{"response":{"docs":[{"system_create_dtsi":"2020-06-18T20:43:53Z","system_modified_dtsi":"2020-10-07T21:38:56Z","has_model_ssim":["StudentWork"],"id":"7m01bn01j","accessControl_ssim":["addc7a12-d9b1-4b5c-9c57-8d63c8e81b90"],"hasRelatedMediaFragment_ssim":["qf85nc779"],"hasRelatedImage_ssim":["qf85nc779"],"depositor_ssim":["turnergw@mail.uc.edu"],"depositor_tesim":["turnergw@mail.uc.edu"],"title_tesim":["Interdisciplinary Capstone: Bringing Dialogue in the Dark to Cincinnati"],"date_uploaded_dtsi":"2020-06-18T20:43:53Z","date_modified_dtsi":"2020-10-07T21:38:53Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/ygp7-wf27"],"alternate_title_tesim":["Dialogue in the Dark, Theory of Grand Irrationality, and Social Pulse Theory"],"geo_subject_tesim":["Earth","Global","Cincinnati, Ohio"],"advisor_tesim":["Sanders, Rebecca","Ris, Cynthia"],"degree_tesim":["BIS (Bachelor of Interdisciplinary Studies)"],"college_tesim":["Arts and Sciences"],"department_tesim":["Bachelor of Interdisciplinary Studies"],"genre_tesim":["Document"],"note_tesim":["The first half of this work is a report on my capstone project. The latter half of this work contains a rushed and imperfect attempt to distill frameworks, theories, and thoughts I developed in the course of my undergraduate program, and which I did and do intend to formalize as a book at some point in my career. Shortly after submitting my capstone, I realized I had made some errors in trying to communicate my ideas in the latter half, and in my private documents I wrote notes concerning these. \r\nIn this sense, this uploaded document is not the best representation of what I thought or was/am attempting to say, but I felt it is still worth formally documenting the existence of, and may even be of interest to some."],"creator_tesim":["Turner, Grant"],"publisher_tesim":["Grant W. Turner"],"subject_tesim":["Social Change","Social Psychology","Interdisciplinary","Ontology","Action Research","Peace and Conflict Studies","Philosophy","Education","Sociology","Ethics and Morality","Visual Anthropology","Development","Axiology","Organizational Psychology","Epistemology","Metaphysics"],"language_tesim":["English"],"description_tesim":["      The purpose of this capstone was to organize and pursue the creation of a Dialogue in the Dark exhibition in Cincinnati. Dialogue in the Dark is an organization that, since 1988, has internationally utilized exhibits that allow visitors to be led through an hour long simulation of blindness as lead by a visually impaired guide through four pitch back simulated environments. The purpose of this exhibit is twofold. In an immediate sense it is meant to demonstrate to visitors that those who we often marginalize due to their disabilities are in fact quite capable, effectively serving as a platform to recognize, address, and overcome problems created by perceived \"otherness\". The larger lessons derive from experiencing a profoundly different reality than is normally accessible in terms of both the specific type of experience and the degree of contrast of realities it poses. Such jarring experiences open a brief window for dialogue. \r\n\r\n      Drawing from actor-network theory, various principles and techniques from action research, and from fields such as organizational psychology, visual anthropology, and sociology, this capstone contains workable processes and objectives relevant to both the creation of a Cincinnati based Dialogue in the Dark and the framework for a Coalition for Community Action and Cooperation. These processes and objectives are to be constantly ongoing in development, and are only rudimentary in presentation style. \r\n\r\n      Additionally, this project contains a reflection on both the process of bringing Dialogue in the Dark to Cincinnati thus far, a discussion of post-capstone plans for Dialogue in the Dark, and, in the spirit of demonstrating my BIS inspired work in general, a condensed introduction to my “Theory of Grand Irrationality” and my “Social Pulse Theory”, both of which are central starting points for the grad school experience I am both seeking and planning.\r\n"],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["2014"],"thumbnail_path_ss":"/downloads/qf85nc779?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["qf85nc779"],"file_set_ids_ssim":["qf85nc779"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"INTERDISCIPLINARY CAPSTONE BRINGING DIALOGUE IN THE DARK TO CINCINNATI","human_readable_type_tesim":["Student Work"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["turnergw@mail.uc.edu"],"nesting_collection__pathnames_ssim":["7m01bn01j"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697105475459350528,"timestamp":"2021-04-15T11:25:04.178Z","score":0.00049999997},{"system_create_dtsi":"2020-06-18T18:36:36Z","system_modified_dtsi":"2020-06-18T19:03:54Z","has_model_ssim":["StudentWork"],"id":"vm40xs89b","accessControl_ssim":["b911bde5-6f22-43e0-b49c-ef1395c557aa"],"hasRelatedMediaFragment_ssim":["5138jg05p"],"hasRelatedImage_ssim":["5138jg05p"],"depositor_ssim":["turnergw@mail.uc.edu"],"depositor_tesim":["turnergw@mail.uc.edu"],"title_tesim":["Establishing a comprehensive census of undergraduate economics curricula: Foundational and special requirements for major programs in the U.S."],"date_uploaded_dtsi":"2020-06-18T18:36:36Z","date_modified_dtsi":"2020-06-18T18:49:04Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/dt05-2064"],"alternate_title_tesim":["Census of Economic Core Requirements"],"geo_subject_tesim":["United States"],"advisor_tesim":["Moore, Thomas","Erhardt, Erwin","Stitzlein, Sarah","Johnson, Marcus"],"degree_tesim":["MA in Human Resources - Educational Studies (Concentration in Foundations of Education and Social Change)"],"college_tesim":["Education, Criminal Justice, and Human Services"],"department_tesim":["Educational Studies"],"genre_tesim":["Document"],"time_period_tesim":["21st Century","20th Century"],"creator_tesim":["Turner, Grant"],"publisher_tesim":["Grant W. Turner"],"subject_tesim":["Human Capital","Rethinking Economics","Economics","Interdisciplinary","Undergraduate Economics","Heterodox","Curriculum Studies","Economic Thought","Socioeconomics","History of Economics","Innovation","Economic Education","Knowledge Capital","Education","Pluralism"],"language_tesim":["English"],"description_tesim":["Abstract\r\n\r\n      This study is the first of a series of studies, collectively embodying a multiphase mixed methods design. The overall objective of these studies is to explore and address a variety of issues and features of the discipline of economics, particularly as they relate to and represent past present and future factors of globalization, education, citizenship, and society. This is done by collecting and analyzing data on numerous aspects of the undergraduate economics curriculum, economics as a discipline, and economics as applied in the real world. \r\n\r\n       The overall purpose of these studies is to inform ongoing debates concerning the future of the discipline of economics and how it is taught, by examining and creating paradigms and methods that may be of aide. Additionally these studies collectively aim to outline, and in small ways develop, potential technological and organizational solutions for detailed longitudinal curriculum tracking. The frameworks employed and developed in these studies may eventually be scaled and adapted for all sorts of curricula. Ideally, the completion of this study’s overall objective yields practical insights and tools that empower faculty and departments, in economics and eventually in general, to better understand and design their own curriculum.\r\n\r\n      This immediate study fills gaps in and updates data on the curriculum of undergraduate economics majors in U.S. institutions, while also establishing a baseline data set for future studies to build on. A qualitative census methodology is adapted and employed to explore how various institutional and program factors relate to certain types of major program requirements. Descriptive statistics are used for analysis, primarily to allow for comparisons to previous studies. In sum, the purpose of the data collected and analyzed in this census is to give a glimpse into the current state of the undergraduate economics curriculum in the U.S., and to inform the qualitative, quantitative, and transformative studies that are to follow in this multiphase series. \r\n"],"license_tesim":["http://creativecommons.org/licenses/by-nc-sa/4.0/"],"date_created_tesim":["2018-05-19"],"thumbnail_path_ss":"/downloads/5138jg05p?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["5138jg05p"],"member_of_collections_ssim":["Rethinking Economics: Longitudinal Tracking and Assessment of Economics Education"],"member_of_collection_ids_ssim":["pg15bg21t"],"file_set_ids_ssim":["5138jg05p"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"ESTABLISHING A COMPREHENSIVE CENSUS OF UNDERGRADUATE ECONOMICS CURRICULA FOUNDATIONAL AND SPECIAL REQUIREMENTS FOR MAJOR PROGRAMS IN THE US","human_readable_type_tesim":["Student Work"],"read_access_group_ssim":["public","admin"],"edit_access_person_ssim":["turnergw@mail.uc.edu"],"nesting_collection__ancestors_ssim":["pg15bg21t"],"nesting_collection__parent_ids_ssim":["pg15bg21t"],"nesting_collection__pathnames_ssim":["pg15bg21t/vm40xs89b"],"nesting_collection__deepest_nested_depth_isi":2,"_version_":1697118252427116544,"timestamp":"2021-04-15T14:48:09.244Z","score":0.00049999997}],"facets":[{"name":"human_readable_type_sim","items":[{"value":"Student Work","hits":2,"label":"Student Work"}],"label":"Human Readable Type Sim"},{"name":"creator_sim","items":[{"value":"Turner, Grant","hits":2,"label":"Turner, Grant"}],"label":"Creator Sim"},{"name":"subject_sim","items":[{"value":"Education","hits":2,"label":"Education"},{"value":"Interdisciplinary","hits":2,"label":"Interdisciplinary"},{"value":"Action Research","hits":1,"label":"Action Research"},{"value":"Axiology","hits":1,"label":"Axiology"},{"value":"Curriculum Studies","hits":1,"label":"Curriculum Studies"},{"value":"Development","hits":1,"label":"Development"}],"label":"Subject Sim"},{"name":"college_sim","items":[{"value":"Arts and Sciences","hits":1,"label":"Arts and Sciences"},{"value":"Education, Criminal Justice, and Human Services","hits":1,"label":"Education, Criminal Justice, and Human Services"}],"label":"College Sim"},{"name":"department_sim","items":[{"value":"Bachelor of Interdisciplinary Studies","hits":1,"label":"Bachelor of Interdisciplinary Studies"},{"value":"Educational Studies","hits":1,"label":"Educational Studies"}],"label":"Department Sim"},{"name":"language_sim","items":[{"value":"English","hits":2,"label":"English"}],"label":"Language Sim"},{"name":"publisher_sim","items":[{"value":"Grant W. Turner","hits":2,"label":"Grant W. Turner"}],"label":"Publisher Sim"},{"name":"date_created_sim","items":[{"value":"2014","hits":1,"label":"2014"},{"value":"2018-05-19","hits":1,"label":"2018-05-19"}],"label":"Date Created Sim"},{"name":"member_of_collection_ids_ssim","items":[{"value":"pg15bg21t","hits":1,"label":"pg15bg21t"}],"label":"Member Of Collection Ids Ssim"},{"name":"generic_type_sim","items":[{"value":"Work","hits":2,"label":"Work"}],"label":"Generic Type Sim"}],"pages":{"current_page":1,"next_page":null,"prev_page":null,"total_pages":1,"limit_value":10,"offset_value":0,"total_count":2,"first_page?":true,"last_page?":true}}}