Intimacy collapse: Temporality, pleasure, and embodiment in gay hook-up app use

This article maps key tensions in contemporary, mediatized gay male sexual culture by focusing on hook-up app use. Based on data generated through a situated and visual interview technique, the paper gather experiences from hook-up app users in the U.K. Concerned with how understandings and usage of hook-up apps are bound up with normative evaluations of their ability to produce “good” intimacy, I suggest integrating analysis of practice and infrastructural capacities with critical intimacy theory. This is captured in the concept intimacy collapse of which I examine three types: one between immediacy and foresight, another between organic and representational pleasure objects, and a third between personal and social acts of looking. The analysis demonstrates that intimacy collapses in hook-up apps produce new (in)visibilities, anxieties and opportunities that are distributed unevenly across the disparate online cultures and identities that make up gay culture.

The Art of Bracketing Empire Out and Creating Parallel Worlds: The Case of Late Persian Yehud

The goal of this article is to draw attention to a seemingly strange, generative pattern that, at times and under certain conditions, has shaped socially shared worlds of imagination among subordinate groups within imperial or hierarchically asymmetric structures of power, especially among “retainer” groups who saw themselves as a “cultural elite” of the subordinate group. I am referring to a generative pattern that in a significant number of such groups, across time and space, has led to constructions of worlds of imagination, and vicarious participation in them through readings or other social acts of imagination that involved “bracketing the empire out.” The article focuses on the world of the literati of late Persian Yehud/Judah, and especially the bracketing out of Ramat Rahel, the most obvious and monumental, explicit, imperial site in the province, but a number of various examples from diverse historical and geographical contexts are also brought to bear to make a point that this is a well-instantiated pattern. The article then concludes with a discussion of what was often gained by acts of imagination and memory involved in bracketing out “empire” and under which circumstances such acts tended to be historically likely.

Bringing Political Upheaval and Cultural Trauma into Order: A Document-Theoretical Approach to the Social Significance of Bibliographic Classification Systems

This paper explores the ability to define bibliographic classification systems as socially significant documents in a way that goes beyond their immediate function in the information retrieval process. It does so in dialog with theory on documents and documentality, and knowledge organization theory. Two examples show how development of new classification systems address social and cultural structures in periods of rapid social and cultural change and crisis. The first example discusses the design of a classification system for Swedish public libraries in the late 1910s, and the second addresses the re-formulation of the Holocaust experience in American Jewish library classification practice in the 1950s and 1960s. Results indicate that social significance to classification systems influence the definition their institutional context in relation to wider social issues and movements. The character of this influence suggests research on documentality needs to address the relation between form and content in documents defined as reifications of social acts.

Exposure to negative acts at work and self-labelling as a victim of workplace bullying: The role of prior victimization from bullying

The present study examines employees’ prior victimization from bullying in school or at work as a predictor of 1) their current exposure to negative social acts at work and 2) the likelihood of labelling as a victim of workplace bullying, and 3) whether the link between exposure to negative acts at work and the perception of being bullied is stronger among those who have been bullied in the past. We tested our hypotheses using a probability sample of the Norwegian working population in a prospective design with a 5-year time lag (N = 1228). As hypothesized, prior victimization positively predicted subsequent exposure to negative acts, which in turn was related to a higher likelihood of developing a perception of being a victim of workplace bullying. However, contrary to our expectations, prior victimization from bullying did not affect the relationship between current exposure to negative acts at work and the likelihood of self-labelling as a victim. Taken together, the results suggest that employees’ prior victimization is a risk factor for future victimization, yet overall plays a rather modest role in understanding current exposure to negative acts and self-labelled victimization from bullying at work.

Teacher practice in primary mathematics classrooms: A story of positioning

<p>The past twenty-five years have seen a dramatic increase in the interest given to dialogue between teachers and students, and students and students during mathematics teaching and learning. This interest is evident within the growing body of research and the call for the increased quality and quantity of student discourse in curriculum and policy documents. Recent research in mathematics education is underpinned by the belief that students learn best when they have the opportunity to participate in their own and others’ mathematical talk, text, and actions in purposeful and meaningful ways. This study explores how teachers position themselves and students in their lowest and highest mathematics strategy groups and how that positioning influences the sharing of mathematical know-how. Mathematical know-how within this study comprises teacher and student independence, judgement, and creativity. Social-constructivist theories of teaching and learning underpin the focus of this study. The importance of teachers and students constructing and co-constructing individual and shared mathematical understandings through dialogically rich interactions with each other and the environment are considered. Positioning theory provides the theoretical lens through which mathematical know-how will be analysed and understood. The constructs of positioning theory important to this research were the teachers’ and students’ positions, enacted as their rights and duties, the storylines that develop through the positions, rights, and duties and the teachers’ and students’ social acts which come to have significance and be a social force within the teaching and learning. The decision to employ qualitative case study methodology arose naturally from the subjective social phenomenon of teaching and learning. The analysis of data generated through video and audio recordings, transcriptions, participant observations, and documents and archival records supported the development of the two cases: teacher affording positioning, and teacher constraining positioning. The particularised and investigative design of qualitative case study supported the development of an emerging taxonomy of teacher affording and constraining positioning. The taxonomy contributed to the growing body of knowledge regarding student participation by categorising new thinking in regards to the phenomenon of teachers and positioning in mathematics. Teachers in this study afforded the sharing of mathematical know-how from the position of appropriator, procurer, and provoker. The positions of controller, proprietor, and protector were found to constrain the sharing of mathematical know-how. Significant differences were revealed in how teachers positioned themselves and how their positioning influenced opportunities for student engagement. Higher levels of student talk, text, and actions were evident when teachers positioned themselves to ensure the mathematics was visible, fluid, and contestable. Collaboration between teachers and students, and students and students, was a strong feature of the emerging taxonomy.</p>

Teacher practice in primary mathematics classrooms: A story of positioning

<p>The past twenty-five years have seen a dramatic increase in the interest given to dialogue between teachers and students, and students and students during mathematics teaching and learning. This interest is evident within the growing body of research and the call for the increased quality and quantity of student discourse in curriculum and policy documents. Recent research in mathematics education is underpinned by the belief that students learn best when they have the opportunity to participate in their own and others’ mathematical talk, text, and actions in purposeful and meaningful ways. This study explores how teachers position themselves and students in their lowest and highest mathematics strategy groups and how that positioning influences the sharing of mathematical know-how. Mathematical know-how within this study comprises teacher and student independence, judgement, and creativity. Social-constructivist theories of teaching and learning underpin the focus of this study. The importance of teachers and students constructing and co-constructing individual and shared mathematical understandings through dialogically rich interactions with each other and the environment are considered. Positioning theory provides the theoretical lens through which mathematical know-how will be analysed and understood. The constructs of positioning theory important to this research were the teachers’ and students’ positions, enacted as their rights and duties, the storylines that develop through the positions, rights, and duties and the teachers’ and students’ social acts which come to have significance and be a social force within the teaching and learning. The decision to employ qualitative case study methodology arose naturally from the subjective social phenomenon of teaching and learning. The analysis of data generated through video and audio recordings, transcriptions, participant observations, and documents and archival records supported the development of the two cases: teacher affording positioning, and teacher constraining positioning. The particularised and investigative design of qualitative case study supported the development of an emerging taxonomy of teacher affording and constraining positioning. The taxonomy contributed to the growing body of knowledge regarding student participation by categorising new thinking in regards to the phenomenon of teachers and positioning in mathematics. Teachers in this study afforded the sharing of mathematical know-how from the position of appropriator, procurer, and provoker. The positions of controller, proprietor, and protector were found to constrain the sharing of mathematical know-how. Significant differences were revealed in how teachers positioned themselves and how their positioning influenced opportunities for student engagement. Higher levels of student talk, text, and actions were evident when teachers positioned themselves to ensure the mathematics was visible, fluid, and contestable. Collaboration between teachers and students, and students and students, was a strong feature of the emerging taxonomy.</p>

Students’ Sensemaking of Self-Other Relations in Malaysian Higher Education Institutions

This paper discusses how Malaysian university students relate to the culture of others on campus based on sensemaking. More specifically, it articulates the sensemaking idea of self-other relations in which the individuals make sense of their experiences as they interact with others, how they view others around them and the others’ responses through socialising and their reflections of such acts. The paper is driven by the idea that to be effective global citizens, students should acquire intercultural competence by understanding their own social acts through interacting with others. Such competence is witnessed and enacted during interactions with culturally diverse others. The interactions are often taken for granted given that these acts are observable only among the interlocutors. The self-other understanding in interpersonal interaction requires people to understand not only what is said and meant in the process but also how to display proper conduct in performing the acts. Drawing from a series of focus group interviews with students in three Malaysian universities, the findings reveal that these students comprehended interaction with others using the language that reflects mindful acts, varied accommodating moves and appropriate cultural mannerisms. Such findings reflect the students’ meaning making of the interactions. It reveals the ways in which the students make sense of how the interactions influenced them and the conversant partners. The paper provides some implications including the need to embrace proper communication competencies in intercultural interactions in the campus and in other social or public spheres. Keywords: Sensemaking, self-other relations, mindful language, intercultural competence, Malaysia.

Defective food concepts

Our aim in this paper is to employ conceptual negotiation to inform a method of rethinking defective food concepts, that is concepts that fail to suitably represent a certain food-related domain or that offer representations that run counter to the interests of their users. We begin by sorting out four dimensions of a food concept: (i) the data upon which it rests and the methodology by which those data are gathered; (ii) the ontology that sustains it; (iii) the social acts that serve to negotiate and establish the concept; (iv) and the aims and values that it fosters. We then discuss the conditions that make a food concept defective, pointing out four types of defects—fragility, polarization, incoherence, and schizophrenia—which we illustrate by means of two specific examples: local food and healthy food.

MILITARY TORT � A PHENOMENON OF MODERN LEGAL SCIENCE

The article considers the problem of general awareness of the legally significant properties of military offences (crimes, misdemeanours), their relationship with other types of offences, which is actually an urgent task, especially for the science of military law and the integration of legal science � general theory of law. Based on the analysis of terminological and conceptual aspects of military offences (crimes, misdemeanours), their own typology, legal features and features of the composition, the author of the article proposes their generalized definition as �military torts�. The study of the essence and content of military tort as a phenomenon of modern legal science, as well as ways to prevent, detect and stop it, is a special, special law enforcement tool within the leading institute of military law. Further study of the phenomenon of military tort provides an opportunity to form an independent complex scientific field - military tort. It is proved that the causes and conditions of offences in the Armed Forces of Ukraine involve a complex set of factors, processes and phenomena. At the same time, they are characterized by a number of features due to the specifics of military service and the activities of troops (forces). For example, the activities of personnel, internal order, military life and other military-public relations, which are regulated as much as possible by the rules of military statutes. In addition to military statutes, military-public relations are regulated by other rules of law, for example, the scope of criminal law is much broader � servicemen are responsible for committing both general crimes and military criminal offences. Considering the subject of research, which is a �military tor� as a phenomenon of modern legal science, it should be noted that in the theory of law and in the practice of personnel in the direction of legal support of military formation used phrases such as �military administrative offences�, �criminal offences�. Against the established order of military service (military criminal offences)�, �war crimes�, �military and disciplinary offences in the military sphere�, �criminal order or instruction �, etc. Therefore, there is a problem in determining the meaning of terms, and there are several reasons for this. The first, classic - the definition of the term allows you to outline the subject of research and discussion, the range of related problems. Another is the problem of the spread of offences in the military sphere, i.e. ensuring the national security and defense of Ukraine, due to its specificity is global (phenomenal) and therefore can be most effectively solved only if joint efforts are made at both international and national levels. Ensuring their effective interaction directly depends on a consistent understanding and interpretation of terminology in the direction of the study of lawful behaviour or the causes and conditions of deviant �tort� behaviour of service members. Thus, we see that the epistemological processes of formation of military torts as a phenomenon of scientific and legal category is characterized by a certain inconsistency, ambiguity and fragmentation, generated by situational aspects of necessity. However, we can determine that a military tort is a set of illegal (anti-social) acts (crimes or misdemeanours) provided by the current criminal legislation of capable subjects of military-public relations, encroaching on the foundations of national security, organization of the Armed Forces of Ukraine and public order. Understanding and understanding of the acquired knowledge should be the basis for improving the institution of legal responsibility of servicemen in the military sphere as a fundamental means of protection, mechanism, guarantor, designed to ensure regulatory, protective and protective function of military law, without which the existence and development of modern Ukrainian army is impossible.