This book is written by a practising teacher for teachers, who will find it a useful resource, not only in programming lessons but also in the organisation of athletic carnivals, camps and outdoor education activities and the development of adventure playgrounds and fitness trails". - Foreword.
Moreover, Oliver argues, Jamesian transcendence is relevant to current questions in cognitive science and the emerging ecological, computer, and cyber worlds." "Jamesian transcendence, according to Oliver, seeks to reconcile individual growth with social responsibility. In this age of impersonal information, it invites us all to embrace our own enthusiasms, or "delights," as the surest sources of personal happiness, mutual regard, and depth of experience."--BOOK JACKET.
This book traces a century of militarised communication that began in the United States in April, 1917, with the institution of the Committee on Public Information (CPI), headed by George Creel and tasked with persuading a divided US public to enter World War I. Creel achieved an historic feat of communication: a nationalising mass mediation event well before any instantaneous mass media technologies were available. The CPI’s techniques and strategies have underpinned marketing, public relations, and public diplomacy practices ever since. The book argues that the CPI’s influence extends unbroken into the present day, as it provided the communicative and attitudinal bases for a new form of political economy, a form of corporatism, that would come to its fullest flower in the “globalisation” project of the mid-1990s.
How can a traditional music with little apparent historical connection to Berlin become a way of hearing and making sense of the bustling German capital in the twenty-first century? In Sounding Jewish in Berlin, author Phil Alexander explores the dialogue between the city's contemporary klezmer scene and the street-level creativity that has become a hallmark of Berlin's decidedly modern urbanity and cosmopolitanism. By tracing how klezmer music engages with the spaces and symbolic meanings of the city, Alexander sheds light on how this Eastern European Jewish folk music has become not just a product but also a producer of Berlin. This engaging study of Berlin's dynamic Yiddish music scene brings together ethnomusicology, cultural studies, and urban geography to evoke the sounds, atmospheres, and performance spaces through which klezmer musicians have built a lively set of musical networks in the city. Transcending a restrictive framework that considers this music solely in the context of troubled German-Jewish history and notions of guilt and absence, Alexander shows how Berlin's current klezmer communitya diverse group of Jewish and non-Jewish performersimaginatively blend the genre's traditional musical language with characteristically local tones to forge an adaptable and distinctively twenty-first-century version of klezmer. Ultimately, the music's vital presence in Berlin is powerful evidence that if traditional music is to remain audible amid the noise of the urban, it must become a meaningful part of that noise.
Official multiculturalism, established as Canadian government policy in 1971, has drawn criticism from many scholars and journalists who view it as a potential threat to a strong, unified Canadian society. In this timely and original book, Phil Ryan examines the emergence and influence of these criticisms, which continue to provoke an anxiety he calls "multicultiphobia." Although Ryan argues that multicultiphobic discourse is often marred by important errors of fact and interpretation, a systematic inspection of news coverage and parliamentary debates reveals the persistent influence of these critiques and their underlying concerns. Rather than simply dismissing multicultiphobia, Ryan acknowledges that critics of multiculturalism have identified issues about which Canadians need to talk. Does multiculturalism discourage adaptation and encourage 'cultural walls' between Canadians? Does it promote an 'anything goes' relativism? Finally, what do we - both as supporters and critics of multiculturalism - wish to make of Canada's ethnic diversity? Multicultiphobia perceptively tackles all of these questions by means of a sophisticated analysis that encourages a deeper understanding of the issues at the heart of multiculturalism.
′These sections represent the clearest rendition yet of these subjects, with difficult concepts introduced in a digestible form for the neophytic (or not so neophytic) researcher. Whilst in a book this size not every argument can be presented, there is ample extra material to be found to encourage further engagement... At the end of each chapter, there is a very useful Further Reading section provided by the authors, which gives useful guidelines. I believe to be an extremely useful text, which addresses what has until now been a significant gap in the market. This book will be my first choice in the future for introducing doctoral students of management-related subject to the philosophical underpinning they require for their studies. There is no other text which covers this area so clearly, so succinctly and in language that is readily accessible to a wide range of researcher back-grounds. I can enviSAGE this being a valuable source book to which researchers return again and again in order to deepen their understanding as research projects progress; it certainly provoked some new questions for me. To conclude, an excellent buy′ - International Journal of Entrepreneurship and Innovation This is an invaluable introduction for all students and researchers of management confronting a new research project. Understanding Management Research provides an overview of the principal epistemological debates in social science and how these lead to and are expressed in different ways of conceiving and undertaking organizational research. For researchers and students who are increasingly expected to adopt a reflexive understanding of their own epistemological position, the authors present a concise, accessible guide to the different perspectives available and their implications for research output. All students undertaking empirical research for theses and dissertations will find this book helps them comprehend the key ongoing debates and engage with their own pre-understandings when trying to make sense of management and organizations.
Imagination is highly valued and sought-after, yet elusive and ill-defined. Definitions range from narrowly cognitive accounts to those which endow imagination with world-making powers. Imagination underpins our ability to speculate about the future and to re-experience the past. The everyday functioning of society relies on being able to imagine the perspectives of others; and our sense of who we are depends on the stories our imaginations create. Our soaring imaginations have taken us to the moon and allowed Einstein to race a light beam. Unsurprisingly, imagination underlies every aspect of human-computer interaction, from the earliest conceptual sketches, through the realistic possibilities portrayed variously in well-known tools as scenarios and storyboards, through to the wilder shores of design fictions. Yet, curiously, imagination is very rarely addressed directly in the design and HCI literature (and is wholly missing from virtual reality). This book addresses this gap in our accounts of how we imagine, conceptualise, design and use digital technologies. Drawing on many years of practical and academic experience in human computer-interaction, together with a wide range of material from psychology, design, cognitive science and HCI, seasoned with a little philosophy and anthropology, Imagination + Technology first considers imagination itself and the principal farthings of a new account. Later chapters discuss the role of imagination in the design, aesthetics, use and experience of digital technologies before the concluding chapter focusses on the provocative nature of imagination. The book will be stimulating reading for anyone working in the field of interactive technology and related areas, whether academics, students or practitioners.
This book tackles the prevailing contradiction within policy analysis, that rigorous thought should be uncontaminated by values, despite policy analysis being inherently values based. In resolving the issue, this book provides a new, solid foundation for policy analysis.
Digital technology has become a defining characteristic of modern life. Almost everyone uses it, we all rely on it, and many of us own a multitude of devices. What is more, we all expect to be able to use these technologies "straight out the box." This lecture discusses how we are able to do this without apparent problems. We are able to use digital technology because we have learned to cope with it. "To cope" is used in philosophy to mean "absorbed engagement," that is, we use our smart phones and tablet computers with little or no conscious effort. In human-computer interaction this kind of use is more often described as intuitive. While this, of course, is testament to improved design, our interest in this lecture is in the human side of these interactions. We cope with technology because we are familiar with it. We define familiarity as the readiness to engage with technology which arises from being repeatedly exposed to it—often from birth. This exposure involves the frequent use of it and seeing people all around us using it every day. Digital technology has become as common a feature of our everyday lives as the motor car, TV, credit card, cutlery, or a dozen other things which we also use without conscious deliberation. We will argue that we cope with digital technology in the same way as we do these other technologies by means of this everyday familiarity. But this is only half of the story. We also regularly support or scaffold our use of technology. These scaffolding activities are described as "epistemic actions" which we adopt to make it easier for us to accomplish our goals. With digital technology these epistemic actions include appropriating it to more closer meet our needs. In summary, coping is a situated, embodied, and distributed description of how we use digital technology. Table of Contents: Introduction / Familiarity / Coping / Epistemic Scaffolding / Coping in Context / Bibliography / Author Biography
Drawing on a body of empirical, qualitative work spanning three decades, this unique text traces the significance of critical social research and critical analyses in understanding some of the most significant and controversial issues in contemporary society. Focusing on central debates in the UK and Ireland – prison protests; inner-city uprisings; deaths in custody; women’s imprisonment; transition in the north of Ireland; the ‘crisis’ in childhood; the Hillsborough and Dunblane tragedies; and the ‘war on terror’ – Phil Scraton argues that ‘marginalisation’ and ‘criminalisation’ are social forces central to the application of state power and authority. Each case study demonstrates how structural relations of power, authority and legitimacy, establish the determining contexts of everyday life, social interaction and individual opportunity. This book explores the politics and ethics of critical social research, making a persuasive case for the application of critical theory to analysing the rule of law, its enforcement and the administration of criminal justice. It is indispensable for students in the fields of criminology, criminal justice and socio-legal studies, social policy and social work.
Ethnographic methods are becoming increasingly prevalent in contemporary educational research. Critical Ethnography in Educational Research provides both a technical, theoretical guide to advanced ethnography--focusing on such concepts as primary data collection and system relationships--and a very practical guide for researchers interested in conducting actual studies.
Mathematics curriculums used in progressive classrooms of the United States and in classrooms of the People’s Republic of China presuppose markedly different philosophies. Xie and Carspecken reconstruct different assumptions operating implicitly within mathematics curriculums developed by the Ministry of Education in China and NCTM in the United States. Each curriculum is constructed upon a deep structure holistically integrating presuppositions about the nature of the human self, society, learning processes, language, concepts, human development, freedom, authority and the epistemology and ontology of mathematical knowledge. Xie and Carspecken next present an extended discussion of the two main philosophical traditions informing these curriculums: dialectical materialism in the case of the Chinese mathematics curriculum, and Dewey’s instrumental pragmatism in the case of NCTM. Both philosophies were developed as movements out of Hegelian idealism while retaining the anti-dualist and anti-empiricist insights of Hegel’s thought. The history of dialectical materialism and Dewey’s instrumentalism is carefully examined by the authors to identify both similarities and sharp differences in the resulting mature philosophies. Drawing upon more recent philosophies of intersubjectivity (Brandom, Habermas) and dialectical materialist psychologies (Vygotsky, Luria), the authors conclude this book with arguments for overcoming the limitations of a purely instrumentalist framework and for expanding potentialities implicit within dialectical philosophies. This book will be of value to a broad audience, including mathematics educators, philosophers, curriculum theorists, social theorists, and those who work in comparative education and learning science.
The topics of autonomy and independence play an increasingly important role in language education. They raise issues such as learners' responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language teaching and learning . Each section of the book opens with an introduction to give structure to the development of ideas and themes, with synopses to highlight salient features in the text and help build upon the material of previous chapters.
The death of Peter Winch in 1997 sparked a revived interest in his work with this book arguing his work suffered misrepresentation in both recent literature and in contemporary critiques of his writing. Debates in philosophy and sociology about foundational questions of social ontology and methodology often claim to have adequately incorporated and moved beyond Winch's concerns. Re-establishing a Winchian voice, the authors examine how such contentions involve a failure to understand central themes in Winch's writings and that the issues which occupied him in his Idea of a Social Science and its Relation to Philosophy and later papers remain central to social studies. The volume offers a careful reading of the text in alliance with Wittgensteinian insights and alongside a focus on the nature and results of social thought and inquiry. It draws parallels with other movements in the social studies, notably ethnomethodology, to demonstrate how Winch's central claim is both more significant and more difficult to transcend than sociologists and philosophers have hitherto imagined.
In this first ever discourse analysis of advocacy advice texts-manuals, handbooks, and other how-to guides written by lawyers for lawyers-Philip Gaines takes an intriguing look at how advice authors have historically discussed the metavalues of truth and justice in their advocacy texts-and how that discussion has changed from 1600 to the present day.
In the third book of this laugh-out-loud graphic novel series that’s perfect for fans Dog Man and The InvestGators, the Kitty Quest crew will have to face their toughest challenge yet—a villain that’s part of the family! Kitty Quest is on high alert because there’s a new villain coming to town: Princess Horribelle of Awfullia. (A place so terrible, it’s where the word awful comes from!) And she’s travelled all this way to visit her big sister Scarygold…who now goes by the name Perigold. Yes, as it turns out, our young heroine is actually heir to the throne of a wretched kingdom. Never wanting to be bad herself, Perigold completely left that life behind (well, except for that nifty crown she’s always wearing) in hopes of starting over in Pawdor. Not knowing what she’s up to, Woolfrik and Perigold have no choice but to meet up with the princess. But things take a turn for the worse when an old nemesis with a big grudge against Kitty Quest shows up. Will Horribelle’s visit end in an innocent family reunion, or does she have something far more sinister up her sleeves?
This book demonstrates the relevance and importance of cognitive linguistics when applied to the analysis and practice of graphic design/communication design. Phil Jones brings together a diverse range of theory and organizes it in accordance with different stages in the design process. Using examples from contemporary communication design, as well as more familiar selections from the graphic design canon as case studies, this book provides an account of how meanings are made by users, and suggests new strategies for design practice. It seeks convergences between the ways that graphic/communication designers think and talk about their practice and the theories emerging from cognitive science. This book will be of interest to scholars working in design, graphic design, the philosophy of art and aesthetics, communication studies, and media and film studies.
Locates the concept of 'the city' within traditions of social thought, providing a basis for understanding its varying usages and meanings. Spelling out the importance of a geographical perspective on the city, this book suggests that it is only by bringing different ways of mapping it together that we can begin to make sense of it.
It is well-established that while cognitive psychology provides a sound foundation for an understanding of our interactions with digital technology, this is no longer sufficient to make sense of how we use and experience the personal, relational and ubiquitous technologies that pervade everyday life. This book begins with a consideration of the nature of experience itself, and the user experience (UX) of digital technology in particular, offering a new, broader definition of the term. This is elaborated though a wide-ranging and rigorous review of what are argued to be the three core UX elements. These are involvement, including shared sense making, familiarity, appropriation and “being-with” technologies; affect, including emotions with and about technology, impressions, feelings and mood; and aesthetics, including embodied aesthetics and neuroaesthetics. Alongside this, new insights are introduced into how and why much of our current use of digital technology is simply idling, or killing time. A particular feature of the book is a thorough treatment of parallel, and sometimes competing, accounts from differing academic traditions. Overall, the discussion considers both foundational and more recent theoretical and applied perspectives from social psychology, evolutionary psychology, folk psychology, neuroaesthetics, neuropsychology, the philosophy of technology, design and the fine arts. This broad scope will be enlightening and stimulating for anyone concerned in understanding UX. A Psychology of User Experience stands as a companion text to the author’s HCI Redux text which discusses the contemporary treatment of cognition in human-computer interaction.
The latest addition to the bestselling Tour Guide series, this book addresses every need of Network subscribers--providing a detailed, online tour of this newest global information service. And no techno-babble! Throughout the book, testimonials, anecdotes, and tips and tricks from actual users of the Network demonstrate its usefulness in real-life situations.
This book is written by a practising teacher for teachers, who will find it a useful resource, not only in programming lessons but also in the organisation of athletic carnivals, camps and outdoor education activities and the development of adventure playgrounds and fitness trails". - Foreword.
This book traces a century of militarised communication that began in the US in April, 1917 with the institution of the Committee on Public Information (CPI), headed by George Creel and tasked with persuading a divided US public to enter World War I. The book argues that the CPI’s influence extends unbroken into the present day, as it provided the communicative and attitudinal bases for a new form of political economy, a form of corporatism, that would come to its fullest flower in the "globalisation" project of the mid-1990s.
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