Collaborative conversation as a method for exploring multiple perspectives on 'community' and forms of knowledge in the Congruence Engine

This article explores collaborative conversation as a method to surface multiple perspectives on community engagement and forms of knowledge creation in the Congruence Engine project. Our exchanges naturally converged around four main areas: the multiple meanings of the term ‘community’ and the nature of these relationships; the modes and spaces for engagement; the different nature of knowledge emerging from these interactions; and, finally, a series of practical issues and challenges that can act as potential barriers. The article also reflects on the opportunities of dialogic writing to enable participatory, inclusive and polyvocal approaches in the development of a national collection

Human rights and community work. Complementary theories and practices

Much effort has been placed on developing international understandings of human rights without the corresponding attention to responsibilities. The authors argue that a community development framework may be useful in re-conceiving human rights in a more holistic way, and that social workers and community development workers are well placed to be 'grass roots human rights workers

The impact of the Great Exhibition of 1851 on the development of technical education during the second half of the nineteenth century

This paper examines the contribution made by the mechanics’ institute movement in Britain just prior to, and following, the opening of the Great Exhibition of 1851 in London. It argues that far from making little contribution to education, as often portrayed by historians, the movement was ideally positioned to respond to the findings of the Exhibition, which were that foreign goods on display were often more advanced than those produced in Britain. The paper highlights, through a regional study, how well suited mechanics’ institutes were in organising their own exhibitions, providing the idea of this first international exhibition. Subsequently, many offered nationally recognised technical subject examinations through relevant education as well as informing government commissions, prior to the passing of the Technical Instruction Acts in 1889 and the Local Taxation Act of 1890. These acts effectively put mechanics’ institutes into state ownership as the first step in developing further education for all in Britai

A Methodological Reflection: Deconstructing Cultural Elements for Enhancing Cross-cultural Appreciation of Chinese Intangible Cultural Heritage

This paper presents a practical method of deconstructing cultural elements based on the Human Computer Interaction (HCI) perspective to enhance cross-cultural appreciation of Chinese Intangible Cultural Heritage (ICH). The author pioneered this approach during conducting two case studies as a means to enhance appreciation and engagement with Chinese ICH, such as the extraction of elements from traditional Chinese painting and puppetry with potential to support cross-cultural appreciation, as well as the establishment of an elements archive. Through integrating a series of HCI research methods, this approach provides a specific foundational framework that assists non-Chinese people to better understand the cultural significance of Chinese ICH

Ripples in a pond: Do social work students need to learn about terrorism?

In the face of heightened awareness of terrorism, however it is defined, the challenges for social work are legion. Social work roles may include working with the military to ensure the well-being of service-men and women and their families when bereaved or injured, as well as being prepared to support the public within the emergency context of an overt act of terrorism. This paper reviews some of the literature concerning how social work responds to confl ict and terrorism before reporting a smallscale qualitative study examining the views of social work students, on a qualifying programme in the UK, of terrorism and the need for knowledge and understanding as part of their education

The Spatial and Temporal Construction of Confidence in the Visual Scene

Human subjects can report many items of a cluttered field a few hundred milliseconds after stimulus presentation. This memory decays rapidly and after a second only 3 or 4 items can be stored in working memory. Here we compared the dynamics of objective performance with a measure of subjective report and we observed that 1) Objective performance beyond explicit subjective reports (blindsight) was significantly more pronounced within a short temporal interval and within specific locations of the visual field which were robust across sessions 2) High confidence errors (false beliefs) were largely confined to a small spatial window neighboring the cue. The size of this window did not change in time 3) Subjective confidence showed a moderate but consistent decrease with time, independent of all other experimental factors. Our study allowed us to asses quantitatively the temporal and spatial access to an objective response and to subjective reports

Target Cueing Provides Support for Target- and Resource-Based Models of the Attentional Blink

The attentional blink (AB) describes a time-based deficit in processing the second of two masked targets. The AB is attenuated if successive targets appear between the first and final target, or if a cueing target is positioned before the final target. Using various speeds of stimulus presentation, the current study employed successive targets and cueing targets to confirm and extend an understanding of target-target cueing in the AB. In Experiment 1, three targets were presented sequentially at rates of 30 msec/item or 90 msec/item. Successive targets presented at 90 msec improved performance compared with non-successive targets. However, accuracy was equivalently high for successive and non-successive targets presented at 30 msec/item, suggesting that–regardless of whether they occurred consecutively–those items fell within the temporally defined attentional window initiated by the first target. Using four different presentation speeds, Experiment 2 confirmed the time-based definition of the AB and the success of target-cueing at 30 msec/item. This experiment additionally revealed that cueing was most effective when resources were not devoted to the cue, thereby implicating capacity limitations in the AB. Across both experiments, a novel order-error measure suggested that errors tend to decrease with an increasing duration between the targets, but also revealed that certain stimulus conditions result in stable order accuracy. Overall, the results are best encapsulated by target-based and resource-sharing theories of the AB, which collectively value the contributions of capacity limitations and optimizing transient attention in time