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Multivariate Data Analysis With Readings

to the rise of a neoliberalism which has both commoditized otherness and stripped away the buffers of the welfare state. The introduction establishes that, although Brennan critiques the formation of \"theory,\" he is not dismissive of theory in principle; he actually is deeply invested in a trajectory of theory, embodied in the Hegel-Marx line: Bakhtin, Lukács, Benjamin, Adorno, Marcuse, Gramsci, Bourdieu, and Said. Lamenting the predominance of the Nietszchèan line—in which he includes Heidegger, Deleuze and Guattari, Baudrillard, Lyotard, Derrida, Vattimo, Negri, and Virilio—Brennan blasts the celebratory and uncritical use of \"poststructuralism's infinitely interchangeable metaphors of dispersal: decentered subjects, nomadism, ambivalence, the supplement, rhizomatic identity, and the constructed self—terms whose sheer quantity nervously intimates a lack of variation.\" At such polemical textual moments, we feel the full force of Brennan's bile at a discipline that has abnegated its responsibilities; at the same time, the polemic (as all polemics do) tends to create the fantasy of an other whose totality is self-evident and whose heterogeneity is merely superficial. What, indeed, about the politically engaged work of Cary Nelson, BarrettWatten, Michael Bibby, andMichael True, among others, not to mention the intellectuals left of Noam Chomsky, whose dissident work may share the anarchism of the academic left, but whose consequences have been real and whose relationship to dissenting movements in the US and throughout the world is undeniable? (Chomsky gets three short mentions in this book.) Brennan's relative exclusion of contemporary examples of Gramscian intellectuals actively engaged with social movements makes Wars ofPosition a difficult book, because it offers few models for emerging from the malaise that the academy seems to Detailfrom cover suffer from. Yet Brennan is clearly at his best when he is arguing against the received versions of theorists, engaging his Hegelian impulses to reverse the unexamined consensus. His critical reassessment of Orientalism (1978), for example, suggests that Said's foundational text on the Western fantasies of the Middle East has been misread as a Foucauldian project; rather, for Brennan, while Orientalism clearly borrows heavily from Foucault, Said ultimately is arguing against the poststructuralist doxa that underwrite much of contemporary postcolonial theory. Said, in Brennan's reading, is a crucial figure not only for his resistance to the sacred cows of poststructuralism, but also for his embrace of the public responsibilities of the intellectual.

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Spaces of Global Capitalism: Towards a Theory of Uneven Geographical Development

Educational institutes across the world have closed due to the COVID-19 pandemic jeopardizing the academic calendars. Most educational institutes have shifted to online learning platforms to keep the academic activities going. However, the questions about the preparedness, designing and effectiveness of e-learning is still not clearly understood, particularly for a developing country like India, where the technical constraints like suitability of devices and bandwidth availability poses a serious challenge. In this study, we focus on understanding Agricultural Student's perception and preference towards the online learning through an online survey of 307 students. We also explored the student's preferences for various attributes of online classes, which will be helpful to design effective online learning environment. The results indicated that majority of the respondents (70%) are ready to opt for online classes to manage the curriculum during this pandemic. Majority of the students preferred to use smart phone for online learning. Using content analysis, we found that students prefer recorded classes with quiz at the end of each class to improve the effectiveness of learning. The students opined that flexibility and convenience of online classes makes it attractive option, whereas broadband connectivity issues in rural areas makes it a challenge for students to make use of online learning initiatives. However, in agricultural education system where many courses are practical oriented, shifting completely to online mode may not be possible and need to device a hybrid mode, the insights from this article can be helpful in designing the curriculum for the new normal.

Students' perception and preference for online education in India during COVID -19 pandemic.

Due to COVID-19, higher education institutions transitioned to online learning. This study explored college students’ perceptions of their adoption, use, and acceptance of emergency online learning. The factors analyzed were attitude, affect, and motivation; perceived behavioral control (ease of use of technology, self-efficacy, and accessibility), and cognitive engagement. Quantitative and qualitative data were collected from 270 students. The findings present how attitude, motivation, self-efficacy, and use of technology play a significant role in the cognitive engagement and academic performance of students. Also, participants preferred face-to-face learning over online learning. This study presents suggestions on how to improve the acceptance of emergency online learning.

College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19

Are gender gaps due to evaluations of the applicant or the science? A natural experiment at a national funding agency.

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention.

/pdf/what-s-in-a-name-exposing-gender-bias-in-student-ratings-of-3sjwlbzwwq.pdf

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

This study uses a quasi-experimental design to assess differences in student performance and satisfaction across online and face-to-face (F2F) classroom settings. Data were collected from 368 stude...

https://journals.sagepub.com/doi/pdf/10.1177/0092055X12446624

Can Online Courses Deliver In-class Results?: A Comparison of Student Performance and Satisfaction in an Online versus a Face-to-face Introductory Sociology Course

With recent increases in online enrollment, undergraduate students are far more likely to experience an onlinelearning environment than they were in the past. While existing literature provides general insight into reasonswhy students may or may not prefer online instruction, it is unclear whether these preferences are shaped bystudent’s perceptions of online learning or actual experience with online courses. To address this gap,undergraduate students enrolled in either online (n=370) or face-to-face (n=360) courses were surveyedabout their course format preference. A content analysis of the responses was performed with the findingssuggesting that 1) student perceptions may be based on old typologies of distance education akin tocorrespondence courses, regardless of actual experience with online courses, and 2) course preferences arerelated to issues involving teaching presence and self-regulated learning. The implications of this research fordeveloping more effective online pedagogy are discussed.

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"It's Just Nice Having a Real Teacher": Student Perceptions of Online versus Face-to-Face Instruction

Within world-systems research there is an overwhelming tendency to treat nation-states as homogenous wholes. With some notable exceptions. this approach downplays the existence and operation of core-periphery relations on the sub-national level and the resultant inequality between different regions of nation-states. This study uses various complementary literatures in an integrative fashion to address this lacuna within the world-systems approach. We argue that uneven geographical development within core nations can at least partially be explained by the historical appropriation of natural capital; a universal process in which site-specific geographic factors and the larger political-economic context of the world-system interact. over time. to produce linked regions of relative accumulation and deprivation. To demonstrate the utility of this approach. we examine eastern North Carolina "s history as the principal producer of naval stores for Great Britain "s navy during Britain "s ascension toward hegemonic status in the world-system during the eighteenth century. We highlight how those initial extractive activities functioned as a "de-generative sector, hindering the region "s overall development. We argue generally for a synthetic approach to development theory and corresponding empirical examinations of modern and historical inequalities.

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Adam Driscoll

Papers

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

Can Online Courses Deliver In-class Results?: A Comparison of Student Performance and Satisfaction in an Online versus a Face-to-face Introductory Sociology Course

"It's Just Nice Having a Real Teacher": Student Perceptions of Online versus Face-to-Face Instruction

Naval Stores Extraction in Eastern North Carolina: The Historical Basis of Spatial Inequality within a Core Nation

Can Online Courses Deliver In-class Results? A Comparision of Online to Face-to-face Learning