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Losing by Expanding: Corralling the Runaway Object
At the time of publication C. Spinuzzi was at the University of Texas at Austin.Third-generation activity theory (3GAT) has become a popular theoretical and methodological framework for writing studies, particularly in technical communication. 3GAT involves identifying an object, a material or problem that is cyclically transformed by collective activity. The object is the linchpin of analysis in the empirical case. Yet the notion of object has expanded methodologically and theoretically over time, making it difficult to reliably bound an empirical case. In response, this article outlines the expansion of the object, diagnoses this expansion, and proposes an alternate approach that constrains the object for case-study research in writing studies.Writin
Quantum decision making by social agents
The influence of additional information on the decision making of agents, who
are interacting members of a society, is analyzed within the mathematical
framework based on the use of quantum probabilities. The introduction of social
interactions, which influence the decisions of individual agents, leads to a
generalization of the quantum decision theory developed earlier by the authors
for separate individuals. The generalized approach is free of the standard
paradoxes of classical decision theory. This approach also explains the
error-attenuation effects observed for the paradoxes occurring when decision
makers, who are members of a society, consult with each other, increasing in
this way the available mutual information. A precise correspondence between
quantum decision theory and classical utility theory is formulated via the
introduction of an intermediate probabilistic version of utility theory of a
novel form, which obeys the requirement that zero-utility prospects should have
zero probability weights.Comment: This paper has been withdrawn by the authors because a much extended
and improved version has been submitted as arXiv:1510.02686 under the new
title "Role of information in decision making of social agents
Name It and Claim It: Cross-Campus Collaborations for Community-Based Learning
This article describes the value of cross-campus collaborations for community-based learning. We argue that community-based learning both provides unique opportunities for breaking academic silos and invites campus partnerships to make ambitious projects possible. To illustrate, we describe a course Writing for Social Justice that involved created videos for our local YWCA\u27s Racial Justice Program. We begin by discussing the shared value of collaboration across writing studies and librarianship (our disciplinary orientations). We identify four forms of cross-campus collaboration, which engaged us in working with each other, with our community partner, and with other partners across campus. From there, we visualize a timeline, turning from the why of cross-campus collaborations to the how. Finally, we underscore the need to name and claim--to value and cultivate--cross-campus collaborations for community-based learning
The Right Place at the Right Time: Creative Spaces in Libraries
Purpose
This essay explores the recent trend in libraries: that of the establishment of spaces specifically set aside for creative work. The rise of these dedicated creative spaces is owed to a confluence of factors that happen to be finding their expression together in recent years. This essay examines the history of these spaces and explores the factors that gave rise to them and will fuel them moving forward.
Design/Methodology/Approach
A viewpoint piece, this essay combines historical research and historical/comparative analyses to examine the ways by which libraries have supported creative work in the past and how they may continue to do so into the 21st century.
Findings
The key threads brought together include a societal recognition of the value of creativity and related skills and attributes; the philosophies, values, and missions of libraries in both their longstanding forms and in recent evolutions; the rise of participatory culture as a result of inexpensive technologies; improved means to build community and share results of efforts; and library experience and historical practice in matters related to creativity. The chapter concludes with advice for those interested in the establishment of such spaces, grounding those reflections in the author’s experiences in developing a new creative space at Virginia Commonwealth University.
Originality/value
While a number of pieces have been written that discuss the practicalities of developing certain kinds of creative spaces, very little has been written that situates these spaces in larger social and library professional contexts; this essay begins to fill that gap
Learning to Imagine
For the purpose of this discussion, we posit that there are essentially four overarching reasons we educate. They are: preparing students for democratic participation, providing access to knowledge and critical thinking, enabling all students to take advantage of life's opportunities, and enabling students to lead rich and rewarding personal lives. None of these can be achieved fully without attention to the role of imagination. While we acknowledge that not all would agree with our definition of purposes, our comprehensive vision, we believe, can serve our children and our society well
CORPORAL PUNISHMENT IN SCHOOLS BASED ON THE STUDENT’S CULTURAL VALUES
Corporal punishment in schools has a common effect in a growing fear of teachers among school
children. There were 104 students of English Language and Literature Department in Jenderal
Soedirman University participated in this survey taking an optional subject called ‘Teaching
English as a Foreign Language’ (TEFL). A survey was conducted to ask students opinion about
any kinds of corporal punishment they experienced when they were at schools. The result showed
that many students received corporal punishment from their teachers. Students knew that the
government prohibited teachers from corporal punishment. However, some respondents thought
that those kinds of corporal punishment were for their own good. In view of this, students believed
that a teacher was someone who had the right to educate the students to maintain their discipline
by giving cultural punishment
Recovery From Design
Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form
Herding and price convergence in a laboratory financial market
We study whether herding can arise in a laboratory financial market
in which agents trade sequentially. Agents trade an asset whose
value is unknown and whose price is efficiently set by a market maker.
We show that the presence of a price mechanism destroys the possibility
of herding. Most agents follow their private information and
prices converge to the fundamental value. This result contrasts with
the case of a fixed price, where herding and cascades arise. When the
price moves, however, agents may behave as contrarian, i.e., they may
trade against the market, something not accounted for by the theory.
Finally, we study whether informational cascades arise when trade is
costly (e.g, because of a Tobin tax). With trade costs, most subjects
rationally decided not to trade and the price was unable to aggregate
private information efficiently
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