Teaching and Learning in the Cloud

2016 ◽  
pp. 42-52
Author(s):  
Anita August
Keyword(s):  
Teaching And Learning ◽  
Basic Structure ◽  
First Century ◽  
Social Forces ◽  
The Social ◽  
Innovative Learning ◽  
Building Community ◽  
Digital Cultures ◽  
Collaborative Knowledge ◽  
Traditional Class

Knowledge is no longer produced exclusively in the traditional class-based learning environment. For twenty-first century learners, digitally networked classrooms are the new social spaces where innovative learning perspectives are cultivated. However, like traditional class-based learning environments, digitally networked classrooms need to be sensitive to the social forces of race, gender, and class that will inescapably invade digital cultures. Therefore, even in the cloud, this chapter argues, “difference” as a concept is always already embedded as a contributing feature under which knowledge is constructed and constructing. To this end, this chapter suggests that a consideration of “difference” and its signifying effect on cloud pedagogy is a useful lens to explore the phrase “anywhere anytime” to the term “anybody” in the digitally networked classroom. Finally, this chapter proposes that the model “anywhere, anytime, anybody” must become part of the basic structure of a democratic and collaborative knowledge building community to democratize teaching and learning in the cloud.

scholarly journals The pharmaceuticalisation of security: Molecular biomedicine, antiviral stockpiles, and global health security

2014 ◽  
Vol 40 (5) ◽  
pp. 919-938 ◽  
Author(s):  
STEFAN ELBE
Keyword(s):  
Security Policy ◽  
International Politics ◽  
First Century ◽  
Social Forces ◽  
Biomedical Sciences ◽  
Health Security ◽  
The Social ◽  
Depth Analysis ◽  
Antiviral Medication ◽  
Core Practices

AbstractPharmaceuticals are now critical to the security of populations. Antivirals, antibiotics, next-generation vaccines, and antitoxins are just some of the new ‘medical countermeasures’ that governments are stockpiling in order to defend their populations against the threat of pandemics and bioterrorism. How has security policy come to be so deeply imbricated with pharmaceutical logics and solutions? This article captures, maps, and analyses the ‘pharmaceuticalisation’ of security. Through an in-depth analysis of the prominent antiviral medication Tamiflu, it shows that this pharmaceutical turn in security policy is intimately bound up with the rise of a molecular vision of life promulgated by the biomedical sciences. Caught in the crosshairs of powerful commercial, political, and regulatory pressures, governments are embracing a molecular biomedicine promising to secure populations pharmaceutically in the twenty-first century. If that is true, then the established disciplinary view of health as a predominantly secondary matter of ‘low’ international politics is mistaken. On the contrary, the social forces of health and biomedicine are powerful enough to influence the core practices of international politics – even those of security. For a discipline long accustomed to studying macrolevel processes and systemic structures, it is in the end also our knowledge of the minute morass of molecules that shapes international relations.

Common and uncommon ground: Social and structural factors in codeswitching

1993 ◽  
Vol 22 (4) ◽  
pp. 475-503 ◽  
Author(s):  
Carol Myers-Scotton
Keyword(s):  
Language Contact ◽  
Basic Structure ◽  
Structural Factors ◽  
Social Forces ◽  
The Social ◽  
Social Motivations ◽  
Micro Level

ABSTRACTThe social forces affecting theperformanceof codeswitching (CS) may be distinguished from those factors controlling its basic structure, with which they interact. The constraints onpossiblepatterns in CS are largely under innately based controls. These constraints are presented here in a model of intrasentential CS, and their validity is tested against findings of CS practices in a number of communities; all options can be accounted for under the model. Thus the options for CS structures seem universally set; but community-specific or group-specific social forces may determine which permissible patterns arepreferred. In addition, micro-level, discourse-based factors may prompt individuals to produce certain CS structures. A second model of the social motivations for CS helps explain both the macro- and micro-level preferences. (Bilingualism, codeswitching, language contact, socio-pragmatics)

scholarly journals A Historical Approach to Social Studies Laboratory Method

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
James Mauch ◽  
Bulent Tarman
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
Laboratory Method ◽  
Early Years ◽  
First Century ◽  
Comparative Approach ◽  
Past Century ◽  
The Social ◽  
Social Studies Teacher ◽  
Twenty First Century

In the early years of Social Studies education, great attention was given to "Social Studies Laboratories" and a teaching and learning pedagogy called "The Laboratory Method"  This study examines historical documents about the development of the social studies laboratory. The researchers examined certain periodicals published in the US such as Education, The Historical Outlook and The History Teacher's Magazine along with the non-experimental historical research methodology. In an age of inquiry-based projects and "hands-on" approaches to the learning of Social Studies, a brief historical overview of the foundations of such approaches in the Social Studies seems appropriate from US perspective.  Parallels are drawn by using comparative approach, and suggestions made, for a twenty-first century approach to a Social Studies Laboratory and a Laboratory Method of teaching the many disciplines that define the Social Studies. The findings of this study indicate that despite the social studies classroom, method and laboratory may have changed a great deal over the past century, the goals of the social studies teacher have not changed.  The social studies teacher still works to keep his or her students actively engaged in learning, still works to help them learn new concepts and skills, and still works to help each and every student succeed.  Above all, the social studies teacher still looks for strategies and tools to help students prepare for life outside of the classroom.  In conclusion, a valuable lesson is to be learned from the early development of the social studies laboratory: the room, the technology and the innovative ideas are meaningless unless accompanied by a commitment to move toward student-centered activities and learning, a twenty-first century version of the "laboratory method".  It is when technological access becomes inexorably entwined with teaching strategies that empower students to use, develop and critique the technology that substantive learning takes place in the social studies classroom.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

The Political and Aesthetic Power of the Everyday in Beckett's Happy Days

2019 ◽  
Vol 28 (1) ◽  
pp. 52-66
Author(s):  
Julie Bates
Keyword(s):  
Second World War ◽  
First Century ◽  
Environmental Crisis ◽  
The Political ◽  
Algerian War ◽  
Material Resources ◽  
The Social ◽  
The Everyday ◽  
The Last Man ◽  
Second World

Happy Days is contemporaneous with a number of seminal contributions to the concept of the everyday in postwar France. This essay suggests that the increasingly constrained verbal and physical routines performed by its protagonist Winnie constitute a portrait of the everyday, and goes on to trace the affinities between Beckett's portrait and several formulations of the concept, with particular emphasis on the pronounced gendering of the everyday in many of these theories. The essay suggests the aerial bombings of the Second World War and methods of torture during the Algerian War as potential influences for Beckett's play, and draws a comparison with Marlen Haushofer's 1963 novel The Wall, which reimagines the Romantic myth of The Last Man as The Last Woman. It is significant, however, that the cataclysmic event that precedes the events of Happy Days remains unnamed. This lack of specificity, I suggest, is constitutive of the menace of the play, and has ensured that the political as well as aesthetic power of Happy Days has not dated. Indeed, the everyday of its sentinel figure posted in a blighted landscape continues to articulate the fears of audiences, for whom the play may resonate today as a staging of twenty-first century anxiety about environmental crisis. The essay concludes that in Happy Days we encounter an isolated female protagonist who contrives from scant material resources and habitual bodily rhythms a shelter within a hostile environment, who generates, in other words, an everyday despite the shattering of the social and temporal framework that conventionally underpin its formation. Beckett's play in this way demonstrates the political as well as aesthetic power of the everyday in a time of crisis.

Conceptual foundations for the development of J.G.Turner’s general sociological theory: Metatheoretical ideas, basic concepts and analytical scheme

2019 ◽  
pp. 40-60
Author(s):  
Volodymyr Reznik
Keyword(s):  
Social Evolution ◽  
Social Dynamics ◽  
Sociological Theory ◽  
Social Forces ◽  
Analytical Scheme ◽  
Initial Stage ◽  
The Social ◽  
Production Distribution ◽  
Basic Concepts ◽  
Conceptual Foundations

The article discusses the conceptual foundations of the development of the general sociological theory of J.G.Turner. These foundations are metatheoretical ideas, basic concepts and an analytical scheme. Turner began to develop a general sociological theory with a synthesis of metatheoretical ideas of social forces and social selection. He formulated a synthetic metatheoretical statement: social forces cause selection pressures on individuals and force them to change the patterns of their social organization and create new types of sociocultural formations to survive under these pressures. Turner systematized the basic concepts of his theorizing with the allocation of micro-, meso- and macro-levels of social reality. On this basis, he substantiated a simple conceptual scheme of social dynamics. According to this scheme, the forces of macrosocial dynamics of the population, production, distribution, regulation and reproduction cause social evolution. These forces force individual and corporate actors to structurally adapt their communities in altered circumstances. Such adaptation helps to overcome or avoid the disintegration consequences of these forces. The initial stage of Turner's general theorizing is a kind of audit, modification, modernization and systematization of the conceptual apparatus of sociology. The initial results obtained became the basis for the development of his conception of the dynamics of functional selection in the social world.

Reflections on Lawrence Freedman’s ‘Deterrence’

2018 ◽  
Author(s):  
Patrick M. Morgan
Keyword(s):  
Cold War ◽  
Social Cohesion ◽  
Social Relationship ◽  
International Security ◽  
First Century ◽  
Social Aspects ◽  
Post Cold War ◽  
Social Strategy ◽  
The Social ◽  
The One

This chapter focuses on the social aspects of strategy, arguing for the importance of relationships in strategy and, in particular, in understanding of deterrence. Deterrence, in its essence, is predicated upon a social relationship – the one deterring and the one to be deterred. Alliance and cooperation are important in generating the means for actively managing international security. Following Freedman’s work on deterrence in the post-Cold War context, ever greater interaction and interdependence might instill a stronger sense of international community, in which more traditional and ‘relatively primitive’ notions of deterrence can be developed. However, this strategic aspiration relies on international, especially transatlantic, social cohesion, a property that weakened in the twenty-first century, triggering new threats from new kinds of opponent. The need for a sophisticated and social strategy for managing international security is made all the more necessary.

The Property Species

2020 ◽  
Author(s):  
Bart J. Wilson
Keyword(s):  
Cognitive Linguistics ◽  
Homo Sapiens ◽  
Fundamental Principle ◽  
First Century ◽  
Human Beings ◽  
Full Account ◽  
Symbolic Thought ◽  
Core Property ◽  
The Social ◽  
History Of

What is property, and why does our species happen to have it? The Property Species explores how Homo sapiens acquires, perceives, and knows the custom of property, and why it might be relevant for understanding how property works in the twenty-first century. Arguing from some hard-to-dispute facts that neither the natural sciences nor the humanities—nor the social sciences squarely in the middle—are synthesizing a full account of property, this book offers a cross-disciplinary compromise that is sure to be controversial: All human beings and only human beings have property in things, and at its core, property rests on custom, not rights. Such an alternative to conventional thinking contends that the origins of property lie not in food, mates, territory, or land, but in the very human act of creating, with symbolic thought, something new that did not previously exist. Integrating cognitive linguistics with the philosophy of property and a fresh look at property disputes in the common law, this book makes the case that symbolic-thinking humans locate the meaning of property within a thing. The provocative implications are that property—not property rights—is an inherent fundamental principle of economics, and that legal realists and the bundle-of-sticks metaphor are wrong about the facts regarding property. Written by an economist who marvels at the natural history of humankind, the book is essential reading for experts and any reader who has wondered why people claim things as “Mine!,” and what that means for our humanity.

Sentencing Policy as a Force for Social Cohesion

2018 ◽  
Author(s):  
Ralph Henham
Keyword(s):  
Social Cohesion ◽  
Policy Making ◽  
Social Values ◽  
Social Reality ◽  
Social Forces ◽  
Top Down ◽  
Policy Makers ◽  
Normative Approach ◽  
The Social ◽  
Sentencing Policy

This chapter sets out the case for adopting a normative approach to conceptualizing the social reality of sentencing. It argues that policy-makers need to comprehend how sentencing is implicated in realizing state values and take greater account of the social forces that diminish the moral credibility of state sponsored punishment. The chapter reflects on the problems of relating social values to legal processes such as sentencing and argues that crude notions of ‘top down’ or ‘bottom up’ approaches to policy-making should be replaced by a process of contextualized policy-making. Finally, the chapter stresses the need for sentencing policy to reflect those moral attachments that bind citizens together in a relational or communitarian sense. It concludes by exploring these assertions in the light of the sentencing approach taken by the courts following the English riots of 2011.

The Truncated German Social Investment Turn

2017 ◽  
Author(s):  
Martin Seeleib-Kaiser
Keyword(s):  
Welfare State ◽  
Social Protection ◽  
Family Policy ◽  
First Century ◽  
Social Investment ◽  
Political Determinants ◽  
The Social ◽  
State Regime ◽  
Policy Transformations ◽  
Veto Points

Traditionally Germany has been categorized as the archetypical conservative welfare state, a categorization not systematically questioned in much of the comparative welfare state regime literature. For many scholars Germany was largely stuck and unable to reform its coordinated market economy and welfare state arrangements at the turn of the twenty-first century, due to a large number of veto points and players and the dominance of two ‘welfare state parties’. More recent research has highlighted a widening and deepening of the historically institutionalized social protection dualism, whilst at the same time significant family policy transformations, which can be considered as partially in line with the social investment paradigm, have been emphasized. This chapter sets out to sketch the main policy developments and aims to identify political determinants of social policy change in Germany.

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