Here is the fourth of a four-volume set that constitutes the refereed proceedings of the 12th International Conference on Human-Computer Interaction, HCII 2007, held in Beijing, China, jointly with eight other thematically similar conferences. It covers business applications; learning and entertainment; health applications; work and collaboration support; web-based and mobile applications; as well as, advanced design and development support.
A critical introduction to the key processes and contexts of social change in contemporary society, combining a thorough grounding of key theorists with hot topics such the media, the environment and new technologies - ideal for students across the social sciences.
"Over the last decade, the practices by which scholarly knowledge is produced – both within and across disciplines – have been substantially influenced by the appearance of digital information resources, communication networks and technology enhanced research tools. Viewed from a methodological perspective, the rich ICT-based environment in educational settings influences research methods, ethics and the general conduct of research. Methodological Challenges When Exploring Digital Learning Spaces in Education represents a collection of work of established academics as well as emerging early career researchers all of whom focus on various methodological challenges. From numerous perspectives, the chapters in this volume deal with three particularly demanding challenges for educational research in digital learning contexts. The first challenge concerns how research manages to explore networked learning within a multi-faceted ICT environment. What kind of research designs and forms of data collection are able to grasp this complexity of multiple learning taking place within these contexts? The second challenge deals with how researchers experience the research context and interact with various actors within these settings. How to capture and understand interaction between contexts and across different dimensions of contexts in time and space? And finally, the third challenge is about exploring how children make meaning across physical places and virtual spaces. All together, these challenges are questioning the traditional research methods that we use and are familiar with. This volume is devoted to stimulating debate about the various methodological challenges facing the researcher in the digital sphere of educational research, and furthermore, exploring what kind of new methodological approaches these challenges impose. It is aimed at students, researchers and academics within education and those working with learning across disciplines and contexts interested in methodological issues. Greta Björk Gudmundsdottir lives and works in Oslo, where she is a Researcher at the Norwegian Centre for ICT in Education. Kristin Beate Vasbø also works and lives in Oslo, where she is an Associate Professor at the Department of Teacher Education and School Research, University of Oslo. "
Social network analysis provides a meaningful lens for advancing a more nuanced understanding of the communication networks and practices that bring together policy advocates and practitioners in their day-to-day efforts to broker evidence into policymaking processes. This book advances knowledge brokerage scholarship and methodology as applied to policymaking contexts, focusing on the ways in which knowledge and research are utilized, and go on to influence policy and practice decisions across domains, including communication, health and education. There is a growing recognition that knowledge brokers – key intermediaries – have an important role in calling attention to research evidence that can facilitate the successful implementation of evidence-informed policies and practices. The chapters in this volume focus explicitly on the history of knowledge brokerage research in these contexts and the frameworks and methodologies that bridge these disparate domains. The contributors to this volume offer useful typologies of knowledge brokerage and explicate the range of causal mechanisms that enable knowledge brokers’ influence on policymaking. The work included in this volume responds to this emerging interest by comparing, assessing, and delineating social network approaches to knowledge brokerage across domains. The book is a useful resource for students and scholars of social network analysis and policymaking, including in health, communication, public policy and education policy.
Advancing Culturally Responsive Research and Researchers: Qualitative, Quantitative, and Mixed Methods encourages readers to design and engage in methodologies and methods that place cultural relevancy at the center of inquiry. In doing so, it highlights the need to uplift voices and needs of people who have been historically marginalized in the environments that we both inhabit and engage in as part of knowledge construction. The scholars whose work is featured in this volume take up research from different paradigmatic, ontological, epistemological, axiological, and methodological approaches – yet, with adherence to centering cultural responsiveness in all research decisions. Each chapter seeks to extend understandings of social inequities, methodologies, and/or methods – and to contribute to meaningful and evolving social change through innovative and cutting-edge research strategies. While doing this work, the authors illustrate and highlight the importance of researcher positions and reflexivity in supporting the expansion of culturally responsive approaches; they also do so while considering global sociopolitical conditions of this moment in time. The contributions to this volume were initially presented at the first biennial Advanced Methods Institute in 2021. The Institute was hosted by QualLab in The Ohio State University’s College of Education and Human Ecology and shared this volume’s thematic focus. As a handbook, the volume can help faculty and advanced researchers with interest in doing culturally responsive projects to better understand frameworks, approaches, and considerations for doing so. It includes activities to support readers in developing said understandings.
Place, Space, and Mediated Communication explores how new communications technologies are able to disrupt our spatial understanding, and in so doing, reorganize the boundaries of human experience: a phenomenon that can rightly be described as ‘context collapse’. Individual essays investigate ‘context collapse’ in a variety of geographical and temporal settings, including: the US drone war in Pakistan, social media and sexuality in Paris, privacy and privilege in Brazil, and videogames and resistance in Iran. This cross-disciplinary collection of essays demonstrates how communication and space are co-constituted, and models exciting new paths of inquiry for researchers. Place, Space, and Mediated Communication is suitable for students and scholars of media and communication studies, cultural studies, urban studies, and sociology.
This edited volume reflects on the development of corpus translation studies as a rapidly growing, diversified field of translation studies. It examines the evolving identity of corpus translation from a marginal research tactic focusing on generating numeric corpus attributes to a powerful and increasingly sophisticated corpus analytical scheme and methodological paradigm that has significantly changed and continues to shape our understanding of the research and practical, social values of empirical translation studies. Since its inception in the 1990s, corpus translation studies have permeated through almost every corner and branch of contemporary translation studies – from literary translation stylistics, through cognitive and neural translation, to more socially oriented translation studies, such as health care, environmental, and political and policy translation. Corpus methodological innovation has become a central research aim and priority in some of the most dynamic areas of translation studies. Methodological advancement has as its main aim a better, enhanced understanding on the part of translation studies scholars of the internal factors and external variables that may account for the prevalence of certain translation features (for example, corpus textual and linguistic patterns). This edited collection presents the latest studies of corpus-based and corpus-driven specialised translation and will appeal to students and scholars of translation studies, in particular those interested in corpus translation.
In this classic edition of her groundbreaking text Knowledge in Context, Sandra Jovchelovitch revisits her influential work on the societal and cultural processes that shape the development of representational processes in humans. Through a novel analysis of processes of representation, and drawing on dialogues between psychology, sociology and anthropology, Jovchelovitch argues that representation, a social psychological construct relating Self, Other and Object-world, is at the basis of all knowledge. Exploring the dominant assumptions of western conceptions of knowledge and the quest for a unitary reason free from the ‘impurities’ of person, community and culture, Jovchelovitch recasts questions related to historical comparisons between the knowledge of adults and children, ‘civilised’ and ‘primitive’ peoples, scientists and lay communities and examines the ambivalence of classical theorists such as Piaget, Vygotsky, Freud, Durkheim and Lévy-Bruhl in addressing these issues. Featuring a new introductory chapter, the author evaluates the last decade of research since Knowledge in Context first appeared and reassesses the social psychology of the contemporary public sphere, exploring how challenges to the dialogicality of representations reconfigure both community and selfhood in this early 21st century. This book will make essential reading for all those wanting to follow debates on knowledge and representation at the cutting edge of social, cultural and developmental psychology, sociology, anthropology, development and cultural studies.
This study presents a comprehensive and systematic examination of a revered Qurʾān manuscript, commonly attributed to the third Islamic Caliph, ʿUthmān b. ʿAffān (d. 35/656), housed at the Topkapı Palace Museum in Istanbul, Türkiye (identified as H.S. 32). Halaseh offers a meticulous analysis of the manuscript’s codicological, paleographic, and orthographic characteristics, explores its emendations, production date, and traces the manuscript’s journey first to Cairo and then to Istanbul. Additionally, the study examines and categorizes its textual variants, including what are considered today as non-canonical and some that are not previously attested in the major qirāʾāt literature. This work not only sheds light on the transmission of the Qurʾānic text but also establishes a comprehensive framework for researching Qurʾān manuscripts. By integrating methods for examining these manuscripts as both physical artifacts and scriptural texts, Halaseh presents a holistic methodological approach to their scholarly study.
MULTIDIMENSIONAL CONTEXTUAL PRACTICE: DIVERSITY AND TRANSCENDENCE offers a comprehensive perspective on human diversity. It addresses possible cognitive, emotional, behavioral, and social effects of stereotypes as well as the need for conscious change while honoring human complexities. A Framework for Human Diversity and Transcendence is introduced as a set of principles for approaching clients’ experiences as contextual and multidimensional. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
