Humanist Discussion Group, Vol. 16, No. 395.
Centre for Computing in the Humanities, King's College London
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Date: Fri, 03 Jan 2003 08:44:41 +0000
From: Willard McCarty <email@example.com>
Subject: new books
Informatics and the Digital Society
Social, Ethical and Cognitive Issues
Tom J. van Weert
Hogeschool van Utrecht, The Netherlands
Robert K. Munro
University of Strathclyde, Glasgow, UK
INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING -- 244
This volume considers general issues covering the contribution of
information and communication technology (ICT) to the development of
learning, the role and potential of E learning, computer supported
collaborative learning and innovative pedagogy, as well as very focused
issues such as online knowledge communities, the characteristics of agents
and multimedia animation. With many "state of the art" contributions,
Informatics and the Digital Society:Social, Ethical and Cognitive Issues
addresses the following themes:
* The e-literate society the role of informatiics, computer science and
* ICT agent of change and soccial conflict;
* E-learning meeting the challenge of technollogy on society through
* Paradigm shifts in education and professional life.
The thought-provoking and controversial papers in this volume make a
powerful contribution to the debate that surrounds the increasing pervasion
of ICT in all sectors of our lives especially the education sector.
Evidence from contributors drawwn particularly from Europe, but also
representing the Americas and Australia supports the contention that all
countries are urgently addresssing the issues and problems raised by ICT.
Each country will have to derive its own, unique solution. This collection
of papers will certainly inform and should considerably assist that
decision making and problem resolution.
Informatics and the Digital Society: Social, Ethical and CognitiveIssues
contains the edited proceedings of SECIII, the Open Conference on Social,
Ethical and Cognitive Issues of Informatics and Information and
Communication Technology (ICT), which was sponsored by the International
Federation for Information Processing (WIP) Working Groups 3.1 (Secondary
Education) and 3.2 (Higher Education). It was held in July 2002 at the
University of Dortmund, Germany, in cooperation with the German Computer
Society (Gesellschaft fr Informatik).
CONTENTS AND CONTRIBUTORS
Acknowledgements. Preface. Key Issues in IFIP-SIG9.2.2 Approaches to Ethics
of Computing; J. Berleur. Informatics - The Science of Minimal Systems with
Maximal Complexity; A. Schwill. ICT in Education: Aspirations and Tensions;
D. Wood. e-Learning Technology: Convergence with the Mainstream; C.
Harrison. Knowledge Management in Education; J. Andersen. Learning and
Teaching in Socio-technical Environments; T.Herrmann.
Working Group Reports:- Intelligent Agents in an e-Literate Society: Some
Ethical Considerations; C. Dowling. Critical Thinking and an Ethical
Approach to Studying History - The Case for ICT; A.Kassam. A Look at the
Impact of ICT on the Informational Power Relationship Between Corporations
and Consumers; C. Lueg. Exploration of Object-Oriented Models in
Informatics Education; T. Brinda, S.E.Schubert. Learning Software
Engineering with EASE; D. Draheim. Object Models of IT-Systems Supporting
Cognitive Structures in Novice Courses of Informatics; P. Hubwieser. Let's
Teach Informatics - Empowering Pupils, Students and Teachers; L. Humbert.
Key Decisions in Adopting Algorithm Animation for Teaching; G. Rxling.
Design Pattern - A Topic of the New Mandatory Subject Informatics;
M.Schneider. Learning to Solve ICT/Informatics-Based Problems; M. Webb.
Development of Multimedia Animations - A Contribution of Informatics
Teaching to Media Studies; M. Weigend. ICT: An Aid to Inclusion?
Reflections on the Potential of ICT for the Changing Role of the Special
School; C. Abbott, J. Galloway. Various Modelling Aspects of Tutoring
Systems for People with Auditory Disabilities; N. Baloian, W.Luther.
Regional Learning Networks - Building Bridges Between Schools, University
and Community; A. Breiter. Online Knowledge Communities: Meeting Places for
Continuing Professional Development; S. de Vries. Distribution of Internet
Community Knowledge Based on Traditional Communication Media; J.F. Hampe,
S. Schnert, C. Dietze, NhiemLu. Taking the Best from Real Teaching
Environments; I. Bueno deCamargo Cortelazzo. A Role-Based Adaptive CSCL
Environment for Intensive Hands-on Teaching and Learning under Rigid Time
Constraints; H.F. Wedde, F.T. Breuer, M. Farooq. KOLUMBUS: Context-Oriented
Communication Support in a Collaborative Learning Environment; T.Herrmann,
A. Kienle. Teaching Social Informatics as a Knowledge Project; I.
Jackewitz, M. Janneck, D. Krause, B. Pape, M. Strauss. Using a Lecturer's
Personal Web Site to Enhance the Social Interchange among Students in an
Academic Course; D. Passig. Potential Problems of Computer-Mediated School
Education; G. Russell. Modern Curriculum Development for Informatics
(Computing Science); T.J. van Weert, F.Mulder. Innovative Pedagogical
Practices Using ICT - Results of the German SITES-M2; R. Dalmer, T. Petzel,
R. Schulz-Zander. firstname.lastname@example.org - Net-Based Distance Education
in the Traditional University; P.-Th. Kandzia. Teacher Training - The
Interplay of IT and Society; C. Grlich, L. Humbert. Author Index. Keyword
Hardbound ISBN: 1-4020-7363-1 Date: January 2003 Pages: 344 pp.
EURO 164.00 / USD 160.00 / GBP 103.00
Learning in School, Home and Community
ICT for Early and Elementary Education
Gail Marshall & Associates, USA
School of Education, Bar-llan University, Israel
INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING -- 241
Schools, homes and communities, including after-care centres, resource
centres and libraries, have increased and acquired more technologies, and a
wider range of applications are being used. Research shows that students
use ICT differently in each setting. School-based technology use is often
viewed by students as routine and disconnected from their interests and
abilities. Many teachers are hesitant as to how to teach about ICT and, at
the same time, integrate ICT into subject-based learning. Parents and the
community-at-large have goals that differ from the goals espoused by
teachers and students. This volume highlights the concerns of all students,
teachhers, parents, policy makers and the general public.
Major themes in Learning in School, Home and Community: ICT for Earlyand
Elementary Education include:
* Teachers' and researchers' studies of ICT use in school, home and
* National strategies and policies affecting ICT use in school, home
* ICT tools designed to promote learning and the optimal settings to
* School and community responses to ICT use that promote the
integration of ICT for all members of the community.
This volume contains the selected proceedings of the Working Conference on
Learning with Technologies in School, Home and Community, which was
sponsored by the International Federation for Information Processing (IFIP)
and held June 30-July 5, 2002 in Manchester, United Kingdom. Contributions
from experts around the world, working as teachers, teacher educators,
researchers and government officials, make this volume an essential
contribution to the development and implementation of ICT policies and
programs for schools, homes and communities.
CONTENTS AND CONTRIBUTORS
Part One: Learning. Learning in school and out: Formal and informal
experiences with computer games in mathematical contexts; N.Yelland. Using
technology to encourage social problem solving in preschoolers; M.B.
Medvin, D.Reed, D. Behr, E. Spargo. Using electronic mail communication and
metacognitive instruction to improve mathematical problem solving; B.
Kramarski, A. Liberman. Online searching as apprenticeship; M. Pearson. The
use of virtual reality three-dimensional simulation technology in nursery
school teacher training for the understanding of children's cognitive
perceptions; Y.J. Katz. Exploring visible mathematics with IMAGINE:
Building new mathematical cultures with a powerful computational system; I.
Kalas,A. Blaho. Cooperative networks enable shared knowledge: Rapid
dissemination of innovative ideas and digital culture; K. Crawford.
Part Two: Teaching. Developing an ICT capability for learning; S.Kennewell.
Separated by a common technology? Factors affecting ICT-related activity in
home and school; D. Benzie. The interaction between primary teachers'
perceptions of ICT and their pedagogy; A.M.Loveless. Capacity building in
tele-houses: A model for tele-mentoring; M. Turcsnyi-Szab
Part Three: Policy. ICT for rural education: A developing country
perspective; P. Hepp, E.Laval. National plans and local challenges:
Preparing for lifelong learning in a digital society; S. Rsvik. Learning
online: E-learning and the domestic market in the UK; M. Scanlon,
D.Buckingham. Glimpses of educational transformation: Making choices at a
turning point; B.S. Somekh. How do we know that ICT has an impact on
children's learning? A review of techniques and methods to measure changes
in pupils' learning promoted by the use of ICT; M.J. Cox. Index.
Hardbound ISBN: 1-4020-7367-4 Date: January 2003 Pages: 182 pp.
EURO 133.00 / USD 130.00 / GBP 84.00
Technologies and Applications
Kwansei Gakuin University, Sanda, Japan
University of Tsukuba, Japan
INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING -- 240
With the advancement of computers and networks, new types of entertainment
have emerged such as video games, entertainment robots, and network games.
This volume brings together researchers, developers, and practitioners
working in the area of entertainment computing, and covers a wide range of
issues, from theoretical to hardware/software, systems, human interfaces,
Entertainment Computing presents the latest research and developments in:
* Computers and Games:- Computer game algorithms, modeling of players,
web technologies for networked games, human interface technologies for game
* Home/Arcade Games and Interactive Movies:- Video game computer
technologies, motion capture technologies, real-time computer graphic
technologies, interactive movie systems, story generation for games/movies,
human factors of video games;
* Entertainment Robots and Physical Systems:- Entertainment robot
systems, toy robots and pet robots, entertainment robots for man- machine
interfacing, physical games and mental games;
* Music Informatics:- MDI and its extensions, acoustic computation,
computer music for home entertainment, new musical instruments, sound and
voice for entertainment;
* Sociology and Psychology of Entertainment:- Modeling and
representation of emotion, mind model for entertainment, psychological
aspect of immersion, future of entertainment; social significance of
* Virtual Reality Technologies for Entertainment:- Generations of
virtual entertainment environment, interactions in virtual environment,
mixed reality technologies for entertainment.
This volume comprises the proceedings of the First International Workshop
on Entertainment Computing (IWEC 2002), which was sponsored by the
International Federation for Information Processing (IFIP), organized in
cooperation with the Information Processing Society of Japan (IPSJ), and
held in Japan in May 2002.
Hardbound ISBN: 1-4020-7360-7 Date: January 2003 Pages: 552 pp.
EURO 189.00 / USD 185.00 / GBP 119.00
Reworking the Bench
Research Notebooks in the History of Science
Frederic L. Holmes
Yale University School of Medicine, New Haven, CT, USA
Max-Planck Institute for the History of Science, Berlin, Germany
Max Planck Institute for the History of Science, Berlin, Germany
Research records composed of notes and protocols have long played a role in
the efforts to understand the origins of what have come to be seen as the
established milestones in the development of modern science. The use of
research records to probe the nature of scientific investigation itself
however is a recent development in the history of science.
With Eduard Dijksterhuis, we could address them as a veritable
"epistemologiCal laboratory". The purpose of a workshop entitled "Reworking
the Bench: Laboratory Notebooks in the History of Science", held at the Max
Planck Institute for the History of Science in Berlin was to bring together
historians who have been exploiting such resources, to compare the
similarities and differences in the materials they had used and and to
measure the potential and scope for future explorations of "science in the
making" based on such forms of documentation. The contributions which form
this volume are based on papers presented at this workshop or written
afterward by participants in the discussions.
This is the first book that addresses the issue of research notes for
writing history of science in a comprehensive manner. Its case studies
range from the early modern period to present and cover a broad range of
CONTENTS AND CONTRIBUTORS
Editor's Introduction. The Hanging Chain: A Forgotten "Discovery" Buried in
Galileo's Notes on Motion; J. Renn, P. Damerow. The Chymical Laboratory
Notebooks of George Starkey; W. Newman, L.M. Principe. Newton's Optical
Notebooks: Public Versus Private Data; A.E. Shapiro. At Play with Nature:
Luigi Galvani's Experimental Approach to Muscular Physiology; M. Bresadola.
The Practice of Studying Practice: Analyzing Laboratory Records of Ampre
and Faraday; F. Steinle. From Agents to Cells: Theodor Schwann's Research
Notes of the Years 1835 1838; O. Parnes. Narrating by Numbers: Keeping an
Account of Early 19th Century Laboratory Experiences; O. Sibum. Exploring
Contents and Boundaries of Experimental Practice in Laboratory Notebooks:
Samuel Pierpoint Langley and the Mapping of the Infra-red Region of the
Solar Spectrum; A. Loettgers. The Pocket Schedule. Note-Taking as a
Research Technique: Ernst Mach's Ballistic-Photographic Experiments;
C.Hoffmann. From Lone Investigator to Laboratory Chief: Ivan Pavlov's
Research Notebooks as a Reflection of His Managerial and Interpretive
Style; D.P. Todes. Carl Correns' Experiments with Pisum, 1896 1899; H.-J.
Rheinberger. Errors and Insights: Reconstructing the Genesis of General
Relativity from Einstein's Zurich Notebook; J. Renn, T. Sauer. Hans Krebs'
and Kurt Henseleit's Laboratory Notebooks and Their Discovery of the Urea
Cycle: Reconstructed with Computer Models; G.Graxhoff, M. May. Laboratory
Notebooks and Investigative Pathways; F.L. Holmes.
Hardbound ISBN: 1-4020-1039-7 Date: February 2003 Pages: 352 pp.
EURO 127.00 / USD 119.00 / GBP 81.00
Dr Willard McCarty | Senior Lecturer | Centre for Computing in the
Humanities | King's College London | Strand | London WC2R 2LS || +44 (0)20
7848-2784 fax: -2980 || email@example.com
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