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Journal articles on the topic 'Collaborative autobiography'
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Lapadat, Judith C., Lonni Bryant, Marja Burrows, Susan Greenlees, Jean Alexander, Naseeb Marcil, Lorna Jean Nelson, et al. "An Identity Montage Using Collaborative Autobiography." International Review of Qualitative Research 1, no. 4 (February 2009): 515–39. http://dx.doi.org/10.1525/irqr.2009.1.4.515.
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As counsellors, educators, and helping professionals in small communities, we were curious about the relationship between personal and professional identity. We wondered how people like ourselves negotiate role, view our contributions, and construe our place in history. Working within a narrative inquiry paradigm, our approach was both autoethnographic and collaborative. Each of us contributed a piece of autobiographical writing, and we pooled the texts for thematic analysis. Using polyphonic montage, we compare two of the analyses, and interpret what they reveal about identity and role. Through telling and hearing stories of experience, we have pieced together autoethnographic texts to speak beyond the self about a vision of community and making a difference.
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Thornton, James E. "The Guided Autobiography Method: A Learning Experience." International Journal of Aging and Human Development 66, no. 2 (February 15, 2008): 155–73. http://dx.doi.org/10.2190/ag.66.2.d.
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This article discusses the proposition that learning is an unexplored feature of the guided autobiography method and its developmental exchange. Learning, conceptualized and explored as the embedded and embodied processes, is essential in narrative activities of the guided autobiography method leading to psychosocial development and growth in dynamic, temporary social groups. The article is organized in four sections and summary. The first section provides a brief overview of the guided autobiography method describing the interplay of learning and experiencing in temporary social groups. The second section offers a limited review on learning and experiencing as processes that are essential for development, growth, and change. The third section reviews the small group activities and the emergence of the “developmental exchange” in the guided autobiography method. Two theoretical constructs provide a conceptual foundation for the developmental exchange: a counterpart theory of aging as development and collaborative-situated group learning theory. The summary recaps the main ideas and issues that shape the guided autobiography method as learning and social experience using the theme, “Where to go from here.”
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Goldman, Anne E. "Is That What She Said? The Politics of Collaborative Autobiography." Cultural Critique, no. 25 (1993): 177. http://dx.doi.org/10.2307/1354565.
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Lapadat, Judith C., Nancy E. Black, Philip G. Clark, Richard M. Gremm, Lucy W. Karanja, Lucy W. Mieke, and Loriann Quinlan. "Life Challenge Memory Work: Using Collaborative Autobiography to Understand Ourselves." International Journal of Qualitative Methods 9, no. 1 (March 2010): 77–104. http://dx.doi.org/10.1177/160940691000900108.
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Ha, Jeong Hye, Jeong Rok Riu, and Hong Yeon Bae. "Study of Autobiography Using the Online Collaborative Tools for Adult Learners." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 22 (November 30, 2021): 493–512. http://dx.doi.org/10.22251/jlcci.2021.21.22.493.
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Butt, Richard L., and Danielle Raymond. "Studying the nature and development of teachers' knowledge using collaborative autobiography." International Journal of Educational Research 13, no. 4 (January 1989): 403–19. http://dx.doi.org/10.1016/0883-0355(89)90037-2.
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Schlick, Yaël. "WritingAlonetogether: Richard E. Byrd’s Antarctic classic and the challenges of reading collaborative autobiography." Polar Journal 6, no. 2 (July 2, 2016): 328–41. http://dx.doi.org/10.1080/2154896x.2016.1241489.
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Diehl, Julie N., and Stephen P. Gordon. "School administrators’ use of collaborative autobiography as a vehicle for reflection on accountability pressures." Reflective Practice 17, no. 4 (May 15, 2016): 495–506. http://dx.doi.org/10.1080/14623943.2016.1178632.
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Sanders, Mark A. "Theorizing the Collaborative Self: The Dynamics of Contour and Content in the Dictated Autobiography." New Literary History 25, no. 2 (1994): 445. http://dx.doi.org/10.2307/469458.
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del Carmen Espinoza, María. "The Use of Collaborative/Therapeutic Assessment With Oppositional Defiant Disorder." Rorschachiana 41, no. 2 (September 1, 2020): 200–222. http://dx.doi.org/10.1027/1192-5604/a000131.
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Abstract. The aim of the present single case study was to demonstrate the effectiveness of a therapeutic evaluation model (CTA) used for 4 years with a teenage girl (13–17 years of age) with oppositional defiant disorder (ODD). Clinical evaluations using autobiography as well as the Millon Adolescent Clinic Inventory, House–Tree–Person Drawing, and Rorschach test (Comprehensive System) were conducted at each of four time points: 13, 14, 15, and 17 years of age. An average of four evaluation sessions were carried out at each time point following feedback of the results to the client, reflections about her experience with the evaluation process and with results obtained were requested in writing. Progressive findings reveal a gradual decrease in ODD markers and increasing sophistication, organization, and realism in the configuration of the drawings. The Rorschach test gradually indicated a decrease in aggression content and improvement in the quality of responses. In conclusion, the longitudinal design used in the case shows a strengthening of the self, a notable decrease in oppositional defiant behavior, and an adaptation and adjustment to reality as expected for a young woman of the client’s age.
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Thaba-Nkadimene, Kgomotlokoa Linda. "A reflective essay on experiences and practices of postgraduate supervision in the University of Limpopo : a life history approach." Journal of African Education 1, no. 3 (December 1, 2020): 5–25. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a1.
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This study investigated the problem of postgraduate supervision that results with students' delayed graduation, low postgraduate students' output and lack of capacity. The purpose of this essay is to reflect on my postgraduate supervision experiences and practices of working in one disadvantaged rural university in South Africa. The study is embedded within interpretivism paradigm, and was informed by Personal Construct Theory and Life History Approach. My autobiography of the period January 2004 and June 2020 was used as primary data. The findings point to the prevalence of delayed graduation and output; adoption of single-handed supervision as an impediment towards attainment of required post-graduate students' skills required to progress in their studies and serve as future independent researchers; mono-supervision created supervision backlog that adds up to pipeline students. I used various models, such as student group supervision, mentoring supervision, and collaborative supervision. Collaborative supervision enhanced student development. This study concludes that supervision of postgraduate students is a crucial aspect for improved learning spaces and the choice of a solid supervision model improves research output. This study recommends that collaborative cohort supervision model be adopted by deprived universities to improve supervision capacity and students through-put.
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Sableski, Mary-Kate. "Couples Who Collaborate: Tom Angleberger and Cece Bell." Children and Libraries 18, no. 1 (March 12, 2020): 33. http://dx.doi.org/10.5860/cal.18.1.33.
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Tom Angleberger and Cece Bell are the unique couple behind numerous memorable books for children. The couple creates joyful, relatable characters and settings that invite children to return to their books again and again. In addition to their collaborative projects, the couple also supports each other in their independent pursuits, which are also hugely successful. Their insights and experiences on collaborating and creating books for children draw from their years of experience, and success, honing their craft together.Cece Bell is the author and illustrator of a diverse range of books, including Newbery Honor–winning autobiography El Deafo (2014), Geisel Honor–winning Rabbit and Robot: The Sleepover (2014), Rabbit and Robot and Ribbit (2017), I Yam a Donkey (2016), Bee-Wigged (2017), Itty Bitty (2009), and the Sock Monkey series. She has also created books with her husband, Tom, including Crankee Doodle (2013) and the Inspector Flytrap series. She earned her graduate degree in illustration and design at Kent State University and became a full-time author and illustrator after many years of working as a freelance illustrator and designer.
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McNary-Zak, Bernadette. "Not Being God: A Collaborative Autobiography - By Gianni Vattimo, with Piergiorgio Paterlini and translated by William McCuaig." Reviews in Religion & Theology 17, no. 2 (March 2010): 175. http://dx.doi.org/10.1111/j.1467-9418.2009.00512.x.
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Vetter, L. "Representing "a sort of composite person": Autobiography, Sexuality, and Collaborative Authorship in H.D.'s Prose and Scrapbook." Genre 36, no. 1-2 (January 1, 2003): 107–29. http://dx.doi.org/10.1215/00166928-36-1-2-107.
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Nwankwo, Ifeoma, and Monika Ardelt. "INTEREST GROUP SESSION—REMINISCENCE, LIFE STORY AND NARRATIVE: RESEARCH AND PRACTICE: WISDOM OF THE ELDERS: ART, MEDICINE, NARRATIVES, AND POETRY." Innovation in Aging 3, Supplement_1 (November 2019): S568—S569. http://dx.doi.org/10.1093/geroni/igz038.2102.
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Abstract The Wisdom of the Elders (WOE) is a series of autobiography production workshops conducted since 2012 through a collaboration among community, university, and municipal partners. Beginning in Murfreesboro, TN it has since been replicated in New Orleans, LA. The Wisdom of the Elders project has many elements, including life history interviews, creative writing workshops, and creative expressions that allowed elders to share their wisdom with younger generations. Our focus was to understand how personal characteristics and historical/environmental events interact to influence healthy aging. Later work extended to interviewing older hospitalized patients in order to gain insight into intergenerational themes. The interdisciplinary team has also used poetry and reflection to train healthcare professionals and caregivers to use active listening strategies to better understand how patients cope with life-changing illnesses, and how they incorporate the challenges of those illnesses into rich, fulfilling lives. WOE has been supported by the Mellon Foundation, the Meharry-Vanderbilt Community Engaged Research Core, and the Department of English, the College of Arts and Science Dean’s Office, and the Chancellor’s Higher Education Fellowship at Vanderbilt University. WOE has led to the formation of an interdisciplinary research and publication collaborative featuring distinguished clinicians, artists, and scholars from Creative Writing, Education, Geriatrics, Interprofessional Learning, Psychology, and Public Humanities.
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Smith, David Lionel. "Booker T. Washington's Rhetoric: Commanding Performance." Prospects 17 (October 1992): 191–208. http://dx.doi.org/10.1017/s0361233300004713.
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Booker T. Washington's classicUp from Slaveryis unquestionably the finest black autobiography ever written by a European-American. In the final sentence of the book's preface, Washington notes, “without the painstaking and generous assistance of Mr. Max Bennett Thrasher I would not have succeeded in any satisfactory degree.” This is a typical Washingtonian understatement. Thrasher wrote the book. Beginning that same paragraph, Washington has declared, “I have tried to tell a simple, straight-forward story, with no attempt at embellishment. My regret is that what I have attempted to do has been done so imperfectly.” This is either false modesty or a harsh assessment of his ghost writer. Since Thrasher remained in Washington's employ until his abrupt death (from appendicitis) in 1903, we must infer that “the Wizard” was not so displeased with their collaborative product. Washington had no peers in the use of rhetorical humility as a strategy of manipulation.
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Tran, Thuy-Hang Thi, and Tram Anh Bui. "Living in Transition to Teacher Education in Canada: Personal Reflections and Portraits of Two Vietnamese Female Doctoral Students." Journal of the International Society for Teacher Education 25, no. 2 (January 31, 2022): 26–40. http://dx.doi.org/10.26522/jiste.v25i2.3667.
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Living in transition while studying teacher education leads to multiple challenges for doctoral students as they situate themselves in the intersections with new sociocultural environments. The navigation process affects their personal and professional self-formation in constructing and reconstructing their multiple identities-making. In this paper, we, two Vietnamese female teachers, examine our life experience transitioning from Vietnamese to Canadian culture while pursuing our doctoral studies. The collaborative autobiography allows us to reflect, retell and relive our stories since we arrived in Canada. Through deconstructing our stories, we were amazed at the resonances of our tensions in new life-making experiences and perspective transformation in learning and conducting research. We hope our experiences are promising to shorten the gap in understanding experiences of those doctoral students composing life in similar education landscapes, which helps ease their difficulties and cultivate their academic and professional achievements. We also contribute more personal, social, cultural, and familial narratives to the dominant institutional narratives of Canadian teacher education.
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Laganà, Antonio. "Autobiography of Antonio Laganà: Toward the Design of a European Integrated Collaborative Distributed Research Infrastructure for the Study of Molecular Processes." Journal of Physical Chemistry A 120, no. 27 (July 14, 2016): 4589–94. http://dx.doi.org/10.1021/acs.jpca.6b04684.
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Oenbring, Raymond, and Deniz Gokcora. "COILing diverse islands: a virtual exchange between the University of the Bahamas and the Borough of Manhattan Community College." Journal of Virtual Exchange 5 (February 25, 2022): 20–30. http://dx.doi.org/10.21827/jve.5.37388.
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This practice report describes a Collaborative Online International Learning (COIL) exchange between academic writing students at the University of the Bahamas (UB) and English Language Learners (ELLs) at the Borough of Manhattan Community College (BMCC) of the City University of New York (CUNY). While COIL projects and other classroom virtual exchanges between Western and non-Western institutions have often been construed as tools to introduce cultural and linguistic diversity into Western classrooms, this study shows that the opposite is also possible. In our project, a diverse, largely immigrant group of postsecondary students in New York City participated in an intercultural exchange with a more culturally and linguistically homogeneous student group in The Bahamas. The study details the digital media used to initiate the virtual exchange and the specifics of the assignment sequences, including how the authors worked with the springboard text read by both classes (that is, Richard Rodriguez’s (1978) noted literacy autobiography ‘The Achievement of Desire’, where he describes his academic ambitions as the child of Mexican immigrants to the United States).
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Guanghao, Hou. "A Mighty River Flowing Eastward." China Report 54, no. 1 (December 26, 2017): 81–98. http://dx.doi.org/10.1177/0009445517744410.
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This article attempts to interpret the narratives presented in the autobiography of Situ Hua (Szeto Wah, 1931–2011), well-known activist and leader of pressure-group movements in modern Hong Kong, in order to understand his ethnic and national identities. This exploration can illustrate the interaction between collaborative nationalism, critical nationalism and colonialism that is ongoing and constantly changing in modern Hong Kong. The article suggests that during his childhood and youth, Situ ethnically identified himself as being Chinese and, in terms of his national identity, he longed for a strong communist Chinese state. Second, it argues that Situ’s national identity was hollowed out by the Chinese Communist Party while his ethnic identity remained unchanged from his youth. Finally, Situ’s success in promoting pressure-group movements in Hong Kong led him to believe in democracy. His belief in democracy resulted in the convergence of his ethnic and national identities. He still wanted to build a strong Chinese state, but believed that this state should be democratic. It was his democratic Chinese nationalism that propelled him to embark on such a political pursuit.
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Knott, Kim. "Musing on a Muse." Journal of the British Association for the Study of Religion (JBASR) 19 (April 27, 2018): 18. http://dx.doi.org/10.18792/jbasr.v19i0.14.
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Engaging with a photograph of Ursula King and family at the Hindu temple in Leeds in 1976, I explore some aspects of Ursula’s early academic life and work at the University of Leeds. I ask whether the photograph can be used to frame and open up issues in the study of religions from the 1970s that might subsequently have borne fruit. This requires me to look beneath the visual surface of the photograph to the ritual event it depicts, to its participants, their position and interests, and to the wider historical, academic and local contexts to which it was intimately connected. As I do so, I consider my own relationship to the photograph, and its capacity to connect several aspects of my academic autobiography. In addition to reflecting on Ursula’s work, this ‘image encounter’ allows me to discuss the formation and work of the Community Religions Project with its focus on religion and diversity in the locality, engaged and collaborative research and its public impact, and novel research on religion and migration, specifically on British Hindus and Hinduism. Furthermore, this photograph, and its generation as part of an early exhibition on religious diversity in an English city, foreshadowed later developments in visual analysis and the study of religion.
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Cowley, Stephen J., and Sune Vork Steffensen. "Coordination in language." Coordination, Collaboration and Cooperation 16, no. 3 (December 30, 2015): 474–94. http://dx.doi.org/10.1075/is.16.3.06cow.
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Temporality underpins how living systems coordinate and function. Unlike measures that use mathematical conventions, lived temporalities grant functional cohesion to organisms-in-the-world. In foxtail grasses, for example, self-maintenance meshes endogenous processes with exogenous rhythms. In embrained animals, temporalities can contribute to learning. And cowbirds coordinate in a soundscape that includes conspecifics: social learning allows them to connect copulating with past events such that females exert ‘long-distance’ control over male singing. Using Howard Pattee’s work, we compare the foxtail’s self-maintenance, gender-based cowbird learning and how humans manage multi-scalar activity. We argue that, while all living things coordinate, temporal ranging is typical of vertebrates. As primates, humans too use temporal ranging – they can draw on social learning, anticipate winter and manage coordinated action. However language behaviour (or languaging) grants new control over the scales of time. People connect the impersonal to lived experience in narratives, as they draw on autobiography and enact cultural practices. Humans become singular individuals who use temporal experience to manage affect, relationships, beliefs, fictions, and knowledge. Individual subjectivity permits collaborative and competitive activity based on linking events with quite different histories. As a result, alone of the vertebrates, we claim that humans become time-rangers.
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GIVAN, BENJAMIN. "Dizzy à la Mimi: Jazz, Text, and Translation." Journal of the Society for American Music 11, no. 2 (May 2017): 121–54. http://dx.doi.org/10.1017/s1752196317000049.
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AbstractThis article addresses issues of translation and transnational exchange, taking as a case study the two-pronged collaborative relationship between the French jazz singer, lyricist, and translator Mimi Perrin (1926–2010) and the African American trumpeter Dizzy Gillespie (1917–1993), whose memoir Perrin translated into French and with whom she collaborated on a 1963 jazz album. Perrin, who is the article's principal focus, founded the successful vocalese singing group Les Double Six in 1959 and then, after abandoning her musical career for health reasons in 1966, forged a new career as a literary translator. The article begins by examining her work as a translator of African American literature and demonstrates that her French edition of Gillespie's autobiography lacks some of the original's connotative cultural signification, in particular meanings conveyed through the book's use of black dialect. The article then turns to Perrin's work as a vocalese lyricist, which is notable in that she conceived of her lyricization of jazz improvisations as a sort of translation process, one that involved carefully selecting words in order to mimic the sounds of musical instruments. Her musical innovations are exemplified by a series of original French texts, set to Gillespie's music, on science fiction themes.
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Troeung, Y.-Dang. "“A Gift or a Theft Depends on Who Is Holding the Pen”: Postcolonial Collaborative Autobiography and Monique Truong’s The Book of Salt." MFS Modern Fiction Studies 56, no. 1 (2010): 113–35. http://dx.doi.org/10.1353/mfs.0.1664.
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M Williams, Brittany, and Raven K Cokley. "#GhanaTaughtMe: How Graduate Study Abroad Shifted Two Black American Educators’ Perceptions of Teaching, Learning, and Achievement." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 227–44. http://dx.doi.org/10.28945/4424.
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Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space for revisioning who we are and could be as student affairs and counselor educators through more African ways of knowing. Methodology: Collaborative Autoethnography (CAE) served as the methodology for this study. CAE can be described as a collaborative means of self-engagement (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016) and is an interplay between collaboration, autobiography, and ethnography among researchers (Chang, Ngunjiri, Hernandez, 2013), where researchers’ experiences, memories, and autobiographical materials are gathered, analyzed, and interpreted to gain insight into a particular experience (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016). Contribution: This study nuances ways of knowing and expectations around learning and accomplishment for Black students. This is done through following the journey of two Black women doctoral students in counselor education and student affairs who are deeply aware of the ways their classroom and educative practices contribute to the socialization and learning of Black children. This paper offers strategies for operationalizing more culturally responsive ways of engaging students and of enacting student affairs and counselor educator practices. Findings: The findings from this study have been synthesized into two major themes: (1) The reimagining of professional preparation; and (2) student and teacher socialization. Together, they reveal ways in which inherently Ghanaian practices and techniques of teaching and learning contribute to increased student engagement, educational attainment, and success. Recommendations for Practitioners: Higher education practitioners should consider how to apply Ghanaian principles of success and inclusion to ensure students can participate in campus programs and initiatives with minimal barriers (financial, social, and emotional) through collective commitment to inclusion, centering non-western constructs of time so that students have flexibility with institutional engagement, and design support systems for student leaders where collective rather than individual accomplishments are centered. Recommendation for Researchers: Researchers should consider shifting the centrality of positivist notions of scholarship in publication and research pipelines so that inherently African ways of knowing and being are included in the construction of knowledge. Impact on Society: This study has societal implications for the P-20 educational pipeline as it pertains to Black students and Black education. Specifically, there are implications for the many ways that we can affirm Black brilliance in U.S. public school settings, by acknowledging what and how they come to know things about the world around them (e.g., via singing, dancing, poetry, questioning). In terms of higher education in the U.S., this study calls into question how we, as educators and practitioners, position Black students’ ancestral knowledges as being both valid and valuable in the classroom. Future Research: Future researchers may wish to examine: (1) the direct suggestions for what inclusive education can look like from Ghanaians themselves as outsiders looking into U.S. education; (2) exploration of Black American and Ghanaian student perspectives and perceptions on teaching and learning in their respective countries, and (3) exploration of a broader range of Black people's voices including those of Black LGBT people, Black trans women, and non-millennial Black educators, for insight into making educational spaces more inclusive, transformative, and affirming.
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Boos, Florence S. "Collaboration and the Victorian Oral Narrative:The Autobiography of a Charwoman." Forum for Modern Language Studies 52, no. 2 (April 2016): 218–31. http://dx.doi.org/10.1093/fmls/cqw007.
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Robinson, Benjamin. "Santa Monica of the Turn: Catastrophe and Commitment in an Autobiography of Collaboration." New German Critique, no. 84 (2001): 89. http://dx.doi.org/10.2307/827799.
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Das, Parvathy, and Vinod Balakrishnan. "Registering the Self and the Registers of Self: Toward an Ethics of Collaborative Autobiography1." a/b: Auto/Biography Studies 34, no. 3 (September 2, 2019): 519–37. http://dx.doi.org/10.1080/08989575.2019.1664135.
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Brown, Katie. "‘An elegant surpassing of the truth’." Journal of Romance Studies: Volume 22, Issue 2 22, no. 2 (June 1, 2022): 237–55. http://dx.doi.org/10.3828/jrs.2022.13.
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Resulting from a collaboration with workers at the Jumex factory and responding to an exhibition at the Jumex art gallery, La historia de mis dientes [The Story of my Teeth] by Valeria Luiselli interrogates the ways in which stories can be used to market objects, places, and people and the values attached to the names of authors and artists. Attention to the changes made to the text in the English translation highlights these central concerns, while analysis of the figure of Voragine, who writes the ‘dental autobiography’ of the novel’s protagonist, Highway, reveals a parody of the testimonio, a genre that derives its value primarily from its supposed authenticity.
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Aquino, Rowena Santos. "Necessary Fictions: From Cinéma vérité to Ciné, ma vérité(s)." CINEJ Cinema Journal 1, no. 2 (April 20, 2012): 50–61. http://dx.doi.org/10.5195/cinej.2012.42.
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Despite critical reconceptualisations of reenactment in theory and practice beginning in the 1980s, such scholarship has confined reenactment to a process that rests solely on substitution, actors, and actor reenactment. This article examines reenactment in which actual persons reenact their own pasts and memories in the context of contemporary Iranian cinema to bring about an embodied historiography. This collaboration between social actors and filmmakers shifts the focus from questions of substitution to questions of presence and proximity in representations of the past and personal memory. This article explores these questions of presence, proximity, and reenactment as a distinct mode of audiovisual autobiography through a reading of Mohsen Makhmalbaf’s film Bread and Flower (1996) as a case study.
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Muzanenhamo, Penelope, and Rashedur Chowdhury. "Leveraging from Racism: A Dual Structural Advantages Perspective." Work, Employment and Society 36, no. 1 (January 24, 2022): 167–78. http://dx.doi.org/10.1177/09500170211061089.
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Drawing on the autobiography of an immigrant Black African female scholar, we introduce and conceptualize the notion of dual structural advantages that racism potentially affords elite White male academics. These hegemonic scholars enjoy two types of possible advantage. First, as gatekeepers to a racist academic system, powerful White male scholars protect their interests by epistemically excluding the ‘Other’ from knowledge production. Second, these hegemonic agents ironically utilize racism as a hermeneutical resource for ‘impactful’ research output, grounded in progressive, anti-racist theorizations in collaboration with Black male scholars. Such work is disseminated and perpetuated through elite academic outlets, thus substantially leveraging the agents’ careers and university rankings. Foregrounding double advantages in debates on racial equality accentuates the necessity of changing the agential practices of elite White male scholars in order to transform racist institutions.
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Davidson, Ernest R. "The Right Answer for the Right Reason: My Personal Goal for Quantum Chemistry." Annual Review of Physical Chemistry 70, no. 1 (June 14, 2019): 1–20. http://dx.doi.org/10.1146/annurev-physchem-042018-052300.
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A brief history of quantum theory is given to illustrate the barriers to progress caused by preconceived ideas. The biases in my own thinking which I had to overcome to approach the right answer for the right reason are discussed. This is followed by a personal autobiography illustrating how I have led a life of serendipity with no real sense of purpose. Chance events have shaped my life. The algorithms for which I am best known are briefly discussed. Then highlights from the many applications of theory to excited states, bonding in ice, spin properties and magnetism, (e,2e) shake-up spectra, and organic reactions are mentioned. This wide range of applications is mostly due to accidental collaboration with colleagues who sought my help. My real interest was in developing methods which could address these problems.
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Bleeth, Kenneth, and Julie Rivkin. "The “Imitation David”: Plagiarism, Collaboration, and the Making of a Gay Literary Tradition in David Leavitt's “The Term Paper Artist”." PMLA/Publications of the Modern Language Association of America 116, no. 5 (October 2001): 1349–63. http://dx.doi.org/10.1632/pmla.2001.116.5.1349.
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Charged with having plagiarized Stephen Spender's 1948 autobiography World within World in his 1993 novel While England Sleeps, David Leavitt responds through his novella “The Term Paper Artist” and his coedited anthology of gay writers Pages Passed from Hand to Hand by defending the place of copying and imitation in the transmission of gay culture. Echoing the preoccupation with mimicry in contemporary gay-lesbian cultural theory, Leavitt's novella fictionalizes his accused self and presents a parable of how literary inspiration, like desire, derives from inhabiting identities not one's own. “The Term Paper Artist” invites a detective game of source study that leads to figures as diverse as Henry James, E. M. Forster, and Jack the Ripper, as well as to less mentionable icons of contemporary popular culture, all of whom are used to authorize a version of gay writing and gay literary genealogy that finds generative and regenerative power in the copy.
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Bleeth, Kenneth, and Julie Rivkin. "The “Imitation David”: Plagiarism, Collaboration, and the Making of a Gay Literary Tradition in David Leavitt's “The Term Paper Artist”." Publications of the Modern Language Association of America 116, no. 5 (October 2001): 1349–63. http://dx.doi.org/10.1632/s0030812900113379.
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Charged with having plagiarized Stephen Spender's 1948 autobiography World within World in his 1993 novel While England Sleeps, David Leavitt responds through his novella “The Term Paper Artist” and his coedited anthology of gay writers Pages Passed from Hand to Hand by defending the place of copying and imitation in the transmission of gay culture. Echoing the preoccupation with mimicry in contemporary gay-lesbian cultural theory, Leavitt's novella fictionalizes his accused self and presents a parable of how literary inspiration, like desire, derives from inhabiting identities not one's own. “The Term Paper Artist” invites a detective game of source study that leads to figures as diverse as Henry James, E. M. Forster, and Jack the Ripper, as well as to less mentionable icons of contemporary popular culture, all of whom are used to authorize a version of gay writing and gay literary genealogy that finds generative and regenerative power in the copy.
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Wójtowicz, Marta. "Bonatti, jakiego w Polsce nie znamy. O literackiej i reporterskiej twórczości autora pierwszego przejścia filaru Petit Dru." Góry, Literatura, Kultura 15 (December 29, 2021): 45–76. http://dx.doi.org/10.19195/2084-4107.15.4.
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Walter Bonatti was one of the leading alpinists in the post-war world. He was also the creator of the peculiar ideology of alpinism, clear in the moral purity of its assumptions, as well as an author of many books on mountains and travels. He was not only a high-mountain guide and a ski instructor, but also acclaimed travel journalist and a photographer, for which he is least known in Poland. This article is an attempt at characterising Walter Bonatti’s multifaceted literary, reportorial, and photographic creative outputs. The Italian alpinist is the author of twenty autobiography books on mountains and travels, including several photographic albums. There is an abundance of his reportorial writing connected with his nearly fifteen years long collaboration with “Epoca”, an Italian travel periodical, and of his photographic works, for which he was awarded numerous foreign honours. For the aforementioned magazine he also occasionally wrote — during his alpinist career — texts concerning his highest ascents.
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Li, Liying. "Pest Biological Control: Goals Throughout My Life." Annual Review of Entomology 67, no. 1 (January 7, 2022): 1–10. http://dx.doi.org/10.1146/annurev-ento-093020-104053.
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This autobiography documents the life and accomplishments of Li Liying. Born into a poor family in China, she eventually became director of Guangdong Entomological Institute. After graduating middle school (1949), she was admitted to the Agronomy Faculty at Beijing Agricultural University but was shortly after redirected by the Chinese Government to Timiryazev Agricultural Academy, Moscow, Russia. The last year of her study at Timiryazev Agricultural Academy was a pivotal experience. She had the opportunity to conduct fieldwork on cotton pest control and became aware of the harmful practice of aerially spraying highly toxic organophosphates with workers present. She decided to dedicate herself to finding safer alternatives and became a leader in the development of mass-rearing techniques for insects beneficial to agriculture. She traveled to laboratories in several foreign countries to foster collaboration and exchange of ideas among colleagues. She is recognized for her service to entomological societies, teaching at universities, and love of entomology.
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DE SIMONE, MARIA. "Sophie Tucker, Racial Hybridity and Interracial Relations in American Vaudeville." Theatre Research International 44, no. 2 (July 2019): 153–70. http://dx.doi.org/10.1017/s0307883319000038.
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This article discusses Sophie Tucker's racialized performance in the context of early twentieth-century American vaudeville and black–Jewish interracial relations. Tucker's vaudeville musical acts involved mixed racial referents: ‘black-style’ music and dance, Jewish themes, Yiddish language and the collaboration of both African American and Jewish artists. I show how these racial combinations were a studied tactic to succeed in white vaudeville, a corporate entertainment industry that capitalized on racialized images and fast changes in characters. From historical records it is clear that Tucker's black signifiers also fostered connections with the African American artists who inspired her work or were employed by her. How these interracial relations contended with Tucker's brand of racialized performance is the focus of the latter part of the article. Here I analyse Tucker's autobiography as a performative act, in order to reveal a reparative effort toward some of her exploitative approaches to black labour and creativity.
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Moran, Chris. "Becoming a Gordon Craig: Micheál mac Liammóir and Edward Gordon Craig’s Shared Beliefs and Performances of Self." Review of Irish Studies in Europe 4, no. 1 (June 14, 2021): 27–42. http://dx.doi.org/10.32803/rise.v4i1.2637.
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Micheál mac Liammóir (1898-1978) and Edward Gordon Craig (1872-1966) shared many similarities: both were actors, designers, directors, and writers, and both rejected the realist tradition dominant in the theatre of their times. Craig’s developments in design throughout Europe laid a path for mac Liammóir to follow; indeed, mac Liammóir begins his autobiography All for Hecuba (1946) with the claim, ‘I would become [...] a Gordon Craig’. However, their affinities were not only in design and other aspects of theatre practice but in their shared artistic beliefs and performances of identity. This article will examine what mac Liammóir might have meant by ‘becoming a Gordon Craig’, first by considering Craig’s reputation and comparing both artists’ biographies. By contextualising Craig’s collaboration with W. B. Yeats at the Abbey Theatre, and Yeats’ influence on mac Liammóir, the article seeks to define the shared beliefs of mac Liammóir and Craig. Finally, by placing mac Liammóir’s reinvention and performance of self within a wider modernist context, an argument will be made for considering mac Liammóir in light of Craig’s concept of ‘The Über-Marionette’. Keywords: Edward Gordon Craig, Micháel mac Liammóir, Übermarionette, W.B. Yeats, Identity
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Freeman, Marilyn, and Cat Auburn. "Cinema Divina and Autotheory: An Interview with Marilyn Freeman." Arts 11, no. 6 (November 30, 2022): 122. http://dx.doi.org/10.3390/arts11060122.
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This is an interview with moving image artist, writer, and contemplative practitioner, Marilyn (M) Freeman by artist, Cat Auburn. They explore Freeman’s contemplative filmmaking practice, ‘Cinema Divina’ and the relationship of Freeman’s life, artistic practice and research interests to autotheory. Autotheory is widely held to be the coalescence of autobiography with theory (or philosophy) within a work of art or literature, often with an aim towards offering social or cultural narration and service. The impulse to collaborate on this interview came from Auburn’s encounter with Cinema Divina during an online group contemplative session facilitated by Freeman in February 2022. This interview covers Freeman’s development of Cinema Divina, such topics as Freeman’s theory of Vertical Dissonance, the risks of working autotheoretically, mysticism, interior life, the hierarchies of knowledge production and the potential for what Freeman calls ‘the illuminated space’ to create radical opportunities for personal transformation. Ultimately, this interview establishes that Cinema Divina can be seen as an autotheoretical practice that uses contemplative practices rooted in lectio divina, a meditative prayer ritual of early Benedictine monastics, to theorize through Freeman’s embodied, lived experiences and artistic outcomes.
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Alexander, Patrick Elliot. "Radical Togetherness: African-American Literature and Abolition Pedagogy at Parchman and Beyond." Humanities 9, no. 2 (June 4, 2020): 49. http://dx.doi.org/10.3390/h9020049.
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This article makes the case that the student-centered learning paradigm that I have aimed to establish at Parchman/Mississippi State Penitentiary as a member of a college-in-prison program represents a prison abolition pedagogy that builds on Martin Luther King and Angela Y. Davis’s coalitional models of abolition work. Drawing from Davis’s abolition-framed conception of teaching in jails and prisons as expressed in her autobiography and her critical prison studies text Are Prisons Obsolete?, I argue that the learning environments that I create collaboratively with students at Parchman similarly respond to incarcerated students’ institution-specific concerns and African-American literary interests in ways that lessen, if only temporarily, the social isolation and educational deprivation that they routinely experience in Mississippi’s plantation-style state penitentiary. Moreover, I am interested in the far-reaching implications of what I have theorized elsewhere as “abolition pedagogy”—a way of teaching that exposes and opposes the educational deprivation, under-resourced and understaffed learning environments, and overtly militarized classrooms that precede and accompany too many incarcerations. As such, this article also focuses on my experience of teaching about imprisonment in African-American literature courses at the University of Mississippi at the same time that I have taught classes at Parchman that honor the African-American literary interests of imprisoned students there.
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Arnott, Struther, T. W. B. Kibble, and Tim Shallice. "Maurice Hugh Frederick Wilkins. 15 December 1916 — 5 October 2004." Biographical Memoirs of Fellows of the Royal Society 52 (January 2006): 455–78. http://dx.doi.org/10.1098/rsbm.2006.0031.
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Maurice Hugh Frederick Wilkins was the ‘Third man of the double helix’ according to the publishers who were allowed to foist this title on his late–written autobiography. Certainly it is for his role in the discovery of the duplex secondary structure of DNA that he will be remembered. It might be argued that he was the first man, rather than the third, for it was his successful revival of X–ray diffraction studies of DNA and their earliest product in 1950, a pattern of a well–oriented and polycrystalline DNA of unprecedented quality, that allowed him to conclude almost immediately that the basic framework of the genetic material was simple and symmetrical, and that the symmetrical structure took the form of a helix. This same pattern, displayed at a conference in Naples six months later, was the major inspiration for the involvement of J. D. Watson (ForMemRS 1981) in modelling DNA structure in collaboration with F. H. C. Crick (FRS 1959). Crick was a personal friend of Maurice's and was more involved with studies of proteins until the progress of Maurice's research programme and Watson's enthusiastic presence in Cambridge convinced him to put nucleic acids first. The carefully crafted citation for the 1960 Lasker Award, which these three men shared in 1960, put Maurice's name first and accurately referred to ‘… the painstaking x–ray diffraction studies of Wilkins that provided a most important clue that was pursued in an ingenious fashion and to a logical conclusion by Crick and Watson…’. Maurice's diffraction studies of DNA were not only the alpha but also the omega of the double helix because it was left to him to remedy a major flaw in the original (1953) Watson–Crick conjecture.
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Bowering, Gerhard. "BERND RADTKE AND JOHN O'KANE, The Concept of Sainthood in Early Islamic Mysticism: Two Works by al-Hakim al-Tirmidhi (Richmond, Surrey: Curzon Press, 1996). Pp. 293. Price not available." International Journal of Middle East Studies 32, no. 4 (November 2000): 542–43. http://dx.doi.org/10.1017/s0020743800002749.
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This annotated translation of selected works by the early Muslim mystic al-Hakim al-Tirmidhi of northeastern Iran, who died some time between 905 and 910 at about ninety years of age, was produced by the felicitous collaboration of two scholars. One of them, Bernd Radtke, has previously published studies in German on al-Hakim al-Tirmidhi and meticulously edited some of his works, while the other, John O'Kane, is known for his fine English translations of various Persian sources of Islamic mysticism. Though titled “Two Works,” the book actually includes three translations: (1) the translation of al-Hakim al-Tirmidhi's autobiography on pages 15–36 (which Radtke previously translated into German in Oriens 34 [1994]: 242–98); (2) the translation of al-Hakim al-Tirmidhi's Sirat al-awliya (The Way of Life of the Friends of God) on pages 38–211 (which, in a slightly different German translation, appeared as the first part of B. Radtke, Drei Schriften des Theosophen von Tirmid. Zweiter Teil: Übersetzung und Kommentar [Beirut, 1996], 9–154); and (3) the translation of an appendix of text passages selected from other works of al-Hakim al-Tirmidhi on pages 213–39, also previously published in German (Drei Schriften: Zweiter Teil, 154–74). The Introduction to the annotated translations is rather short, and its references are somewhat sparse and cryptic. The reader is frequently referred to Radtke's German dissertation on the author (cf. Bernd Radtke, Al-Hakim al-Tirmidhi: Ein islamischer Theosoph des 3./9. Jahrhunderts [Freiburg: Klaus Schwarz, 1980]) and to his edition of the Arabic texts written by al-Hakim al-Tirmidhi (Drei Schriften des Theosophen von Tirmid. Erster Teil: Die arabischen Texte [Beirut, 1992]).
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Palmer, Phyllis M. "Learning From Our Lives: Women, Research, and Autobiography in Education, and: Common Ground: Feminist Collaboration in the Academy, and: Beginning in Retrospect: Writing and Reading a Teacher's Life (review)." NWSA Journal 11, no. 2 (1999): 202–7. http://dx.doi.org/10.1353/nwsa.1999.0019.
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Chernoff, John M. "THREE KILOS OF COFFEE: AN AUTOBIOGRAPHY, by Manu Dibango, in collaboration with Danielle Rouard, translated by Beth G. Raps, Univ. of Chicago Press, Chicago and London, 1994, 146pp, index, discography, photographs." African Music: Journal of the International Library of African Music 7, no. 3 (1996): 137–42. http://dx.doi.org/10.21504/amj.v7i3.1985.
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Nepomuceno, Tyrone Jann. "Cold War Narrative of Dependency: Revisiting Philippine Collaboration with America and Diosdado Macapagal’s Neo-Realist Response." Scientia - The International Journal on the Liberal Arts 11, no. 2 (September 30, 2022): 29–41. http://dx.doi.org/10.57106/scientia.v11i2.4.
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Diosdado Macapagal, Philippine President from 1961-1965, whose career was made rich by working in the foreign service, belonged to a tradition of championing a Foreign Policy shaped under America’s tutelage, adhering to democratic ideals, dismissive of Communism, and indifferent to neutralism and non-alignment. While various groups branded this policy as one of mendicancy that jeopardized Philippine Independence itself, President Manuel Roxas, who instituted it in 1946, was given little to no option but to side with America. The Second World War’s apocalyptic results required prompt and massive reconstruction and industrialization, necessitating foreign aid.
This study reveals a chapter in the Philippines’ Cold War History, which show instances of balancing the state of dependence on America with neo-realist postures. Macapagal worked for Land Reform to peacefully address Communism within and collaborated with America in the name of national security to counter possible foreign communist infiltration. In an anarchic world forged by Cold War developments, Macapagal secured US financial and military assistance and defended national interest in a neorealist posture to the point of championing views more orthodox and even contrary to that of America. Filipino’s preference for collaboration with America made the neo-colonial situation manageable at that time, to still reap whatever the superpower is willing to give while it promoted its own global agenda. Macapagal worked within this neo-colonial setting by balancing dependency and neorealism.
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Kiwior-Filo, Małgorzata. "„La bataglia per la libertà” — antyfaszystowska opozycja braci Carlo i Nello Rossellich w latach 1926–1937." Studia nad Autorytaryzmem i Totalitaryzmem 39, no. 1 (September 8, 2017): 109–22. http://dx.doi.org/10.19195/2300-7249.39.1.6.
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LA BATTAGLIA PER LA LIBERTÀ — THE ANTI-FASCIST OPPOSITION OF THE BROTHERS CARLO AND NELLO ROSSELLI IN 1926–1937 The opposition activities of the Rosselli brothers, brutally killed on 9 June 1937 in Bagnoles-de-l’Orne, France, by the French cagoualards, were rooted in their deep conviction concerning the necessity of fighting for freedom in fascist Italy, fighting that brought together Italian, Jewish and French anti-fascist circles. This was manifested in numerous initiatives and various kinds of opposition activities undertaken by Carlo Rosselli b. 1899 — a writer, economist and politician — and his younger brother Sabatino Enrico b. 1900, known as Nello — a historian and journalist. Their collaboration with the opposition periodicals Noi giovani and Non Mollare, their work in the “L’Italia Libera” society, and, above all, in the social-liberal movement “Giustizia e Libertà”, founded by the Rosellis in August 1929, the political programme of which was based on ideas included in Socialismo liberale published by Carlo, were an attempt to unite all non-communist forces that would be willing to fight together to put an end to the fascist regime. “Giustizia e Libertà” played an important role in sensitising the public, especially outside Italy, to and informing it about the true fascist reality, the image of which was usually distorted by the regime’s propaganda or simply created by it. In Carlo Rosselli’s interpretation, fascism appeared as an anti-freedom and anti-liberal movement, “the most passive product of Italian history”, a manifestation of reaction and not revolution. In an article entitled La lotta per la libertà C. Rosselli concluded that fascism was, in a way, an “autobiography of the nation”. It took root in Italy thanks to some favourable circumstances, among which C. Rosselli listed a lack of moral formation of Italian society and conviction of the masses that they should become involved in political life, but also bias, romantic tastes, petit bourgeois idealism, nationalistic rhetoric, sentimental post-war reaction, and restless desire for “novelty” regardless of what was behind it. Carlo Rosselli saw one of the causes of the “triumph of fascism” in a degeneration of parliamentarism” and “inability to rally society around a constructive programme and create a uniform force” that would be capable of standing up to Mussolini. The contribution of the Rosselli brothers to the fight for freedom — encouragements to become involved, attempts to make people aware of the real problems exposed by fascism in Italian society — is unquestionable. Their intellectual legacy, political engagement and commitment, and anti-fascist opposition certainly deserve to be reflected upon by generations for whom the idea of freedom still remains invaluable.
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Palmer, Phyllis. "BOOK REVIEW: Anna Neumann and Penelope L. Peterson.LEARNING FROM OUR LIVES: WOMEN RESEARCH, AND AUTOBIOGRAPHY IN EDUCATION and Elizabeth G. Peck and JoAnna Stephens Mink.COMMON GROUND: FEMINIST COLLABORATION IN THE ACADEMY and Patricia A. Schmidt. BEGINNING IN RETROSPECT: WRITING AND READING A TEACHER'S LIFE." NWSA Journal 11, no. 2 (July 1999): 202–7. http://dx.doi.org/10.2979/nws.1999.11.2.202.
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McNicol, Sarah. "Using participant-created comics as a research method." Qualitative Research Journal 19, no. 3 (July 24, 2019): 236–47. http://dx.doi.org/10.1108/qrj-d-18-00054.
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Purpose The purpose of this paper is to explore the potential of participant-created comics as a research method through a project to investigate the life stories of British–Bangladeshi women. Design/methodology/approach The author worked with a group of ten women through a series of workshops exploring their personal and community histories. Each of the women produced a digital comic that represented her story using text in any languages, photographs and drawings. Findings The experiences of the Graphic Lives project suggest there is considerable unexplored potential for the use of comics creation as a research method when working with community groups that may be considered “hard-to-reach”. A crucial difference between the comics created for the Graphic Lives project when compared to many other visual methods is that they do not seek or attempt to represent a verifiable truth. The project acknowledged and accepted the presence of fictional elements of autobiography and the difficulty in drawing boundaries between fiction and non-fiction. Indeed, this was seen as a strength of the stories as the use of imaginary elements offered participants a way to express emotional truths that they may otherwise have found difficult to convey. Research limitations/implications Whilst interviewing participants could be one way to analyse participant-created comics in certain circumstances, this should not simply be the default. In the Graphic Lives project, it was important to accept that participants had already voiced their story in a certain way – using words and images – during the creative process. The project needed to accept and respect their voices as they had chosen to present them and not expect the participants to transform this into something that was more aligned with what the researcher might want to hear. A limitation of this method is the time and resourcing required to undertake such a programme of in-depth work, in addition to the need for close collaboration with community partners. Practical implications The paper questions the appropriateness of research interviews when working with many “marginalised” groups. It suggests that alternative methods, such as the comics creation method described, may be a more effective way to engage “hard-to-reach” groups in research. Social implications This research has implications for the involvement of groups who, for a variety of reasons, are often excluded from research. It outlines a method that may be more socially acceptable than more established methods such as interviewing for some groups. Originality/value To date, exploration of the potential of comics as method of participatory knowledge construction has been limited. In addition, the use of comics to engage communities in research, especially adult groups who may be more reluctant to participate via traditional research methods, has received relatively little attention. This paper addresses these issues through a discussion of the use of comics creation as the research method adopted in a project working with a group of British–Bangladeshi women in the UK.
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Shrivastava, Archana. "A small initiative in the journey of making leaders with the help of authentic leadership model." Kybernetes 47, no. 10 (November 5, 2018): 1956–72. http://dx.doi.org/10.1108/k-01-2018-0003.
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Purpose This research study uses authentic leadership (AL) model for leadership development. The purpose of this paper is to focus on the developmental perspective where the attention is on the processes. As the authenticity involves both owing one’s personal experiences and acting in accordance with one’s true self, the emphasis is on self-awareness and self-regulation. The influence of the person’s personal history and trigger events are considered as significant antecedents for generating AL. As the research was facilitated by the participation and collaboration of the number of individuals with the researcher for common purpose, i.e. developing AL, action research methodology is adopted. Design/methodology/approach The methodology used was based on the self-assessment exercises in the controlled environment. The programme used intensive counselling sessions, Neuro Linguistics programming (NLP), career autobiographies, mind maps, workshops and storytelling sessions as tools. Certified counsellors and trainers were out-sourced for conducting such sessions. With the information generated through various sources, detailed career autobiographies of students’ self-image were generated. These reports were then critically analysed on “Nvivo”, a software that supports qualitative and mixed research methods. Comprehensive data analysis was done to pull the information together and make sense of it. The development process model of AL began with how individuals interpret their accumulated life experiences with the “Who I am?” approach. NLP was used as a research instrument which involved question-based discussions, value elicitation exercise and “Anchoring and Mentor table”. The results that came after the exercises were reported by the students in a one-page autobiography. Findings The students learnt to live by their inner compass. They were finally able to relate themselves and their identity with their beliefs, thereby, understanding the term, “Who Am I”; the intentions closely related with the components of AL. Students realized that each one of them was unique. What lied beneath were exposed and the students were more at ease once they realized that they were able to balance these emotions and use them towards behaving congruently. The research concluded that doing such kind of exercises along with the main stream subjects is definitely going to help students emerge as a better person, employee and an authentic leader in the future. Practical implications The approach helped students become self-aware and self-confident and therefore enhanced their capacity to adapt positively to social set ups personally and professionally. The results suggest that such leadership development programmes along with the main stream subjects can foster AL giving students new abilities and embodied skills to deal with the practical challenges of life in a more effective manner. Originality/value This research study supports new emerging strategy of educating managers to become effective leaders and demonstrate that the development of AL can be fostered by such interventions during their journey of becoming leaders. Further, researches on whether AL can be developed through planned interventions can be certified through longitudinal studies in this area.
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Stokes, Martin. "World Music: The Rough Guide. Edited by Simon Broughton, Mark Ellingham, David Muddyman and Richard Trillo (contributing editor Kim Burton). London: Penguin, 1994, 697 pp. - Three Kilos of Coffee: An Autobiography. By Manu Dibangu (in collaboration with Danielle Rouard, translated by Beth G. Raps). Chicago: Chicago University Press, 1994. 146 pp." Popular Music 15, no. 2 (May 1996): 243–45. http://dx.doi.org/10.1017/s0261143000008175.
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