scholarly journals Myths of Meritocracy, Friendship, and Fun Work: Class and Gender in North American Academic Communities

2020 ◽  
Vol 122 (3) ◽  
pp. 444-458
Author(s):  
Mary Leighton
Keyword(s):  
North American ◽  
Academic Communities ◽  
And Gender ◽  
Work Class ◽  
American Academic

The Mission and Historical Missions: Film and the Writing of History

1995 ◽  
Vol 51 (3) ◽  
pp. 393-415 ◽  
Author(s):  
James Schofield Saeger
Keyword(s):  
Native American ◽  
South America ◽  
Future Study ◽  
North American ◽  
Research Agenda ◽  
Public Perceptions ◽  
Search For Meaning ◽  
Historical Events ◽  
The Past ◽  
American Academic

Because of the power of film, movies with historical themes affect public perceptions of the past more deeply than do scholarly reconstructions. Film makers and historians search for meaning in separate ways, but their quests can converge. Examples of different approaches to similar destinations are found in a newer film and older historical views of Catholic missions in South America. Released in 1986, The Mission, directed by Roland Joffé with a screenplay by Robert Bolt, displays paternalistic attitudes like those of an earlier generation of North American academic historians. The film's voice is a white European distortion of Native American reality. This essay will examine that voice, offer alternative explanations of historical events, and suggest a research agenda for future study of the Guarani missions of Paraguay, often mentioned in surveys but seldom studied by North American historians.

Challenges in collaborative writing in the contemporary corporation

2004 ◽  
Vol 9 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Kerryn Colen ◽  
Roslyn Petelin
Keyword(s):  
North American ◽  
Collaborative Writing ◽  
Business Professionals ◽  
Academic Communities ◽  
Corporate Workplace ◽  
Business Goals ◽  
American Research

Collaborative writing is pervasive in the contemporary corporate workplace. North American research reports that nine out of ten business professionals produce some of their documents as part of a team. As workplace writers seek to meet the business goals of their employers, and further their own careers, they require sophisticated skills in joining with other writers to collaboratively produce documents. Taking advantage of the benefits, and meeting the challenges of this demand, requires corporate and academic communities to collaborate: to address gaps in the knowledge about collaborative writing and to train and develop competent collaborative writers.

Engendering Nationality: Haudenosaunee Tradition, Sport, and the Lines of Gender1

2013 ◽  
Vol 23 (1) ◽  
pp. 319-354 ◽  
Author(s):  
Allan Downey
Keyword(s):  
National Identity ◽  
North American ◽  
International Competition ◽  
Aboriginal Peoples ◽  
American Antiquity ◽  
Native Canadians ◽  
Significant Element ◽  
Aboriginal Culture ◽  
Gender Constructions ◽  
And Gender

The Native game of lacrosse has undergone a considerable amount of change since it was appropriated from Aboriginal peoples beginning in the 1840s. Through this reformulation, non-Native Canadians attempted to establish a national identity through the sport and barred Aboriginal athletes from championship competitions. And yet, lacrosse remained a significant element of Aboriginal culture, spirituality, and the Native originators continued to play the game beyond the non-Native championship classifications. Despite their absence from championship play the Aboriginal roots of lacrosse were zealously celebrated as a form of North American antiquity by non-Aboriginals and through this persistence Natives developed their own identity as players of the sport. Ousted from international competition for more than a century, this article examines the formation of the Iroquois Nationals (lacrosse team representing the Haudenosaunee Confederacy in international competition) between 1983-1990 and their struggle to re-enter international competition as a sovereign nation. It will demonstrate how the Iroquois Nationals were a symbolic element of a larger resurgence of Haudenosaunee “traditionalism” and how the team was a catalyst for unmasking intercommunity conflicts between that traditionalism—engrained within the Haudenosaunee’s “traditional” Longhouse religion, culture, and gender constructions— and new political adaptations.

scholarly journals Naturopathic Practice at North American Academic Institutions: Description of 300,483 Visits and Comparison to Conventional Primary Care

2014 ◽  
Vol 9 ◽  
pp. IMI.S14124 ◽  
Author(s):  
Steven R. Chamberlin ◽  
Erica Oberg ◽  
Douglas A. Hanes ◽  
Carlo Calabrese
Keyword(s):  
Primary Care ◽  
North American ◽  
Healthcare Services ◽  
Software Systems ◽  
Community Settings ◽  
Academic Institutions ◽  
Care Survey ◽  
Ambulatory Medical Care ◽  
Teaching Clinics ◽  
American Academic

This study collected patient visit data to explore similarities and differences between conventional and naturopathic primary care (PC). Administrative data from practice management software systems from the main teaching clinics of four of the eight accredited North American naturopathic academic institutions were abstracted into an integrated database containing five years (2006–2010) of visit, patient, laboratory, and prescribing data. Descriptive analyses of healthcare services were compared to the National Ambulatory Medical Care Survey (NAMCS). Over the five-year period, 300,483 patient visits to naturopathic doctors occurred at clinics, excluding visits at clinics operated by the schools in community settings. Patients were 69% female; mean age was 39 (SE 0.09). Older adults (>65) comprised 9% of the population and children (<16) comprised 8%. Comparing academic naturopathic clinics to national conventional PC (NAMCS), we found more patients paid out of pocket at naturopathic clinics (50 vs. 4%) and naturopathic clinics more frequently offered discounted care (26 vs. 0.3%). There was a 44% overlap in the most frequent 25 diagnoses for PC at conventional community clinics. Overall, these data suggest substantial similarities in care offered by academic naturopathic clinics, at which most Naturopathic Doctor (ND) students are trained, and by conventional PC practices.

Postmodern Literature in North America

2018 ◽  
Author(s):  
Emily Spiers
Keyword(s):  
North America ◽  
North American ◽  
Cultural Context ◽  
Literary Texts ◽  
Gender Inequalities ◽  
Postmodern Literature ◽  
Departure Point ◽  
Riot Grrrl ◽  
Political Debates ◽  
And Gender

Chapter 2 establishes the departure point for a genealogy of pop-feminist writing across North America, Britain, and Germany, which informs the author’s reading of the literary texts in the subsequent chapters. She examines key texts by American authors Kathy Acker and Mary Gaitskill, showing how their influence has filtered down to the works of a group of North American and European women writers who were born post-1970. Acker and Gaitskill engage with the feminist and critical theories of their time in order to intervene in broader political debates in North America concerning social, racial, and gender inequalities. They explore the political impact of representing transgressive sexualities, madness, and neurosis and emphasizing unstable, multifaceted identity in their work. The chapter subsequently traces the transgressive gesture from the 1990s North American riot-grrrl movement through to the 2000s and a dramatically transformed cultural context.

Disjunctured Feminisms

2015 ◽  
pp. 121-139
Author(s):  
Roberta Lamb ◽  
Niyati Dhokai
Keyword(s):  
Social Justice ◽  
Music Education ◽  
North American ◽  
Music Educators ◽  
American Music ◽  
Cross Cultural ◽  
Cultural Approach ◽  
Feminist Perspectives ◽  
American Academic

This chapter explores feminism in the classroom to contribute to the discussion of music education and social justice in the volume. Through a dual-authored, cross-generational and cross-cultural approach, it follows the disjunctured past of feminism in North American music education, and advocates for the study of feminist histories within music education and its social and historical relevance to current music educators. It also deliberates the negotiation of North American academic feminisms concurrently with global feminisms. Furthermore, it considers the emergence of multicultural feminist perspectives within the music education classroom and offers ethnographic possibilities for encouraging diverse perspectives within the classroom. The chapter offers possibilities for encouraging inclusive and comprehensive music education that recognizes how each individual’s experience contributes to feminist diversity and social justice.

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