Jewish life in the United States. No comedian attracted more sustained attention than Lenny Bruce, whose career enlarged the contours of what could explored in night clubs and on long-playing records. Perhaps no satirist took greater risks, or exposed himself to greater legal danger, in both subject matter and in language. No predecessor was more willing to flaunt his own Jewish sensibility, or to present with such cynicism the hypocrisies inherent in the codes of conduct by which respectable America professed to live—which is what made Bruce the object of serious interest.
Conference papers on the topic "Scholarly 'Club'"
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Ormazabal, Marta, Carmen Jaca, Vanessa Prieto-Sandoval, and Álvaro Lleó. "Developing engineering students’ engagement with Circular Economy practices." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5521.
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The Circular Economy has become a topic of high interest for policy makers, scholars, and business managers because it is shown as a new paradigm to achieve the sustainability of our society. However, the main efforts in Circular Economy cannot be reduced to professional or experts’ acts. Nevertheless, we consider that if we pretend to meet the current needs without compromising the ability of future generations to meet their own needs, we have to teach present generations the principles to achieve the economic, social and economic sustainability in the short and long term. This paper enhances the use of guided and official student clubs at the university to teach and engage engineering students with the Circular Economy practices.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.