3,608 research outputs found

    Information actors beyond modernity and coloniality in times of climate change:A comparative design ethnography on the making of monitors for sustainable futures in Curaçao and Amsterdam, between 2019-2022

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    In his dissertation, Mr. Goilo developed a cutting-edge theoretical framework for an Anthropology of Information. This study compares information in the context of modernity in Amsterdam and coloniality in Curaçao through the making process of monitors and develops five ways to understand how information can act towards sustainable futures. The research also discusses how the two contexts, that is modernity and coloniality, have been in informational symbiosis for centuries which is producing negative informational side effects within the age of the Anthropocene. By exploring the modernity-coloniality symbiosis of information, the author explains how scholars, policymakers, and data-analysts can act through historical and structural roots of contemporary global inequities related to the production and distribution of information. Ultimately, the five theses propose conditions towards the collective production of knowledge towards a more sustainable planet

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    LIPIcs, Volume 251, ITCS 2023, Complete Volume

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    LIPIcs, Volume 251, ITCS 2023, Complete Volum

    UMSL Bulletin 2022-2023

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    The 2022-2023 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1087/thumbnail.jp

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    The Individual And Their World

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    Talking about personal recovery in bipolar disorder: Integrating health research, natural language processing, and corpus linguistics to analyse peer online support forum posts

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    Background: Personal recovery, ‘living a satisfying, hopeful and contributing lifeeven with the limitations caused by the illness’ (Anthony, 1993) is of particular value in bipolar disorder where symptoms often persist despite treatment. So far, personal recovery has only been studied in researcher-constructed environments (interviews, focus groups). Support forum posts can serve as a complementary naturalistic data source. Objective: The overarching aim of this thesis was to study personal recovery experiences that people living with bipolar disorder have shared in online support forums through integrating health research, NLP, and corpus linguistics in a mixed methods approach within a pragmatic research paradigm, while considering ethical issues and involving people with lived experience. Methods: This mixed-methods study analysed: 1) previous qualitative evidence on personal recovery in bipolar disorder from interviews and focus groups 2) who self-reports a bipolar disorder diagnosis on the online discussion platform Reddit 3) the relationship of mood and posting in mental health-specific Reddit forums (subreddits) 4) discussions of personal recovery in bipolar disorder subreddits. Results: A systematic review of qualitative evidence resulted in the first framework for personal recovery in bipolar disorder, POETIC (Purpose & meaning, Optimism & hope, Empowerment, Tensions, Identity, Connectedness). Mainly young or middle-aged US-based adults self-report a bipolar disorder diagnosis on Reddit. Of these, those experiencing more intense emotions appear to be more likely to post in mental health support subreddits. Their personal recovery-related discussions in bipolar disorder subreddits primarily focussed on three domains: Purpose & meaning (particularly reproductive decisions, work), Connectedness (romantic relationships, social support), Empowerment (self-management, personal responsibility). Support forum data highlighted personal recovery issues that exclusively or more frequently came up online compared to previous evidence from interviews and focus groups. Conclusion: This project is the first to analyse non-reactive data on personal recovery in bipolar disorder. Indicating the key areas that people focus on in personal recovery when posting freely and the language they use provides a helpful starting point for formal and informal carers to understand the concerns of people diagnosed with bipolar disorder and to consider how best to offer support

    A new global media order? : debates and policies on media and mass communication at UNESCO, 1960 to 1980

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    Defence date: 24 June 2019Examining Board: Professor Federico Romero, European University Institute (Supervisor); Professor Corinna Unger, European University Institute (Second Reader); Professor Iris Schröder, UniversitĂ€t Erfurt (External Advisor); Professor Sandrine Kott, UniversitĂ© de GenĂšveThe 1970s, a UNESCO report claimed, would be the “communication decade”. UNESCO had started research on new means of mass communication for development purposes in the 1960s. In the 1970s, the issue evolved into a debate on the so-called “New World Information and Communication Order” (NWICO) and the democratisation of global media. It led UNESCO itself into a major crisis in the 1980s. My project traces a dual trajectory that shaped this global debate on transnational media. The first follows communications from being seen as a tool and goal of national development in the 1960s, to communications seen as catalyst for recalibrated international political, cultural and economic relations. The second relates to the recurrent attempts, and eventual failure, of various actors to engage UNESCO as a platform to promote a new global order. I take UNESCO as an observation post to study national ambitions intersecting with internationalist claims to universality, changing understandings of the role of media in development and international affairs, and competing visions of world order. Looking at the modes of this debate, the project also sheds light on the evolving practices of internationalism. Located in the field of a new international history, this study relates to the recent rediscovery of the “new order”-discourses of the 1970s as well as to the increasingly diversified literature on internationalism. With its focus on international communications and attempts at regulating them, it also contributes to an international media history in the late twentieth century. The emphasis on the role of international organisations as well as on voices from the Global South will make contributions to our understanding of the historic macro-processes of decolonisation, globalisation and the Cold War

    Under construction: infrastructure and modern fiction

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    In this dissertation, I argue that infrastructural development, with its technological promises but widening geographic disparities and social and environmental consequences, informs both the narrative content and aesthetic forms of modernist and contemporary Anglophone fiction. Despite its prevalent material forms—roads, rails, pipes, and wires—infrastructure poses particular formal and narrative problems, often receding into the background as mere setting. To address how literary fiction theorizes the experience of infrastructure requires reading “infrastructurally”: that is, paying attention to the seemingly mundane interactions between characters and their built environments. The writers central to this project—James Joyce, William Faulkner, Karen Tei Yamashita, and Mohsin Hamid—take up the representational challenges posed by infrastructure by bringing transit networks, sanitation systems, and electrical grids and the histories of their development and use into the foreground. These writers call attention to the political dimensions of built environments, revealing the ways infrastructures produce, reinforce, and perpetuate racial and socioeconomic fault lines. They also attempt to formalize the material relations of power inscribed by and within infrastructure; the novel itself becomes an imaginary counterpart to the technologies of infrastructure, a form that shapes and constrains what types of social action and affiliation are possible
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