NU Scholarly Work (Open Access)

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https://hdl.handle.net/20.500.11803/2002

This collection contains open access scholarly work from National University faculty and staff.

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Now showing 1 - 5 of 15

Trans-Inclusive Feminist Praxis: Shifting Religious and Familial Gendered Violence Towards Transgender Acceptance–A USA Case Study
(2024-12) Lockhart, Ezra N. S.
Building on the analysis of gender-based violence (GBV) within the lives of black trans women in South Africa, as explored by Shabalala, Boonzaier, and Chirape (2023) in Challenging Ciscentric Feminist Margins, this briefing extends the conversation to the themes of ciscentric oppression, structural violence, and intersectionality in the context of a pilot study I conducted (Lockhart, 2024). The work of Shabalala et al. (2023) calls for intersectional frameworks that challenge cisnormativity, patriarchal violence, and gender performativity—central concepts in understanding the marginalization of trans individuals. Their work powerfully illuminates the ways in which cisgendered and patriarchal norms systematically marginalise trans individuals, particularly trans women of color, through both overt and subtle forms of violence. In a similar vein, my case study of a biracial family in Louisiana, USA, and their 17-year-old trans son, explores how ciscentric gender norms, compounded by religious, racial, and socio-cultural factors, shape the family’s experience of gendered violence and hinder the adolescent’s agency and autonomy, complicating his transition to legal adulthood and his pursuit of self-determination.
Motivation and Cognitive-Behavioral Factors in Problematic Online Gaming
(2021-01) Lockhart, Ezra N. S.
A portion of the US population is choosing online games as a form of recreation and, consequently, is developing unhealthy preoccupations. The most notable form of Internet addiction for the past 20 years has been MMORPG with adults between 20 and 40 years old identified as high risk of developing problematic online gaming behaviors. Problematic online gaming behaviors and the resultant functional impairment of daily living that adults experience from playing MMORPGs was the problem addressed in this study, while the purpose was to provide further insight into those behaviors that adults experience from playing MMORPGs. This study used descriptive, pre-transcendental, psychological phenomenological methods and associated five-step phenomenological psychological data analysis and was predicated on the integration of the Online Gameplay Motivations Theory and the Cognitive-Behavioral Model of Pathological Internet Use. Seven adult participants who have played numerous MMORPGs over a period of no less than 5 years and as recently as 2 months were recruited. Interviews provided raw data, the analysis produced 26 themes and subthemes, which answered four research questions. The results indicated that adult MMORPG players who experience problematic online gaming behaviors experience both benefits (e.g., access to virtual-relationships, increased attention and focus, increased technology competency) and detriments (e.g., maladaptive cognitions, behavioral symptoms) from this online gameplay.
What It Means to Be Human: A Response to Harzheim
(2024-11) Lockhart, Ezra N. S.
This response engages critically with Harzheim’s review of Thomas Fuchs’ In Defense of the Human Being: Foundational Questions of an Embodied Anthropology. Fuchs’ work offers a profound exploration of embodied cognition, arguing that human cognition and existence are deeply shaped by our physical interactions. Harzheim’s critique highlights significant aspects of Fuchs’ framework, including his critique of functionalist models, the impact of transhumanist technologies, and ethical concerns in healthcare technology. This paper extends Harzheim’s review by proposing an integration of functionalist and embodied cognitive models, emphasizing the need for a comprehensive evaluation of technological impacts, and advocating for a more robust ethical framework that considers social equity. Additionally, it addresses the is-ought distinction and explores the implications of technological advancements on human identity and mental health. Doede’s critique is also discussed, underscoring the importance of integrating diverse cognitive models and addressing technological determinism. Overall, this response calls for a more nuanced and inclusive approach to the discourse on embodied cognition, aiming to enrich the scholarly conversation and address the complexities and implications of Fuchs’ analysis.
Reviewing the Review: An Assessment of Dissertation Reviewer Feedback Quality
(2016) Hussey, Heather; Mika, Eva; Lehan, Tara
Throughout the dissertation process, the chair and committee members provide feedback regarding quality to help the doctoral candidate to produce the highest-quality document and become an independent scholar. Nevertheless, results of previous research suggest that overall dissertation quality generally is poor. Because much of the feedback about dissertation quality provided to candidates, especially those in online learning environments, is written, there is an opportunity to assess the quality of that feedback. In this study, a comparative descriptive design was employed using a random sample of 120 dissertation reviews at one online university. Common foundational errors across dissertations and strengths and growth areas in reviewer feedback were noted. Whereas reviewer feedback quality was acceptable overall, there were significant differences across reviewers. Based on the findings, increased discourse, standardization of psychometrically sound measures that assess reviewer feedback quality, and ongoing training for faculty members who review dissertations might be warranted
YouTube in the Classroom: Helpful Tips and Student Perceptions
(2014) Hussey, Heather; Sterns, Jillian; Beckman, Lisa; Fleck, Bethany
The rise in popularity of YouTube has made the use of short video clips during college classroom instruction a common learning tool. However, questions still remain on how to best implement this learning tool as well as students’ perceptions of its use. Blended Learning Theory and Information Processing Theory provide insights into successful integration of technology into the classroom. Literature on multimedia and discussions is also reviewed to shed light on their potential value as teaching techniques. As an example of successful integration, a method of presenting YouTube clips is described in a psychology course. Immediately after the videos, the class participated in structured discussions. Students’ perceptions of the YouTube videos were positive; however, students perceived certain videos as more helpful than others. In addition, class quiz scores are reflected on as indices of learning.

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