This book constitutes the refereed proceedings of the IFIP TC 3 International Conference, KCKS 2010, held as a part of the 21th World Computer Congress, WCC 2010, in Brisbane, Australia, in September 2010. The 43 revised full papers presented were carefully reviewed and selected from numerous submissions. The range of issues cover many aspects of ICT in relation to competencies in the knowledge society; they present theory, research, applications and practical experiences on topics including but not limited to developing creativity, digital solidarity, e-management in education, informatics and programming knowledge technologies, lifelong learning, policy development, teacher(s) in a knowledge society, e-inclusion, AGORA: the IFIP initiative on lifelong learning, collective intelligence, digital literacy, educating ict professionals, formal and informal learning, innovations of assessment, networking and collaboration, problem solving teacher learning & creativity as well as teaching & learning 2.0.
The Britannica Enciclopedia Moderna covers all fields of knowledge, including arts, geography, philosophy, science, sports, and much more. Users will enjoy a quick reference of 24,000 entries and 2.5 million words. More then 4,800 images, graphs, and tables further enlighten students and clarify subject matter. The simple A-Z organization and clear descriptions will appeal to both Spanish speakers and students of Spanish.
Beginning with volume 41 (1979), the University of Texas Press became the publisher of the Handbook of Latin American Studies, the most comprehensive annual bibliography in the field. Compiled by the Hispanic Division of the Library of Congress and annotated by a corps of more than 130 specialists in various disciplines, the Handbook alternates from year to year between social sciences and humanities. The Handbook annotates works on Mexico, Central America, the Caribbean and the Guianas, Spanish South America, and Brazil, as well as materials covering Latin America as a whole. Most of the subsections are preceded by introductory essays that serve as biannual evaluations of the literature and research under way in specialized areas. The Handbook of Latin American Studies is the oldest continuing reference work in the field. Lawrence Boudon became the editor in 2000. The subject categories for Volume 58 are as follows: Electronic Resources for the Humanities Art History (including ethnohistory) Literature (including translations from the Spanish and Portuguese) Philosophy: Latin American Thought Music
Study Abroad 2006-2007 contains some 2,900 entries concerning post-secondary education and training in all academic and professional fields in countries throughout the world. Key features include information on: Study opportunities and financial assistance available to students wishing to study in a foreign country; National systems of higher education; Open and distance learning (ODL) opportunities; Validation of foreign qualifications; How to search for quality institutions of higher education including warnings about bogus institutions. This is a trilingual edition: French/English/Spanish.
This book analyses the punitive crime discourse in the Argentinean press during the 1990s. Fernandez Roich focusses on several features of media discourse during this time, such as: the notion that petty criminals ‘deserve to die' in reference to police brutality and killings, the phenomenon of ‘vindicators’ or how common citizens turned into ‘evil’ modern heroes in the press, and the parallelism between the military discourse under the military regime and the punitive discourse under democracy. In addition, the book also investigates the alleged natural propensity towards breaking the law ingrained within Argentinean culture, the so-called 'viveza criolla' and the well-ingrained idea that to get ahead you have to participate in corrupt practices. Despite the significant scholarly interest in the United States and Europe in the last Argentinean dictatorship (1976-1983), little attention has been paid to the role of Argentinean newspapers in supporting the military coup d’état. The analysis of this media discourse is critical to understanding the support enjoyed by the armed forces in power: the vast majority of the population was not informed about the disappearances or the concentration camps until well into the 1980s. This project provides an in-depth qualitative content analysis of front pages, chronicles, editorials and photographs of Argentinean newspapers before and after the military intervention that will aid scholars of criminal justice and Latin American political regimes understand the impact of the support given to the military government.
The westernized university is a site where the production of knowledge is embedded in Eurocentric epistemologies that are posited as objective, disembodied and universal and in which non-Eurocentric knowledges, such as black and indigenous ones, are largely marginalized or dismissed. Consequently, it is an institution that produces racism, sexism and epistemic violence. While this is increasingly being challenged by student activists and some faculty, the westernized university continues to engage in diversity and internationalization initiatives that reproduce structural disadvantages and to work within neoliberal agendas that are incompatible with decolonization. This book draws on decolonial theory to explore the ways in which Eurocentrism in the westernized university is both reproduced and unsettled. It outlines some of the challenges that accompany the decolonization of teaching, learning, research and policy, as well as providing examples of successful decolonial moments and processes. It draws on examples from universities in Europe, New Zealand and the Americas. This book represents a highly timely contribution from both early career and established thinkers in the field. Its themes will be of interest to student activists and to academics and scholars who are seeking to decolonize their research and teaching. It constitutes a decolonizing intervention into the crisis in which the westernized university finds itself.
La investigación es una de las actividades más gratificantes que existen para todas aquellas personas que se dedican a la educación en sus diferentes niveles, primero porque es un reto intelectual para el académico que decide enfrentarse a los procesos epistemológicos y metodológicos, lo cual no es fácil porque implica una solida formación en las formas de pensamiento que la humanidad ha desarrollado y en segundo lugar porque el investigador se encuentra en la disyuntiva de asumir una postura ante la realidad que se le presenta y tratar de explicarla para mejorarla. El presente libro se compone de una serie de ensayos de profesores-investigadores que nos cuentan sus experiencias de cómo desde la Universidad del Valle de México, Región Estado de México y Morelos, abordaron el difícil camino de hacer investigación y despertar la curiosidad científica en sus alumnos.
The papers in this book question the tyranny of typological thinking in archaeology through case studies from various South American countries (Venezuela, Colombia, Bolivia, Argentina, and Brazil) and Antarctica. They aim to show that typologies are unavoidable (they are, after all, the way to create networks that give meanings to symbols) but that their tyranny can be overcome if they are used from a critical, heuristic and non-prescriptive stance: critical because the complacent attitude towards their tyranny is replaced by a militant stance against it; heuristic because they are used as means to reach alternative and suggestive interpretations but not as ultimate and definite destinies; and non-prescriptive because instead of using them as threads to follow they are rather used as constitutive parts of more complex and connective fabrics. The papers included in the book are diverse in temporal and locational terms. They cover from so called Formative societies in lowland Venezuela to Inca-related ones in Bolivia; from the coastal shell middens of Brazil to the megalithic sculptors of SW Colombia. Yet, the papers are related. They have in common their shared rejection of established, naturalized typologies that constrain the way archaeologists see, forcing their interpretations into well known and predictable conclusions. Their imaginative interpretative proposals flee from the secure comfort of venerable typologies, many suspicious because of their association with colonial political narratives. Instead, the authors propose novel ways of dealing with archaeological data.
