Images play an outstanding role in the transfer of knowledge. They are used in numerous academic disciplines to present scientific results. Digital tools such as Adobe Photoshop make it possible to display the information in images brilliantly and clearly - at the same time the line between appropriate and inappropriate manipulation is not always easy to draw. Scientific journals have published guidelines for handling and editing images, but they are not always specific enough to provide clarity for all situations. „Shaping Images" examines how scholars from biology, information science, art history and design deal with this uncertainty - how they process and manipulate images, where they see their special potential and how they draw the line between appropriate and inappropriate image manipulation. The work also looks at scientific journals and lets selected editors have their say: What would have to happen to make it possible to combat image manipulation in science more effectively? The book's interdisciplinary approach makes it clear how different the practices are and how different the views are on what should be allowed in the processing of images. Images - this too is problematized in the book - are always a means to a certain end, which is precisely why the handling of images should be thoroughly reflected upon.

This landmark book, the concluding volume of D. W. Meinig’s magisterial series The Shaping of America, presents the story of America’s interwoven history and geography from 1915 to 2000. The author describes decades of enormous national growth and change in his characteristic engaging style, and through more than seventy original maps he ingeniously depicts diverse twentieth-century trends and developments. The book addresses the expanding nation’s progress in terms of the automotive revolution; neotechnic evolution; access to air travel; growth of instantaneous forms of communication, including telephones, television, and the Internet; and such political events as World War II. Meinig relates these developments to social and geographic trends, among them patterns of urban migration, regionalism, metropolitanization, the beginnings of the urban megalopolis, shifts in ethnic and religious populations, and, on a more global scale, transformations in America’s connections with Europe, Asia, and Latin America. A masterful synthesis of twentieth-century history and geography, this book offers unprecedented insights into the shaping and reshaping of the United States over the past century.

Basil Bernstein began to develop his theory of social structure and power relations during the 1950s and 1960s. Early in the 1960s he met M. A. K. Halliday and Ruqaiya Hasan, who were developing the first formulations of what would become known as systemic functional (SF) linguistic theory. A far-reaching dialogue began. Bernstein recognized the significant role that language plays in the construction of social experience and social inequality. Halliday and Hasan were actively seeking a theory of language that would explain the nature of the social. In different ways, they acknowledged the powerful role of language in the social construction of experience. Their resulting enquiries brought both theories and scholars into dialogue. Contributors to this volume (including Hasan and Bernstein) continue this dialogue in a range of papers that draw on both SF linguistic theory (with special reference to genre) and Bernstein's sociological theory, particularly with reference to his later work on pedagogic device and pedagogic discourse. Several authors describe the influence of these theories on classroom practice, including English and mathematics, and literacy teaching in indigenous schools. Pedagogy and the Shaping of Consciousness is an important contribution to the explication of the two theories, the dialogue which they continue to provoke, and their contribution to the provision of more equal access to education.

This publication covers different themes in the field of assistive technology. The theme New technologies will explore the significant advances in technology research & development and how these can be harnessed to benefit people with disabilities. This will include evolving technologies, affording interesting insights into the future. The theme User Centred Approach will look at fundamental ways in which the EU advocate a philosophy of citizenship and governance and how this philosophy can be advanced to ensure that people with disabilities become central to the assistive technology process Another issue that is explored in this publication is Interdisciplinary Approaches which can be developed within assistive technology and the provision of services to people with disabilities. Finally, it concentrates on ways in which practitioners and users, working together within assistive technology, can achieve best practice in the development and implementation of Guidelines and Standards across a broad spectrum.

Recent advances in ICT have given rise to new socially disruptive technologies: AmI and the IoT, marking a major technological change which may lead to a drastic transformation of the technological ecosystem in all its complexity, as well as to a major alteration in technology use and thus daily living. Yet no work has systematically explored AmI and the IoT as advances in science and technology (S&T) and sociotechnical visions in light of their nature, underpinning, and practices along with their implications for individual and social wellbeing and for environmental health. AmI and the IoT raise new sets of questions: In what way can we conceptualize such technologies? How can we evaluate their benefits and risks? How should science–based technology and society’s politics relate? Are science-based technology and society converging in new ways? It is with such questions that this book is concerned. Positioned within the research field of Science and Technology Studies (STS), which encourages analyses whose approaches are drawn from a variety of disciplinary perspectives, this book amalgamates an investigation of AmI and the IoT technologies based on a unique approach to cross–disciplinary integration; their ethical, social, cultural, political, and environmental effects; and a philosophical analysis and evaluation of the implications of such effects. An interdisciplinary approach is indeed necessary to understand the complex issue of scientific and technological innovations that S&T are not the only driving forces of the modern, high–tech society, as well as to respond holistically, knowledgeably, reflectively, and critically to the most pressing issues and significant challenges of the modern world. This book is the first systematic study on how AmI and the IoT applications of scientific discovery link up with other developments in the spheres of the European society, including culture, politics, policy, ethics and ecological philosophy. It situates AmI and the IoT developments and innovations as modernist science–based technology enterprises in a volatile and tense relationship with an inherently contingent, heterogeneous, fractured, conflictual, plural, and reflexive postmodern social world. The issue’s topicality results in a book of interest to a wide readership in science, industry, politics, and policymaking, as well as of recommendation to anyone interested in learning the sociology, philosophy, and history of AmI and the IoT technologies, or to those who would like to better understand some of the ethical, environmental, social, cultural, and political dilemmas to what has been labeled the technologies of the 21st century.

Shaping Entrepreneurship Research: Made, as Well as Found is a collection of readings designed to support entrepreneurship research. Focused on a worldview in which the future is open-ended and shapeable through human action – i.e. “made”, this collection reframes entrepreneurship as a science of the artificial rather than as a natural or social science. It posits an open-ended universe for the making of human artifacts even if large swathes of nature and society are not within the control of the people making them. The book explores the notion of “made” through 25 foundational readings – classics from the history of ideas. Organized into five sections, each classic is individually introduced by the editors in one of five chapters written to explain its relevance and significance for a “made” view of entrepreneurship. Readers will benefit from exposure to these classic ideas and ongoing research in a variety of areas that fall somewhat outside the line-of-sight of traditional entrepreneurship research. Both individually and collectively, the readings suggest opportunities to ask new questions and develop new ways of framing entrepreneurship research that carry the discussion beyond worlds found to worlds made as well as found. The book is crafted to be valuable to three groups of scholars: young scholars with limited or no access to research infrastructure but with a desire to participate in deep conversations; young scholars with access to research infrastructure who also desire to listen-in on a different kind of conversation; and established entrepreneurship scholars who are contemplating an alternative set of foundational ideas to support their conversations in the discipline.

Examines a set of five twelfth-century romance texts—complete and fragmentary, canonical and now neglected, long and short—to map out the characteristics and boundaries of the genre in its formative period.

Learning Spaces is an emerging field, fuelled by a growing interest in the relationships between learning and spaces in which it takes place, whether conceptual, personal, social, physical and/or virtual. It is concerned with making learning spaces that can better meet the needs of 21st century learners, academics and other related publics. In post-compulsory education this has opened up many interesting and important issues. There remains a lack of any theoretical understanding as to how such spaces should be conceived or designed; and hardly any critical discussion about effective frameworks for either the development of contemporary learning spaces or for assessing their impact on learning, teaching and research. At the same time, there is much debate about what the purposes of post-compulsory education should be, as well as concerns about where and by whom it should be provided. We therefore need to urgently improve our understanding of the interactions between learning and space. It is essential that we not only share perspectives, theories and methodologies but also critically reflect on our own different assumptions, and work together to build better models for post-compulsory education in the future. To help in this process this book is designed as a ‘critical reader’ that can enable researchers, academics, students and managers involved in Learning Spaces to share and engage with some key ideas, issues and texts. A central aim is to bring together some of the best research from across the many different disciplines concerned with learning spaces, including education, architecture, anthropology, human-computer interaction, estate planning and museum studies. Reshaping Learning is thus intended for anyone interested in, and wanting to think more about, learning spaces whether as users, clients or managers; or who are want to better understand interactions between the social and the spatial.

A dozen essays document the evolution of national myths in Israel as the heroic figures and events of independence and survival transmute into blind fanaticism, great-power manipulation, and traditional colonialism and genocide. Without passing any judgement on the changes, they delve into the meani