Adjunct

Braverman's analysis of the changing division of labor is crucial for understanding the impact of the neoliberal assault on higher education on academic labor. Much like Taylorism a century ago, adjunctification of the faculty, online education, and data driven planning are rationalizing academic labor. Teaching is being " unbundled " and its components parts automated, outsourced, and transferred to a growing middle level administration. As a result, faculty are becoming " just-in-time, " deskilled, disempowered, contingent labor. This newly emerging new division of labor is fundamentally transforming higher education. No longer merely subject to commercialization, academic labor is being reorganized to resemble the interchangeable contingent work that is ubiquitous throughout the labor market. To resist these developments it is necessary for faculty to study the new division of academic labor in order to devise new organizing tactics and strategies, such as the systemwide local and Metro organizing models.

The reorganization of higher education has been made possible by a new division of labor that is rationalizing and deskilling college teaching. These new relations of academic labor are disempowering the profes-sorate by transferring control over teaching to a growing middle management and automating it as online distance learning. In order to respond to this threat to higher education, it is necessary to shift the focus from the commercialization of higher education to the adjunctification of the professorate. This requires a critical rethinking of organizational tactics, strategies, and objectives of academic labor organizing. Higher education is being reorganized. Privatization, disinvestment, online courses, for-profit colleges, tuition and fees, budget cuts, centralization and outsourcing of maintenance, food service and administrative services, and the use of " adjuncts " like myself have become rampant in the past four decades. The logic of the market subtly transforming the very work of teaching is obscured by discussions about commercialization. A new division of academic labor is being gradually imposed in order to expand control over academic labor, produce labor power better disciplined for contingent work, and design and build the technology to exploit that labor power. In order to develop new tactics, strategies, and objectives to respond to these threats, it is necessary to do a class analysis of the new division of academic labor. From the Mass to the Taylorized University The academic labor of the professorate is being rationalized, fragmented, deskilled, standardized, and disempowered, a process commonly called " adjunctification. " This Taylorization of academic labor is proceeding in order to increase " output " of both the exploitation of adjunct faculty and the students disciplined and trained for flexible, part-time, contingent work. 1 The adjunctification of academic labor is the dominant model for the relations of contingent labor throughout the economy. 2 Prior to World War II, higher education almost entirely served the elite and played little direct role in the disciplining of labor power. However, the wildcat

This brown bag discussion is aimed at shedding light on the conversion of university faculty positions into temporary jobs and the effect on the quality of instruction.
Michael Behrent, Associate Professor of History at Appalachian State University, will discuss the problem of contingent academic labor in the context of the corporatization of higher education. The history of adjunctification, as well as how it relates to broader trends in our economy and society, will be considered.
A question-and-answer session will follow.
The event will be held in the Toy Lounge on the fourth floor of Dey Hall just northwest of Wilson Library on the UNC-Chapel Hill quad. Map: http://www.unc.edu/toylounge/map.php
The event is hosted by Faculty Forward North Carolina, a voluntary group uniting all faculty across the state of North Carolina to advocate for a system of higher education that values instruction, faculty and students. For more information, see www.facebook.com/FacultyForwardNC. On Twitter: @NCFaculty.

Background: Depression causes significant burden both to the individual and to society, and its treatment by antidepressants has various disadvantages. There is preliminary evidence that adds on yoga therapy improves depression by impacting the neurotransmitters involved in the regulation of mood, motivation, and pleasure. Our study aimed to find the effect of adjunctive yoga therapy on outcome of depression and comorbid anxiety. Materials and Methods: A randomized controlled study involving patients with major depressive disorder (n = 80) were allocated to two groups, one received standard therapy (antidepressants and counseling) and the other received adjunct yoga therapy along with standard therapy. Ratings of depression and anxiety were done using Montgomery–Asberg Depression Rating Scale and Hospital Anxiety and Depression Scale at baseline, 10th and 30th day. Clinical Global Impression (CGI) Scale was applied at baseline and 30th day to view the severity of illness and clinical improvement. Results: By the 30th day, individuals in the yoga group had significantly lower scores of depression, anxiety, and CGI scores, in comparison to the control group. The individuals in the yoga group had a significant fall in depression scores and significant clinical improvement, compared to the control group, from baseline to 30th day and 10th to 30th day. In addition, the individuals in the yoga group had a significant fall in anxiety scores from baseline to 10th day. Conclusion: Anxiety starts to improve with short-term yoga sessions, while long-term yoga therapy is likely to be beneficial in the treatment of depression.

The conceptual frameworks that support the widespread practice of adjuncting in academia—as well as those that oppose it—have been evident since the founding of the US, allowing adjuncting to be analyzed within a historical context. This paper considers influences as broad as tensions in utilitarianism, applications for markets, the liberatory role of education, and the impetus for the American Revolution.  It argues that educational institutions are designed to facilitate peace, which promotes prosperity. However, the current trend of incorporating alleged “market values” into educational systems fails to maximize happiness, facilitate learning, liberate individuals, and support the American dream.

After a brief survey of the problems concerning the traditional way of explaining “genitives” in Biblical Hebrew, the author offers a possible solution from a syntactic point of view. A verifiable method, called syntactic back-transformation, is used to explain and classify postconstructs or “genitives”. In a syntactic back-transformation the construct state and postconstruct are converted to an antecedent and relative clause. Subsequently, the relative clause is converted to a principal clause (the kernel sentence). The morphological parts of the speech are retained in this transformational process. Syntactic back-transformational rules are formulated by comparing the construct phrase with the kernel sentence. These rules describe from which elements in the kernel the postconstruct and the construct state develop. The following major classes of postconstructs are distinguished in terms of these rules: the noun phrase 1 postconstruct, noun phrase 2 postconstruct, copula-predicate postconstruct, preposition-verb postconstruct and adjunctive postconstruct.

Adjuncts may occur (by adjunct preposing) before a wh-interrogative clause which is a main clause, but not before one which is subordinate; for example: (i) Tomorrow what shall we do? (ii) I told you (*tomorrow) what we shall do. Why should adjunct preposing be different in main and subordinate clauses? The pretheoretical answer is obvious: the wh-word must be initial in the subordinate clause that it introduces. However not all theories allow this insight to be expressed. A number of possible explanations based on standard assumptions are considered and rejected. The proposed solution is based on enriched dependency structure (Word Grammar) which does allow an analysis in which the wh-word must be initial in the subordinate clause but not in the main clause.

Using a grounded theory qualitative research approach, this article examines the experiences of 28 adjunct faculty members who work at the same university, exploring their views on whether periodically meeting face-to-face with management and peers has the potential to affect their motivation on the job and consequently the quality of education they provide to students. A few management representatives also shared their perspectives on the phenomenon; this enabled the researcher to compare the views of these two populations on whether face-to-face contact among faculty enhances teaching performance. The results of this study suggest a few issues that online schools must address in their efforts to improve adjuncts’ sense of affiliation and loyalty to their institution, which in turn will positively affect student retention levels. The main issues of concern to adjunct faculty are (a) inadequate frequency and depth of communication, regardless of the means used, whether online or fac...

Purpose: To retrospectively correlate foetal MRI’s performed over the last 5 years in our center with GUT anomalies and correlate the results with post-delivery results.  Material and Methods: We retrospectively correlated all foetal MRI’s performed over the last 5 years in our center with GUT anomalies and correlated the results with postdelivery results.From a total of 456 foetal MRI’s performed 42 studies (GA=27+/-9 wks) were performed either for evaluation of a GU anomaly seen in ultrasound or had an unexpected anomaly detected in MRI. In 33 patients post delivery confirmation in form of phone calls, national registry search results or operation notes/pathology was available.  Results: Patients included 8 cases of oligohydramnious sent for evaluation of the kidneys (in 7 out of 8 kidneys were located), 5 cases of suspected ARPCKD, one sacrococygeal teratoma, one ambiguous genitalia, one foetal pelvic cyst. In two patients obstructive uropathy was ruled out with MRI despite mild ...

Los programas de desarrollo profesional docente se ofrecen en las universidades, especialmente a profesores de tiempo completo, con la intencion de mejorar su conocimiento y sus practicas. No obstante, los programas de desarrollo profesional ofrecidos a profesores de lenguas extranjeras bajo la modalidad de catedra no se desarrollan a menudo por diferentes circunstancias relacionadas principalmente con el tiempo, el espacio y el tipo de contrato. En este articulo presentamos un programa de desarrollo profesional que nacio de la reestructuracion de una iniciativa de desarrollo docente que ya existia y que pretende incluir a todos los profesores de catedra por medio de cuatro familias de modelos: apoyo individual, servicio personal y profesional, construccion social del conocimiento, e iniciativas instruccionales y curriculares. Cada modelo comprende diferentes estrategias: seleccion, induccion, mentoria, apoyo entre pares, acompanamiento individualizado, grupos de estudio, comunidade...

The meaning of postnominal prepositional phrases

This paper in French investigates the functional distinction between nominal adjuncts and complements in English from an intensional perspective. A review of the literature and of the different arguments in favour of this distinction questions the status of prepositional phrases in utterance grammar, a framework elaborated in the wake of Benveniste, Guillaume and Culioli. An underlying semantic characterisation of this distinction is proposed, confronting the generative tradition and the mainstream ‘utterance grammar’ tradition.
Fries 1999 paper about post nominal modifiers in the English NP is reconsidered, and we conclude from some of his tests that they relate to ordering constraints between adjuncts and the complement in post nominal position.
A tentative semantic analysis of these tests tries to account for the syntactic properties noted in the literature. This lays the foundation of a semantic approach to ordering constraints within postmodified noun phrases in English.

Part of a journal section devoted to "Adventures in Adjuncting." This brief article explores the relational/communal aspects of adjunct teaching -- with both an insider narrative and a biblical discussion. The common experience of adjunct instructors often transcends the nature of the educational institution, but those who teach at private Christian universities have other factors to consider, including the distinct roles of the Church and university.

It is widely assumed that arguments and adjuncts differ in that arguments are li- censed by a predicate, while adjuncts are not. The nature and number of arguments is thus strictly delimited in a clause, while adjuncts are essentially unbounded. A pattern is found in some languages of North-Central New Guinea in which there are restrictions on the number of participants in a clause. These data suggest that obliques, a subcategorized-for function, should be grouped with adjuncts, a non-subcategorized-for function.