Information technology and social cohesion : a tale of two villages

Acknowledgements This research was made possible by a grant from the EPSRC “Dot.Rural Digital Economy Hub” (EP/G066051/1) at the University of Aberdeen and EPSRC Communities and Culture Network+ (EP/K003585/1).Peer reviewedPostprin

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Linking Research and Policy: Assessing a Framework for Organic Agricultural Support in Ireland

This paper links social science research and agricultural policy through an analysis of support for organic agriculture and food. Globally, sales of organic food have experienced 20% annual increases for the past two decades, and represent the fastest growing segment of the grocery market. Although consumer interest has increased, farmers are not keeping up with demand. This is partly due to a lack of political support provided to farmers in their transition from conventional to organic production. Support policies vary by country and in some nations, such as the US, vary by state/province. There have been few attempts to document the types of support currently in place. This research draws on an existing Framework tool to investigate regionally specific and relevant policy support available to organic farmers in Ireland. This exploratory study develops a case study of Ireland within the framework of ten key categories of organic agricultural support: leadership, policy, research, technical support, financial support, marketing and promotion, education and information, consumer issues, inter-agency activities, and future developments. Data from the Irish Department of Agriculture, Fisheries and Food, the Irish Agriculture and Food Development Authority (Teagasc), and other governmental and semi-governmental agencies provide the basis for an assessment of support in each category. Assessments are based on the number of activities, availability of information to farmers, and attention from governmental personnel for each of the ten categories. This policy framework is a valuable tool for farmers, researchers, state agencies, and citizen groups seeking to document existing types of organic agricultural support and discover policy areas which deserve more attention

Using Public Schools as Community-Development Tools: Strategies for Community-Based Developers

This paper explores the use of public schools as tools for community and economic development. As major place-based infrastructure and an integral part of the community fabric, public schools can have a profound impact on the social, economic and physical character of a neighborhood. Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods. Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and argues that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice

Ageing with Smartphones in Urban Italy

‘Who am I at this (st)age? Where am I and where should I be, and how and where should I live?’ These questions, which individuals ask themselves throughout their lives, are among the central themes of this book, which presents an anthropological account of the everyday experiences of age and ageing in an inner-city neighbourhood in Milan, and in places and spaces beyond.Ageing with Smartphones in Urban Italy explores ageing and digital technologies amidst a backdrop of rapid global technological innovation, including mHealth (mobile health) and smart cities, and a number of wider socio-economic and technological transformations that have brought about significant changes in how people live, work and retire, and how they communicate and care for each other. Based on 16 months of urban digital ethnographic research in Milan, the smartphone is shown to be a ‘constant companion’ in, of and for contemporary life. It accompanies people throughout the day and night, and through individual and collective experiences of movement, change and rupture. Smartphone practices tap into and reflect the moral anxieties of the present moment, while posing questions related to life values and purpose, identities and belonging, privacy and sociability. Through her extensive investigation, Shireen Walton argues that ageing with smartphones in this contemporary urban Italian context is about living with ambiguity, change and contradiction, as well as developing curiosities about a changing world, our changing selves, and changing relationships with and to others. Ageing with smartphones is about figuring out how best to live together, differently

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality