A Manifesto of Nodalism

This paper proposes the notion of Nodalism as a means describing contemporary culture and of understanding my own creative practice in electronic music composition. It draws on theories and ideas from Kirby, Bauman, Bourriaud, Deleuze, Guatarri, and Gochenour, to demonstrate how networks of ideas or connectionist neural models of cognitive behaviour can be used to contextualize, understand and become a creative tool for the creation of contemporary electronic music

"This brings back a lot of memories": a case study in the analysis of digital video production by young learners

This paper discusses a three and a half minute video written, shot and edited by two eleven year old children in London in the summer of 2003. Key questions which were used to structure the discussion included the following: When the children work in a school setting in a medium which is culturally closer to their experiences of life outside than is usual within the curriculum, how do they choose to represent themselves? Which aspects of their lives and/or media experiences do they employ and in which modes? How are these choices related to the meanings they wish to convey? Which aspects of the form and function of digital video authoring allow the children to move the locus of control of activities closer to themselves? What does a discussion of these issues tell us about possible future directions in researching young learners’ digital video production? Frameworks for analysing the piece were drawn from emerging theories of multimodal literacy, from studies of ICT in Education and from work on media production by young people. Some conclusions were drawn about the position of the work in relation to existing models of curriculum activity in the light of the range of sophisticated and rich representations made by the children in their media text

Teacher professional knowledge and development for reflective and inclusive practices

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom

School Climate: Practices for Implementation and Sustainability

The National School Climate Center (NSCC) School Climate Practice Briefs -- Practices for Implementation and Sustainability -- present the latest in research and best practice for effective school climate reform from leading experts. The 11 issues selected to be included in this set of Practice Briefs are based on NSCC's decade-long work with the entire academic community -- teachers, staff, school-based mental health professionals, students and parents -- to improve a climate for learning.These School Climate Briefs for Implementation and Sustainability focus on both the "what?" - what are the foundational standards, research and measurements of school climate; and the "so what?" - what practices individuals, schools and communities can employ to measure and improve school climate for maximum impacts. We encourage a review of the entire set of Briefs as they demonstrate how school climate aligns with current opportunities and challenges schools face to ensure quality, safe, equitable and engaging environments for students and adults

Towards a Philosophy of the Mobile Information Society

This introductory section of my present paper is a kind of report on the ongoing social science research programme I am directing: the project “Communications in the 21st Century”, launched in January 2001, conducted jointly by T-Mobile Hungary (until 2004 Westel Mobile) and the Hungarian Academy of Sciences. In the framework of the project a number of international conferences were held, on the basis of which altogether eleven volumes—four Hungarian, one German, and six English—have been published. I will first give a very brief summary of these volumes, and then provide a more detailed description of some of the main results we arrived at. The eleven volumes are witness to the history of the mobile phone between 2001 and 2007, no doubt the most dynamic aspect of the recent history of technological and social transformation. But most of all they amount to a first laying of the foundations for, and at the same time the awakening to consciousness and self-reflection of, a young discipline: the social science of mobile communication. Initially, research on problems pertaining to the mobile arose as an interdisciplinary task. From the interdisciplinary research, each of the participating disciplines pro?ted, being forced to take account, on the level of theory, of the new medium which by now has come to constitute their main communicational environment. As a consequence of this taking account of the new realities, by 2005 a transformation was occurring which today has clearly become irreversible: the internal adaptation of the social sciences to the world of mobile communications. At the same time, an autonomous line of research emerged, based on a set of wellestablished paradigms of its own: the social science of mobile communication, Mobile Studies. Both aspects of this juncture in the history of science are represented in Nyíri (2007a, 2007b), which on the one hand takes stock of the paradigmatic results of mobile studies, and on the other hand highlights some new perspectives of the social sciences becoming aware of their mobile environment

International Guidelines for Securing Sustainable Small-scale Fisheries

The 'Zero Draft' of the International Guidelines for Securing Sustainable Small-scale Fisheries(SSF Guidelines) has been prepared based on the outcomes of the extensive consultation process that has taken place during the last few years. This preliminary draft text draws in particular on the Discussion Document: Towards Voluntary Guidelines on Securing Sustainable Small-scale Fisheries–prepared as a stock-taking exercise by the FAO SSF Guidelines Secretariat in July 2011 and the contributions to and the outcomes of the FAO Workshop on International Guidelines for Securing Sustainable Small-scale Fisheries held on 7-10 February 2012 in FAO, Rome. It has been prepared to stimulate further consultations among all concerned parties. The outcomes of these additional consultations will provide guidance to the FAO Secretariat when preparing the text of the SSF Guidelines that will be submitted as a draft to the formal inter-governmental negotiation process tentatively scheduled for May 2013

The Global University: The Role of Senior Managers

Contributors address the role of senior managers in relation to internationalisation, globalisation, and sustainable development and share how these often overlapping challenges can be addressed. Consideration has been given to a range of potentially competing demands including the relationship between what Paul Luker describes as the 'core mission and values of HE' and what Caruana and Hanstock describe as 'marketisation discourse'. The Global University: The Role of Senior Manager is written by higher education institution senior managers, for HEI senior managers. Supported by HEFCE Leadership, Governance and Management Funding, 'The Global University: the role of senior managers' is a companion publication to 'The Global University: the role of the curriculum'. Many of the contributors are regarded as critical champions of internationalisation in the UK as well as thoughtful strategists in the process of affecting sustainable university-wide change. To provide further food for thought, in addition to the UK contributions, a case study on university-wide approaches to the development of global citizens at the University of British Columbia and a perspective on the barriers affecting the process of internationalisation in Latin American Universities have also been included. Contributors address key concepts from a variety of perspectives and what will quickly become apparent is that the terms are not always translated in quite the same way (a way of seeing is also a way of not seeing) but in spite of this, collectively, considerable insight for moving the agenda forward is provided. At the very least, the publication will serve to inspire debate on what should constitute the vision, mission and values of a global university, within the context of global society. Given the global footprint of universities and the ability of our graduates to influence change in global society, the publication maintains that universities cannot ignore their corporate and social responsibilities: senior managers have a critical role to play as leaders of this agenda and of change that results in positive benefits for a wider stakeholder group