384 research outputs found

    The Divided Self: Internal Conflict in Literature, Philosophy, Psychology, and Neuroscience

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    This thematic project examines the notion of self-division, particularly in terms of the conflict between cognition and metacognition, across the fields of philosophy, psychology, and, most recently, the cognitive and neurosciences. The project offers a historic overview of models of self-division, as well as analyses of the various problems presented in theoretical models to date. This work explores how self-division has been depicted in the literary works of Edgar Allan Poe, Don DeLillo, and Mary Shelley. It examines the ways in which artistic renderings alternately assimilate, resist, and/or critique dominant philosophical, psychological, and scientific discourses about the self and its divisions. This dissertation argues that the internal conflict portrayed by the writers of these literary characters is conscious: it is the conflict of the metacognitive “I” against akratic impulses, unwanted cognitions, and, ultimately, consciousness as a whole

    STEM and literacy integration as a locus for restorative practices professional learning : a mixed methods study

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    The aim of this mixed methods study was to examine how restorative practices might be explored by teachers in the context of self-designed and embedded integrated STEM and literacy professional learning to promote utilization of these practices as tools for orchestrating and nurturing strong and equitable learning communities within their classrooms. Through exploration of integrated STEM and literacy curriculum design, teachers built on their understanding of culturally relevant, culturally responsive, and restorative practices. This work was a complex application of a convergent mixed methods research design utilizing a participatory-social justice approach. The quantitative data explored: In what ways do teachers understand Social Justice in Education and restorative practices? The qualitative data investigated: In what ways does fostering a STEM focused teacher community of practice center equity? At the point of integration this study pursued the questions: In what ways does participation in a teacher community of practice focused on science and literacy integration serve as a mechanism to disrupt the wider racialized school system? In what ways do teachers' implementation of restorative practices contribute to or trouble the reproduction of inequity? The findings of this study suggest teachers understood that Social Justice in Education addresses a racialized educational system through the facilitation of learning communities which nurture the well-being of all their students. Although the use of the word restorative was associated with reactive enactments, restorative practices were used by teachers in equal measure to repair harm and build community. This research found that a teacher community of practice focused on STEM and literacy integration can become a space/place for candid discussions centering equity and has the potential to be a proactive enactment of restorative practices

    Artificial Intelligence and International Conflict in Cyberspace

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    This edited volume explores how artificial intelligence (AI) is transforming international conflict in cyberspace. Over the past three decades, cyberspace developed into a crucial frontier and issue of international conflict. However, scholarly work on the relationship between AI and conflict in cyberspace has been produced along somewhat rigid disciplinary boundaries and an even more rigid sociotechnical divide – wherein technical and social scholarship are seldomly brought into a conversation. This is the first volume to address these themes through a comprehensive and cross-disciplinary approach. With the intent of exploring the question ‘what is at stake with the use of automation in international conflict in cyberspace through AI?’, the chapters in the volume focus on three broad themes, namely: (1) technical and operational, (2) strategic and geopolitical and (3) normative and legal. These also constitute the three parts in which the chapters of this volume are organised, although these thematic sections should not be considered as an analytical or a disciplinary demarcation

    Tracing translation of an education policy initiative (Maths Mastery) into primary school teachers' classroom practices: an actor-network theory ethnography

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    Teachers’ classroom practices in the English primary sector have long been subject to prolific intervention by government policy and policy initiatives. The influence of education policy and policy initiatives on teachers’ classroom practices has been discussed from multiple perspectives, including theories intended to increase effectiveness of policy implementation and others aimed at problematising government policy-led standardisation efforts. However, few studies empirically describe how policies come to be part of teachers’ classroom practices. This thesis seeks to address this gap in the literature. Drawing on data from a four-month short-term ethnography in a primary school in the north of England, I describe how one policy initiative – Maths Mastery – is translated into teachers’ classroom practices. I use a combined theoretical framework of actor-network theory (ANT) and literacy studies (LS) as a lens through which to view ethnographic data, drawing particularly on Callon’s four moments of translation to describe key moments in the adoption of the new policy initiative into existing classroom practices. The findings of this thesis offer schools, policy-makers and the academic field an example of the ways in which a government policy initiative interrupts and changes existing classroom practices by becoming part of the network of practices in a school. Material actors, particularly texts, are described as key to the establishment of changes to practices, and yet reliant upon the work of human actors, particularly spokespersons for the change. This thesis thus argues the value of attending to associations between human and non-human actors in studies of policy-based change

    Fictional Practices of Spirituality I: Interactive Media

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    "Fictional Practices of Spirituality" provides critical insight into the implementation of belief, mysticism, religion, and spirituality into worlds of fiction, be it interactive or non-interactive. This first volume focuses on interactive, virtual worlds - may that be the digital realms of video games and VR applications or the imaginary spaces of life action role-playing and soul-searching practices. It features analyses of spirituality as gameplay facilitator, sacred spaces and architecture in video game geography, religion in video games and spiritual acts and their dramaturgic function in video games, tabletop, or LARP, among other topics. The contributors offer a first-time ever comprehensive overview of play-rites as spiritual incentives and playful spirituality in various medial incarnations

    A Study on the “Coupling” Phenomenon in the Chinese Fandom of English Cultural Products and Intercultural Imagination of Fan Creation

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    This doctoral thesis examines the emerging CP fan culture in Chinese cyberspace and explores its representation in the Chinese fandom of English-language cultural products such as Harry Potter and Fantastic Beasts. As a cultural category initiated by predominantly female participants for imagining intimate relationships between 2-dimensional characters and 3-dimensional real people, CP fan culture shares some cultural homologies and proximities with Japanese Boy’s Love (BL) culture and Western slash fan culture. However, existing research has focused almost exclusively on these two cultural subsets, which have a long history and transcultural influence beyond their geographical boundaries, and scholars have usually analysed them from the perspectives of feminism and queer theory, whereas there is a serious lack of systematic academic discussion of the distinctive connotations and local cultural characteristics of CP culture, which has become the centre of public opinion and the core of the cultural industry in China. Even the few English-language studies of CP fan culture tend to confuse it with BL culture and slash fan culture, and tend to discuss negative features such as the CP fan struggle and the censorship of homoerotic literature in China from a critical perspective. The present research uses the mixed methods approach consisting of aca-fan, online questionnaire (N = 136), textual analysis, feminism with ‘only daughter’ as a generational characteristic, postmodern culturalism, and intercultural fandom to construct a new theoretical system, which is committed to analysing how CP fans of English-language cultural products, as a transcultural fandom, engage in transmedia CP activities compared to early Chinese media fans and CP fans of Chinese-language cultural products based on the following five perspectives: 1. the genesis of CP fan culture; 2. the ‘setting supremacy’ that serves as a guiding principle in the creative approach of CP fan culture on two levels; 3. the preference of some CP fans for English-language cultural products; 4. the original La Lang CP created by CP fans of English-language cultural products; and 5. the fandom nationalism that caused the termination of transnational CP activities. Within this context, the present research defines for the first time a series of important concepts in CP fan culture, including the sense of CP, the intimacy of CP, the top/bottom character configuration of CP, La Lang CP, and the fandom nationalism of CP fans of English-language cultural products. Moreover, the present research reveals that CP fan creations abide by the rule of ‘setting supremacy’, dissecting the ‘2.5-dimensional setting’ which is the fundamental component of CP fan culture, and setting it apart from the ‘moe element’ put forth by Japanese ACGN culture researcher Azuma Hiroki and frequently misconstrued by Chinese fan culture scholars. Based on this, the present research uniquely proposes that the essence of CP fan culture is the creation and consumption of a ‘dynamic 2.5-dimensional settings database’. As a result, the present research focuses on the CP fan culture of English-language cultural products with both localised and intercultural characteristics, which not only reveals the cultural innovation capacity of female CP fans in the context of the grand narrative collapsing, as well as their willingness to question and transform the imbalanced gender-rights operating mechanism, but also effectively removes the cultural misinterpretation and stigmatisation attached to CP fans of English-language cultural products that are less visible. Keywords: CP fans of English-language cultural products, personal settings, worldview settings, setting supremacy, 2.5-dimensional settings database, only daughter, intimate relationshi

    Challenges and perspectives of hate speech research

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    This book is the result of a conference that could not take place. It is a collection of 26 texts that address and discuss the latest developments in international hate speech research from a wide range of disciplinary perspectives. This includes case studies from Brazil, Lebanon, Poland, Nigeria, and India, theoretical introductions to the concepts of hate speech, dangerous speech, incivility, toxicity, extreme speech, and dark participation, as well as reflections on methodological challenges such as scraping, annotation, datafication, implicity, explainability, and machine learning. As such, it provides a much-needed forum for cross-national and cross-disciplinary conversations in what is currently a very vibrant field of research

    Data journeys in the sciences

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    This is the final version. Available from Springer via the DOI in this record. This groundbreaking, open access volume analyses and compares data practices across several fields through the analysis of specific cases of data journeys. It brings together leading scholars in the philosophy, history and social studies of science to achieve two goals: tracking the travel of data across different spaces, times and domains of research practice; and documenting how such journeys affect the use of data as evidence and the knowledge being produced. The volume captures the opportunities, challenges and concerns involved in making data move from the sites in which they are originally produced to sites where they can be integrated with other data, analysed and re-used for a variety of purposes. The in-depth study of data journeys provides the necessary ground to examine disciplinary, geographical and historical differences and similarities in data management, processing and interpretation, thus identifying the key conditions of possibility for the widespread data sharing associated with Big and Open Data. The chapters are ordered in sections that broadly correspond to different stages of the journeys of data, from their generation to the legitimisation of their use for specific purposes. Additionally, the preface to the volume provides a variety of alternative “roadmaps” aimed to serve the different interests and entry points of readers; and the introduction provides a substantive overview of what data journeys can teach about the methods and epistemology of research.European CommissionAustralian Research CouncilAlan Turing Institut

    Headedness and/or grammatical anarchy?

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    Synopsis: In most grammatical models, hierarchical structuring and dependencies are considered as central features of grammatical structures, an idea which is usually captured by the notion of “head” or “headedness”. While in most models, this notion is more or less taken for granted, there is still much disagreement as to the precise properties of grammatical heads and the theoretical implications that arise of these properties. Moreover, there are quite a few linguistic structures that pose considerable challenges to the notion of “headedness”. Linking to the seminal discussions led in Zwicky (1985) and Corbett, Fraser, & Mc-Glashan (1993), this volume intends to look more closely upon phenomena that are considered problematic for an analysis in terms of grammatical heads. The aim of this book is to approach the concept of “headedness” from its margins. Thus, central questions of the volume relate to the nature of heads and the distinction between headed and non-headed structures, to the process of gaining and losing head status, and to the thought-provoking question as to whether grammar theory could do without heads at all. The contributions in this volume provide new empirical findings bearing on phenomena that challenge the conception of grammatical heads and/or discuss the notion of head/headedness and its consequences for grammatical theory in a more abstract way. The collected papers view the topic from diverse theoretical perspectives (among others HPSG, Generative Syntax, Optimality Theory) and different empirical angles, covering typological and corpus-linguistic accounts, with a focus on data from German
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