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This book selects the most outstanding journal articles from the Chinese version of Foreign Affairs Review written by prestigious Chinese scholars in recent years. The articles focus on analysis of foreign affairs issues which are of relevance to China, and provide insightful perspectives on China's diplomacy and international system. The scope of the book is broad, including both theoretical insights and solid case studies. It covers recent hotspots in practice, like public participation in China's diplomacy, safety issues of overseas Chinese, and concepts of Chinese diplomacy like "People First," as well as case studies on historical events or long-term practices like analysis of China's crisis diplomacy decision-making in the post-Cold War era, China's cooperation with UNESCO, etc. The book provides fresh and insightful articles from Chinese perspectives, which will benefit international readers who are interested in China's diplomacy, foreign affairs and international relations.
ÔThe ten national foresight case studies presented, covering a wide-ranging set of themes (research, science and technology, education and training and the environment) and countries, help to underline the practical aspects of using dialogue and participation effectively in foresight exercises. The book is particularly useful in defining the concept of dialogue, debate, interaction and participation and in outlining a range of uses in different foresight contexts. This book constitutes an important contribution to the futures field and will prove an inspiration to those embarking on foresight exercises and similar open, participatory forward-looking processes.Õ Ð Jennifer Cassingena Harper, Malta Council for Science and Technology This illuminating book combines theory and practice to analyse the experiences and impacts of foresight activities in various European countries. It includes case studies with a focus on different societal issues including national development, science and technology, and sustainable development. The contributors expertly describe and analyse foresight projects carried out in countries at various stages of economic development including mature market economies, transition economies and young democracies. The theoretical chapters on stakeholder participation, negotiation and dialogue, learning, and visioning are useful in the planning and analyses of foresight activities. The case study chapters explicitly demonstrate how the societal context can influence the planning and impact of foresight policy. Scholars of foresight and technology assessment will find plenty of information in this invaluable book. It will also prove essential for Masters courses on foresight or future studies, and public policy courses with a focus on future policy and planning.
This book deals with participation frameworks in modern social and public media. It brings together several cutting-edge research studies that offer exciting new insights into the nature and formats of interpersonal communication in diverse technology-mediated contexts. Some papers introduce new theoretical extensions to participation formats, while others present case studies in various discourse domains spanning public and private genres. Adopting the perspective of the pragmatics of interaction, these contributions discuss data ranging from public, mass-mediated and quasi-authentic texts, fully staged and scripted textual productions, to authentic, non-scripted private messages and comments, both of a permanent and ephemeral nature. The analyses include news interviews, online sports reporting, sitcoms, comedy shows, stand-up comedies, drama series, institutional and personal blogs, tweets, follow-up YouTube video commentaries, and Facebook status updates. All the authors emphasize the role of context and pay attention to how meaning is constructed by participants in interactions in increasingly complex participation frameworks existing in traditional as well as novel technologically mediated interactions.
Conceptualising learner participation as a multimodal phenomenon
Critical analyses, case studies, and artist interviews examine works of art that are realized with the physical involvement of the viewer. How are we to understand works of art that are realized with the physical involvement of the viewer? A relationship between a work of art and its audience that is rooted in an experience that is both aesthetic and physical? Today, these works often use digital technologies, but artists have created participatory works since the 1950s. In this book, critics, writers, and artists offer diverse perspectives on this kind of “practicable” art that bridges contemplation and use, discussing and documenting a wide variety of works from the last several decades. The contributors consider both works that are technologically mediated and those that are not, as long as they are characterized by a process of reciprocal exchange. The book offers a historical frame for practicable works, discussing, among other things, the emergence and influence of cybernetics. It examines art movements and tendencies that incorporate participatory strategies; draws on the perspectives of the humanities and sciences; and investigate performance and exhibition. Finally, it presents case studies of key works by artists including and offers interviews with such leading artists and theoreticians as Claire Bishop, Thomas Hirschhorn, Matt Adams of Blast Theory, Seiko Mikami and Bruno Latour. Numerous illustrations of artists and their works accompany the text. Contributors Matt Adams (Blast Theory), Jean-Christophe Bailly, Samuel Bianchini, Claire Bishop, Jean-Louis Boissier, Nicolas Bourriaud, Christophe Charles, Valérie Châtelet, Jean-Pierre Cometti, Sarah Cook, Jordan Crandall, Dominique Cunin, Nathalie Delbard, Anna Dezeuze, Diedrich Diederichsen, Christophe Domino, Larisa Dryansky, Glória Ferreira, Jean-Paul Fourmentraux, Gilles Froger, Masaki Fujihata, Jean Gagnon, Katrin Gattinger, Jochen Gerz, Piero Gilardi, Véronique Goudinoux, Usman Haque, Helen Evans and Heiko Hansen (HeHe), Jeppe Hein, Thomas Hirschhorn, Marion Hohlfeldt, Pierre-Damien Huyghe, Judith Ickowicz, Eric Kluitenberg, Janet Kraynak, Bruno Latour, Christophe Leclercq, Frédérik Lesage, Rafael Lozano-Hemmer, Peter Lunenfeld, Lawrence Malstaf, Julie Martin, Seiko Mikami, Dominique Moulon, Hiroko Myokam, Ernesto Neto, Mayumi Okura, Eddie Panier, Françoise Parfait, Simon Penny, Daniel Pinkas, Chantal Pontbriand, Emanuele Quinz, Margit Rosen, Alberto Sánchez Balmisa, Frederik Schikowski, Arnd Schneider, Madeline Schwartzman, Luke Skrebowski, Vanessa Theodoropoulou, Rirkrit Tiravanija, Andrea Urlberger, Erik Verhagen, Franz Erhard Walther, Peter Weibel, Renate Wiehager, Catherine Wood, Giovanna Zapperi, Anne Zeitz, David Zerbib Edited by Samuel Bianchini and Erik Verhagen with the collaboration of Nathalie Delbard and Larisa Dryansky.
Seeking to reverse the stifling, noninteractive trend that has held psychoanalysts in its grip for many years, Kenneth Frank reasons that fundamental concepts such as external reality, action, interaction, adaptive behavior change, enactment, and new relational experience all can be understood differently within the two-person, as compared with the more traditional psychoanalytic model.
"Plurilingual Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors. This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary, and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction. Although focused on language education in Catalonia, results can be transferred to classrooms worldwide which host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field"--
Participation in America represents the largest study ever conducted of the ways in which citizens participate in American political life. Sidney Verba and Norman H. Nie addresses the question of who participates in the American democratic process, how, and with what effects. They distinguish four kinds of political participation: voting, campaigning, communal activity, and interaction with a public official to achieve a personal goal. Using a national sample survey and interviews with leaders in 64 communities, the authors investigate the correlation between socioeconomic status and political participation. Recipient of the Kammerer Award (1972), Participation in America provides fundamental information about the nature of American democracy.
This book is the color print version (go here for the black and white version: http://bit.ly/k12blended-print). This book is your guide to blended teaching in K-12 settings. It was designed to help both pre-service and in-service teachers prepare their classes for blended teaching. The book can be accessed in several different formats at http://edtechbooks.org/k12blended.This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching which are: (1) Online Integration - ability to effectively combine online instruction with in-person instruction. (2) Data Practices - ability to use digital tools to monitor student activity and performance in order to guide student growth. (3) Personalization - ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path. (4) Online Interaction - ability to facilitate online interactions with and between students. The final chapter of the book helps you bring all four competencies together as you implement blended teaching in your classroom.
The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective teaching strategies allow for the continued progress of modern educational initiatives. Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications provides comprehensive research perspectives on the multi-faceted issues of student engagement and involvement within the education sector. Including innovative studies on learning environments, self-regulation, and classroom management, this multi-volume book is an ideal source for educators, professionals, school administrators, researchers, and practitioners in the field of education.