60 research outputs found
Acquiescent Spreaders: Occidentalism and Peripatetic Memory in Athens, Greece. COVID-19: Concepts of Sickness and Wellness
No full textIn this chapter, anthropologist and visual culture specialist Konstantinos Kalantzis explores Greek responses to the COVID19 pandemic and its global media coverage. He is particularly interested in questions of power and imagination as well as the problem of representing and visualizing “crisis”, with photographic meditations from a walk by the author/photographer
Safety and efficacy of phacoemulsification and intraocular lens implantation through a small pupil using minimal iris manipulation
No full textDimitris Papaconstantinou, George Kalantzis, Dimitris Brouzas, Anastasios Kontaxakis, Chryssanthi Koutsandrea, Andreas Diagourtas, Ilias Georgalas Department of Ophthalmology, National and Kapodistrian University of Athens, Athens, Greece Purpose: The aim of this study was to compare the results of phacoemulsification through a small pupil using minimal iris manipulation versus phacoemulsification through a well-dilated pupil.Methods: This prospective randomized control (comparative) study comprised 78 patients (group I) with a maximally dilated pupil size of ≤4.00 mm and 45 patients (group II) with dilated pupil size of ≥7.00 mm. In group I patients, only viscodilation and minimal push-and-pull iris stretching with two collar-button iris-retractor hooks were utilized without iris manipulation. Phacoemulsification was performed by two senior surgeons and the technique used consisted of either stop and chop or quick chop, infusion/aspiration of lens cortex, capsular bag refill with ocular viscoelastic devices, and implantation of an acrylic foldable intraocular lens. Patients were examined on the first day and 1 month postoperatively.Results: Forty-six eyes of group I patients had pseudoexfoliation syndrome, eleven eyes had previous glaucoma surgery, 14 eyes had angle-closure or open-angle glaucoma, and seven eyes had posterior synechiae with iritis. In group I patients, the mean pupil size measured under an operating microscope was 3.2 mm preoperatively, 4.3 mm after viscoelastic and mechanical pupil dilation, and 4.1 mm at the end of a surgical procedure. Rupture of the zonular fibers occurred in six patients of group I and the intraocular lens was implanted in the sulcus. Small iris-sphincter rupture and small hemorrhages occurred in four eyes during pupillary manipulation, but they were not evident at the end of the surgery. In group II patients, no intraoperative complications occurred. Signs of significant corneal edema and iritis were observed more frequently in group I eyes (26 eyes and 20 eyes, respectively) on the first postoperative day in comparison with group II eyes (ten eyes and six eyes, respectively). Intraocular pressure was <20 mmHg in all eyes of both groups. One month postoperatively, the pupil was round and reactive to light, the anterior chamber was quiet, and the cornea was clear in all eyes. The best-corrected visual acuity on Snellen chart was 20/40 (Monoyer’s scale) or better in both groups.Conclusion: Phacoemulsification through a small pupil using minimal iris manipulation can be safe and exhibits the same results as those obtained with phacoemulsification through normal pupils. Keywords: phacoemulsification, small pupil, safety, iris manipulatio
Authors publication strategies in scholarly publishing
No full textIn this exploratory study, we analyze publishing patterns of authors from different disciplines, as part of a broader analysis of the transformation of the scholarly publishing industry. Although a growing body of literature analyses the author’s role within the process of research production,
validation, certification and dissemination, there is little systematic empirical research on publishing patterns; little therefore can be said on relevant issues within the current debate on the future of scholarly publishing such as
authors’ responses to (or even awareness of) the growing array of publication possibilities or the speed of adaptation to the increasing series of incentives by
funding agencies or academic institutions. On the basis of the analysis of three years of publications gathered in the institutional repository of Università degli Studi di Milano, we highlight trends of publication strategies and
different responses to incentive systems. Preliminary results indicate that publication outcomes and intensity differ across disciplines, while similarities occur mainly in terms of choice of preferred outcomes by seniority. Open
access is still uncommon among the authors in our sample and it is more utilized by relatively senior authors and active authors
The Work and Play of the Mind in the Information Age
No full textThis book tells a series of living stories about a domain of social activity, "the work and play of the mind," in a particular historical epoch: the "information age." The stories concern political processes and movements as varied as the World Trade Organization's Trade-Related Aspects of Intellectual Property Rights, China's Great Firewall, practices of image sharing in social media, Occupy Wall Street, The Arab Spring, The Alt-Right, and the use of geographical indications by indigenous peoples and farmers to defend their lifestyles. In its theoretical analysis, the book illuminates four alternative political agendas for the work and play of the mind. These four "propertyscapes" represent competing visions for social life, framing projects for collective political action that are at times competing, at times overlapping. The author prompts us to consider whose property is the work and play of the mind, as well as addressing larger questions regarding the framing of political space, the kinds of political communities we may need for the future, and the changing place of the work and play of the mind within these social imaginaries. The book will be of interest to students and scholars across a range of disciplines including media and communications, arts and design, law, politics and interdisciplinary social sciences.
Techno-social systems in organizations
No full textThe introduction of new electronic tools or alterations to existing ones can easily founder on user reluctance unless due consideration is given to how the technology fits into users' lives and meets their needs. This is a commonplace for technology developers yet all too often at the point of implementation, such factors are forced into second place by the glamour of the new. This paper discusses such a history in an industrial setting and describes how a team of engineers and social scientists applied a systems model to explaining the relevant cultural factors behind user reluctance in this case. The model describes the techno-social system in terms of dynamic tensions between the technology itself, the organisation of work in various settings within the company and the values, such as decisiveness, held by workers and promoted by the company. The model uncovered often unspoken and unacknowledged aspects of the nature of users' problems using a systems discourse that engineers and technicians found it easy to relate to. © 2005/2006 (this paper), the author(s
Multimodal ways of eliciting students' voice.
No full textFor some time researchers have been exploring how students might best be supported to express their ideas, opinions and feelings and to demonstrate what they know and can do. In this paper, we discuss some of the implications of sociocultural view of learning for how classroom research is conducted and describe some of the approaches we have used to generate information on student classroom experiences. Over the course of our work we have found that the use of multiple and multimodal data generation methods allows student with different interests and abilities to take an active part in research. We then detail some of the challenges and rewards involved in working with students in these ways as part of a research agenda focused on enhancing teaching and learning
Lifelong learning in amateur chamber musicians
No full textLifelong learning is essential for adults to adapt to an ever-changing world. It benefits both individuals and society. Lifelong learning includes formal learning that focuses on credentials and informal learning that happens along the way. Measuring this informal learning can be challenging since it is not marked by exams, grades, or credits. This study explores informal lifelong learning in a specific context: the peer-to-peer learning that occurs between amateur chamber musicians. Research on adult music opportunities focuses on nonformal settings such as community bands and group classes. Less attention has been paid to informal lifelong music learning, particularly the knowledge, skills, and attitudes that are passed between peer musicians.
This study uses the informal peer learning of amateur chamber musicians to explore what motivates lifelong learners. The literature review begins with background on lifelong learning generally, including a discussion of access and barriers. Next, it narrows to lifelong music learning, focusing on what adult musicians want in their music experiences, what they have access to, and barriers that inhibit participation. This study then examines motivations and benefits for adult community music participation, how musicians learn to play chamber music, specifically, and how their roles as musicians are shaped through informal communities of practice. Finally, this study discusses broader implications and conclusions about informal lifelong learning that can be drawn from the findings.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01The student, Krista Black, accepted the attached license on 2021-02-27 at 11:33.The student, Krista Black, submitted this Dissertation for approval on 2021-02-27 at 11:54.This Dissertation was approved for publication on 2021-03-04 at 10:44.DSpace SAF Submission Ingestion Package generated from Vireo submission #16182 on 2021-09-16 at 17:01:51Made available in DSpace on 2021-09-17T02:34:15Z (GMT). No. of bitstreams: 3
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England Calling: A Narratological Exploration of Martin Amis’s 'London Fields'
No full textThis paper will explore connections between fictional narrative methodology and contemporary conceptions of Englishness by applying aspects of Gerald Prince’s (2005) conceptions of a ‘postcolonial narratology’ to Martin Amis’s “London Fields” (1989). Amis has commented that ‘it’s almost an act of will on my part trying not to be an English writer’. However, this paper will suggest that the novel under consideration here exhibits methodological tendencies which have their roots in a protracted engagement with problematic notions of English identity (principally, instability and disengagement) and that postcolonial approaches to narrative technique can lead to very interesting results, even when applied to the work of writers not typically identified with such constituencies. The central point of investigation will be the novel’s exhibition of metafictional tendencies. In “London Fields”, Amis narrates via an authorial surrogate, Samson Young, who purports to be the author of the text, yet becomes implicated in the events of the novel to the point where his actions, rather than his imagination, determine its outcome. It is interesting also in this connection that the novel is voiced by an ‘outsider’ to England, an American.
Prince is intrigued by the possibility that a postcolonial narrative discourse might emerge ‘free of any narratorial introduction, mediation, or patronage.’ He also points to the significance of narratological features such as hybridity, migrancy, otherness, fragmentation, diversity and power relations. Amis’s novel exhibits all of these features, and takes the ambition of authorial invisibility to a paradoxical extreme. Voices, characters, reliability and even actantial events are brusquely ‘disowned’ by the author, resulting in a textual instability and uncertainty which, it will be demonstrated through close textual analysis, is intimately linked to England’s postcolonial condition
A set of nine principles for distributed-design information storing
No full textThe issues of distributed working are many, with problems relating to information access and information acquisition the most common (Crabtree et al., 1997). Keeping track of project and team information is becoming more complex as design is increasingly being carried out collaboratively by geographically dispersed design teams across different time zones. The literature notes that little prescription or guidance exists on information management for designers (Culley et al., 1999) and Hicks (2007) highlights a relative lack of overall principles for improving information management. Additionally, evidence from earlier studies by the author into ‘How information is stored in distributed design project work’ reinforces the need for guidance, particularly in a distributed context (Grierson, 2008). Distributed information collections were found to be unorganised, contained unclear information and lacked context. Storing and sharing of distributed information was often time consuming and the tools awkward to use. This can lead to poor project progress and can impact directly on the quality and success of project outcomes (Grierson et al., 2004, 2006). This paper seeks to address these issues by presenting the development, implementation and evaluation of a set of Principles and a Framework to support distributed design information storing in the context of a Global Design class. Through both quantitative and qualitative evaluation methods the Principles were found to help in a number of ways – with the easy access of information; the structuring and organising of information; the creation of an information strategy; the making of information clear and concise; the supporting of documentation during project work; and the strengthening of team work; all helping teams to work towards project outcomes
Negotiation of meaning and comprehension in audio and videoconferencing: A mixed methods study
No full textThe purpose of this study is to examine the effects of audio- and videoconferencing on intermediate-level Russian language learners’ interaction with a native speaker, specifically in the context of 1) negotiation of meaning, 2) rates of comprehension, and 3) learners’ perceptions of interaction. The research is grounded in the theoretical framework of interaction hypothesis and the sociocultural approach. Initial findings indicate that learners actively and successfully negotiate for meaning both in audio- and videoconferencing with no statistically significant differences in the number of negotiation routines and comprehension rates. The structure of negotiated interaction, quantity, and redundancy of input also revealed many similarities between the two conditions. The notable characteristic of interaction in videoconferencing is observed in the use of non-verbal responses by both native and non-native Russian speakers during most stages of a negotiation routine.
Focus group interviews and questionnaires reveal starkly divided learner views on audio- and videoconferencing. Learners differ in their perceptions of not only the socio-affective but also the pedagogical benefits and drawbacks of each mode.
The study assesses the potential benefits and drawbacks of each condition as a platform for language learner interaction. Areas of future research in the use of audio- and videoconferencing are suggested.Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-12-01The student, Natalia Barley, accepted the attached license on 2020-11-21 at 19:52.The student, Natalia Barley, submitted this Dissertation for approval on 2020-11-21 at 20:08.This Dissertation was approved for publication on 2020-11-23 at 13:48.DSpace SAF Submission Ingestion Package generated from Vireo submission #15931 on 2021-03-04 at 16:32:12Made available in DSpace on 2021-03-05T21:45:34Z (GMT). No. of bitstreams: 3
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Previous issue date: 2020-11-23Embargo set by: Seth Robbins for item 117295
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