2,843 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
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
Cycling Through the Pandemic : Tactical Urbanism and the Implementation of Pop-Up Bike Lanes in the Time of COVID-19
Provides an international overview on how tactical urbanism was implemented to give more space to cycling
Demonstrates the conceptual framework surrounding tactical urbanism and how it plays out theoretically
Proposes new methodological insights to understand the effects of tactical urbanism intervention
A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution
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
Multilingualism and the Public Sector in South Africa
This book contributes to the discourse on language in South Africa with a specific focus on multilingualism and the public sector
Pandemic Didactics - CLT in the virtual classroom
Læreplanen for engelskfaget i den norske skolen legger vekt på at elevene skal tilegne seg muntlige ferdigheter, noe som innebærer å skape mening gjennom å lytte, tale og samtale. De siste tiårene har også læreplanen i større grad fokusert på at elever skal utvikle kommunikative ferdigheter og strategier som bidrar til effektiv kommunikasjon på målspråket. Dette har medført et økt fokus på å legge til rette for autentiske læringssituasjoner og språkmøter, hvor elever interagerer i meningsfulle aktiviteter som også kan relaters til livet utenfor skolen. Koronapandemien som i 2020 førte til nedstengning av landet og digital fjernundervisning ble innført i alle de norske skolene. Skiftet til digital undervisning resulterte i at kommunikasjonen mellom lærer og elever, og elevene seg mellom, nå tok sted gjennom en digital skjerm og ikke ansikt til ansikt slik som i det fysiske klasserommet. Denne masteroppgaven tar sikte på å undersøke hvordan engelsklærere i den norske videregående skolen opplevede skiftet til en digital undervisningsplattform, og hvorvidt og på hvilken måte det digitale undervisningsformatet endret kommunikasjonen i klasserommet, lærerrollen og deres utforming av kommunikative oppgaver og aktiviteter. Masteroppgaven er et empirisk studie av lærernes rapporterte erfaringer av deres digitale undervisning under Koronapandemien. Oppgaven tar i bruk kvalitativ og kvantitativ metode hvor datamaterialet er samlet inn gjennom seks semi-strukturerte lærerintervju og en digital spørreundersøkelse. Funn fra datainnsamlingen viser at enkelte av engelsklærerne opplevde overgangen til digital undervisning som lærerik og givende, mens andre lærere beskriver den som tidkrevende og utfordrende. Majoriteten av lærerne viste til at de promoterer muntlige ferdigheter i det fysiske klasserommet, men fokuserte i hovedsak på skriftlige ferdigheter i det digitale klasserommet. Funn viser videre at lærerne erfarte at det digitale undervisningsformatet førte til redusert muntlig elevdeltakse, redusert bruk av non-verbal kommunikasjon og mulighet til å observere elevene og gi tilbakemeldinger for å fremme deres språklæring. Lærerne rapporterte også at bruk av digitale grupperom førte til økt muntlig elevdeltakelse og kamerabruk blant elevene, noe som også gjorde det lettere å promotere elvenes muntlige ferdigheter. Alt i alt illustrerer hovedfunn at lærerne opplevde det som mer utfordrende å legge til rette for autentiske læringsituasjoner og elevdeltakelse i det digitale klasserommet som fremmer elevenes muntlige kommunikative kompetanse.Engelsk mastergradsoppgaveENG350MAHF-ENGMAHF-LÆF
A critical sociolinguistic study of diasporization among Hungarians in Catalonia
This thesis investigates how contemporary diasporas evolve, how diasporization takes place under the conditions of late modernity, and how language features in this process. By diasporization, I refer to the process(es) in which diasporic groups emerge and individuals start to engage in certain diasporic practices, i.e., social practices that are associated with their ethnic or national origin or with their imagined homeland, or with boundary management in the host-land. The research was an ethnographically informed critical sociolinguistic study of first-generation Hungarians in Catalonia that drew on collaborative methodologies in order to include the emic perspectives of the participants. To capture these perspectives, the research combined many data generating techniques, such as ethnographic field notes, biographical interviews, online focus groups, collection of material evidence, and collaborative interpretation with the key participants in the research.La tesis investiga cómo evolucionan las diásporas contemporáneas y de qué modo se produce la diasporización en las condiciones de la modernidad tardía. Con diasporización me refiero al proceso, o procesos, en los que surgen los grupos diaspóricos y los individuos comienzan a llevar a cabo ciertas prácticas diaspóricas, es decir, prácticas sociales que se asocian a su origen étnico o nacional, su patria imaginada o la gestión de las fronteras en el país de acogida. La tesis toma la forma de estudio crítico informado etnográficamente en personas húngaras en Cataluña de primera generación y se basa en metodologías colaborativas para incluir las perspectivas émicas de las personas participantes. Con el fin de captar estas perspectivas, el estudio combina múltiples técnicas de generación de datos, como por ejemplo las notas de campo etnográficas, las entrevistas biográficas, los grupos focales en línea, la recopilación de rastros materiales y la interpretación colaborativa con las personas participantes clave en el estudio.La tesi investiga com evolucionen les diàspores contemporànies i de quina manera es produeix la diasporització en les condicions de la modernitat tardana. Amb diasporització em refereixo al procés, o processos, en què sorgeixen els grups diaspòrics i els individus comencen a dur a terme certes pràctiques diaspòriques, és a dir, pràctiques socials que s'associen al seu origen ètnic o nacional, la seva pàtria imaginada o la gestió de les fronteres al país d'acollida. La tesi pren forma d'estudi crític informat etnogràficament en persones hongareses a Catalunya de primera generació i es basa en metodologies col·laboratives per incloure les perspectives èmiques de les persones que hi participen. Per captar aquestes perspectives, l'estudi combina múltiples tècniques de generació de dades, com ara les notes de camp etnogràfiques, les entrevistes biogràfiques, els grups focals en línia, la recopilació de rastres materials i la interpretació col·laborativa amb les persones participants clau en l'estudi.Societat de la informació i el coneixemen
Computer Vision and Architectural History at Eye Level:Mixed Methods for Linking Research in the Humanities and in Information Technology
Information on the history of architecture is embedded in our daily surroundings, in vernacular and heritage buildings and in physical objects, photographs and plans. Historians study these tangible and intangible artefacts and the communities that built and used them. Thus valuableinsights are gained into the past and the present as they also provide a foundation for designing the future. Given that our understanding of the past is limited by the inadequate availability of data, the article demonstrates that advanced computer tools can help gain more and well-linked data from the past. Computer vision can make a decisive contribution to the identification of image content in historical photographs. This application is particularly interesting for architectural history, where visual sources play an essential role in understanding the built environment of the past, yet lack of reliable metadata often hinders the use of materials. The automated recognition contributes to making a variety of image sources usable forresearch.<br/
Workshop Proceedings of the 12th edition of the KONVENS conference
The 2014 issue of KONVENS is even more a forum for exchange: its main topic is the interaction between Computational Linguistics and Information Science, and the synergies such interaction, cooperation and integrated views can produce. This topic at the crossroads of different research traditions which deal with natural language as a container of knowledge, and with methods to extract and manage knowledge that is linguistically represented is close to the heart of many researchers at the Institut für Informationswissenschaft und Sprachtechnologie of Universität Hildesheim: it has long been one of the institute’s research topics, and it has received even more attention over the last few years
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Sonic heritage: listening to the past
History is so often told through objects, images and photographs, but the potential of sounds to reveal place and space is often neglected. Our research project ‘Sonic Palimpsest’1 explores the potential of sound to evoke impressions and new understandings of the past, to embrace the sonic as a tool to understand what was, in a way that can complement and add to our predominant visual understandings. Our work includes the expansion of the Oral History archives held at Chatham Dockyard to include women’s voices and experiences, and the creation of sonic works to engage the public with their heritage. Our research highlights the social and cultural value of oral history and field recordings in the transmission of knowledge to both researchers and the public. Together these recordings document how buildings and spaces within the dockyard were used and experienced by those who worked there. We can begin to understand the social and cultural roles of these buildings within the community, both past and present
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