SMS Text-Messaging and the Nigerian Christian Context: Constructing Values and Sentiments

The Global System of Mobile Communications (GSM) in Nigeria brought with it a variety of English that is situationally distinct and context sensitive. Thus SMS text-messages are viewed as discourses that presuppose speech events among interlocutors that share a common social behaviour and cultural values. This study shows the extent to which test-messaging constructs Christian values, belief systems and sentiments in Nigeria. Fifty-three (53) text samples collected in Lagos and Ota areas of Southwest Nigeria between 2005 and 2007 are analysed within the framework of computer-mediated discourse analysis (Herring 2001). Result shows that with its peculiar orthographic convention and style, text-messaging has become popular among Christian adherents not just because it is short, cheap and fast but that it is individualistic and fits well into a context where respect for individuals is emphasized. Analysis also shows that SMS text-messaging is used to disseminate messages associated with faith-based pronouncements, prayer and well-wishing, admonition and assurance, appreciation and praise, seasons greetings and general information/announcements. These functions tend to promote love and cooperation among church members. Key words: SMS-text messages, Christian, Discourse Introduction Th

Assessing the Nigerianness of SMS Text-Messages in English

In the history of the English language certain developments have left significant linguistic marks on the language. As new developments and cultural forms occur, new words and styles of expression evolve with them and spread. This is true of the new linguistic style that is associated with the Global System for Mobile Communications (GSM) revolution in Nigeria since 2001. GSM has brought with it a variety of English that is situationally distinctive and context sensitive (Awonusi, 2004:45)

The Zoning in and the Zoning out of the Elderly: Emerging Community and Communication Patterns

Increasingly, senior only residences are zoning seniors out of mainstream residential areas and into segregated living and mature communities. Senior gated communities are variations on a theme of gated communities in which lifestyle is packaged and sold. Active adult retirement communities exclude the young and offer active lifestyle living, with diverse levels of senior living choices. Such an approach contrasts with policies designed to encourage aging in place. It is also distinct from Golden Age Zoning districts designed to allow affordable housing for senior citizens in a public/private partnership. Some towns have zoned public parks to establish areas for children distinct from the elderly. Simultaneously, more and more older adults are embracing the modern media environment. According to the Pew Research Center, baby boomers and seniors are the fastest growing group of social networking website users to connect with family, friends from the past, and seeking information and support with medical issues. This paper explores the person/place relationship and issues associated with design for the social needs of an aging in a media filled world

Shifting the Focus: The Role of Presence in Reconceptualising the Design Process

In this paper the relationship between presence and imaging is examined with the view to establish how our understanding of imaging, and subsequently the design process, may be reconceptualised to give greater focus to its experiential potential. First, the paper outlines the research project contributing to the discussion. Then, it provides brief overviews of research on both imaging and presence in the process highlighting the narrow conceptions of imaging (and the recognition of the need for further research) compared to the more holistic and experiential understandings of presence. The paper concludes with an argument and proposed study for exploring the role of digital technology and presence in extending the potential of imaging and its role in the design process. As indicated in the DRS Conference Theme, this paper focuses “…on what people experience and the systems and actions that create those experiences.” Interface designers, information architects and interactive media artists understand the powerful influence of experience in design. ‘Experience design’ is a community of practice driven by individuals within digital based disciplines where the belief is that understanding people is essential to any successful design in any medium and that “…experience is the personal connection with the moment and… every aspect of living is an experience, whether we are the creators or simply chance participants” (Shedroff, 2001, p. 5). Keywords: Design, Design Process, Presence, Imaging, Grounded Theory</p

Learning in Social Networks: Rationale and Ideas for Its Implementation in Higher Education

The internet has fast become a prevalent medium for collaboration between people and social networks, in particular, have gained vast popularity and relevance over the past few years. Within this framework, our paper will analyse the role played by social networks in current teaching practices. Specifically, we focus on the principles guiding the design of study activities which use social networks and we relate concrete experiences that show how they contribute to improving teaching and learning within a university environment

Invisible publics: higher education and digital exclusion

Teaching in public involves reducing barriers to access and nowhere is this more appropriate than with the subject of electronic resources and the delivery of virtual learning opportunities. The future of the university, in a time of resurgence of neo-liberal values, the primacy of market forces and an increasing emphasis on private rather than public provision, has become the subject of much debate. Insufficient attention, however, is being paid to the possibility of exclusion, which is the inevitable result of increasing digital pedagogies and practices. This chapter focuses on the role of the university in ensuring equitable access to digital technology. Over the last decade, the possibilities of virtual learning have included pportunities for widening participation, increasing student numbers and opening up world trades in professional and academic expertise, thereby sustaining the globalization of education. This chapter addresses the limitations to these opportunities, in particular the failure to prioritize issues of digital inclusion and the divisive consequences of digital discrimination. The chapter is in two parts: the first examines the adoption of virtual learning within higher education, in particular, the ability of the technology to both enable and deny access. The second looks at the wider implications of this duality when set against the background of an increasingly digital society, and how inclusive practices are failing to have inclusive results

Technology in Practice (Section 2.31 of the Comprehensive Clinical Psychology: Vol. 2. Professional Issues)

The contemporary practice of psychology requires a prudent balance of traditional and emerging communication methods. Interpersonal interactions in the context of human relationship (e.g., speech, emotional expressions, and nonverbal gestures) have been a vital part of emotional healing throughout many centuries, and research findings in the 1990s underscore the importance of relational factors in effective psychological interventions (Whiston & Sexton, 1993). In addition to the time honored interpersonal communication methods of professional psychology, rapid technological advances have propelled psychologists into another sphere of communication. Today\u27s professional psychologist is increasingly expected to attain mastery in both of these communication methods-the very old and the very new

Attributing scientific and technical progress: the case of holography

Holography, the three-dimensional imaging technology, was portrayed widely as a paradigm of progress during its decade of explosive expansion 1964–73, and during its subsequent consolidation for commercial and artistic uses up to the mid 1980s. An unusually seductive and prolific subject, holography successively spawned scientific insights, putative applications and new constituencies of practitioners and consumers. Waves of forecasts, associated with different sponsors and user communities, cast holography as a field on the verge of success—but with the dimensions of success repeatedly refashioned. This retargeting of the subject represented a degree of cynical marketeering, but was underpinned by implicit confidence in philosophical positivism and faith in technological progressivism. Each of its communities defined success in terms of expansion, and anticipated continual progressive increase. This paper discusses the contrasting definitions of progress in holography, and how they were fashioned in changing contexts. Focusing equally on reputed ‘failures’ of some aspects of the subject, it explores the varied attributes by which success and failure were linked with progress by different technical communities. This important case illuminates the peculiar post-World War II environment that melded the military, commercial and popular engagement with scientific and technological subjects, and the competing criteria by which they assessed the products of science

Developing online communities to support distance learning in secure environments

The UK Open University (OU) has successfully provided Higher Education (HE), through distance learning to students in prison, almost since its inception. This paper uses results from a recent qualitative study to discuss the learning process in a secure environment. It argues that the soft skills developed during the self-directed distance learning process are identity forming and discusses the social elements which support the learning. It highlights the major barriers to learning including the lack of access to the internet and explains two possible solutions which are being trialed to bridge the digital divide. It then introduces many of support networks and online learning communities which are developing within and around secure learning environments