Search results

Polymer‐carbon black composites are a new class of chemical detecting sensors used in electronic noses. These composites are prepared by mixing carbon black and polymer in an appropriate solvent. The mixture is deposited on a substrate between two metal electrodes, whereby the solvent evaporates leaving a composite film. Arrays of these chemiresistors, made from a chemically diverse number of polymers and carbon black, swell reversibly, inducing a resistance change on exposure to chemical vapors. These arrays generate a pattern that is a unique fingerprint for the vapor being detected. With the aid of algorithms these patterns are processed and recognized. These arrays can detect and discriminate between a large number of chemical vapors.

Students need to learn and practice creative thinking skills to ensure success in solving everyday, national, and global problems that include those affecting economic issues. The global economy requires workers to have research and innovation skills that depend upon creativity. However, many current educational programs focus mostly on factual content, doing little to inspire or apply the creative process. The project presented here shows an engaging activity that combines creative thinking skills with economic content. Although the activity occurred in a college course on creativity theory and practice, this challenging game can be easily adapted and embedded in the Kindergarten-12 social studies curriculum. This article discusses the set-up of the activity and its connection to creativity theory and curriculum standards. It showcases the work of eleven participants who each made a unique object or scene from a given set of craft and recycled materials, subsequently relating the resulting product to a current economic issue. Photographs of the resulting products are provided along with descriptions of the theme of each item, its connection to economics, and creative aspects of the work. Suggestions for adaptation to the Kindergarten-12 classroom are given.

This paper considers the specific opportunities and challenges of engaging in ethnographic research with organisations in which the researcher participates as a volunteer ethnographer.

The findings in this paper are based on four years of ethnographic research within a social enterprise.

This paper finds that there are significant benefits of the role of the volunteer ethnographer and suggests ways to address some of the challenges.

As the field of social enterprise and ethnography grows and researchers engage with methodological discussions about participant observation, the authors suggest that attention should also be paid to the specifics of the role of the volunteer ethnographer.

There is growing interest in the use of ethnography in social enterprises. This paper offers unique insight into how this methodology has been applied in the context of self-reliant groups and the importance of the engaging with discussion about the specific role of the volunteer ethnographer.

The purpose of this paper is to explore the sonic vibrations, infectious rhythms and alternative frequencies that are often unheard and overlooked within mainstream educational spaces, that is, perceptually coded out of legibility by those who read/see/hear the world through “whiteness.”

“Plugging into” (Jackson and Mazzei, 2012) posthuman theories of affect (Deleuze and Guattari, 1987; Henriques, 2010) and assemblage (Weheliye, 2014), the author argues that “literate bodies,” along with all forms of matter, continually vibrate, move, swell and rebel (Deleuze, 1990), creating momentum that is often difficult not to get tangled up in.

This paper maps out how a specific sociohistorical concept of sound works to affectively orient bodies and impact student becomings, namely, by producing students as un/successful readers and in/human subjects. At the same time, the author attends to the subtle ways by which first graders rebelliously move (d) with alternative sonic frequencies to resist/disrupt mandated literacy curricula and white, patriarchal ways of knowing, being and doing.

This paper highlights the political nature of sound and how, within mainstream educational spaces, certain sonic frequencies become coded out of white supremacist models for knowledge transmission, which re/produce racialized (gendered, classist, etc.) habits and practices of listening/hearing. Literacy educators are invited to “(re)hear” the social in more just ways (James, 2020) by sensing the affects and effects of more-than-human “sonic bodies” (Henriques, 2011), which redirect us to alternative rhythms, rationalities, habits and practices that challenge normative conceptions of what counts as literacy and who counts as successfully literate.

Mobile ad hoc networks rely on cooperation to perform essential network mechanisms such as routing. Therefore, network performance depends to a great extent on giving participating nodes an incentive for cooperation. The level of trust among nodes is the most frequently used parameter for promoting cooperation in distributed systems. There are different models for representing trust, each of which is suited to a particular context and leads to different procedures for computing and propagating trust. The goal of this study is to analyze the most representative approaches for mobile ad hoc networks. It aims to obtain a qualitative comparison of the modeling approaches, according to the three basic components of a trust model: information gathering, information scoring and ranking, and action execution.

The paper identifies the different tasks required by a trust system and compares the way they are implemented when the system model itself is based on information theory, social networks, cluster concept, graph theory and game theory. It also provides a common nomenclature for the models. The study concentrates exclusively on the trust models themselves, without taking into account other aspects of the original articles that are beyond the scope of this analysis.

The study identifies the main components that a trust model must provide, and compares the way they are implemented. It finds that the lack of unity in the different proposed approaches makes it difficult to conduct an objective comparison. Finally, it also notices that most of the models do not properly manage node reintegration.

The best of our knowledge, the study is the first that uses information scoring and ranking as classification key. According to this key, approaches can be classified as based on information theory, clusters and social network theory, and cooperative and non‐cooperative game theory. It also provides a common nomenclature for all of them. Finally, the main contribution of the paper is to provide an analysis of the most representative approaches and present a novel qualitative comparison.

Malik Aleem Ahmed is a Ph.D. candidate in the Values and Technology Department (Section of Philosophy) and Infrastructure Systems & Services Department (Section of Information and Communication) at Faculty of Technology, Policy, and Management at the Delft University of Technology in the Netherlands. He has earned a masters degree in Business Administration with specialization in Information Technology Management from Pakistan. His areas of research interests are ICT and Ethics, ICT for Governance in developing countries. His Ph.D. research concerns the usage of ICT for better Governance in developing countries. The main emphasis of the research is on the public sector institutional strengthening with the help of ICT in the developing countries and the effect of intercultural variations of values. He has worked in different capacities in the field of Information and Communication Technology for seven years in Pakistan. His last job was in the capacity of “IT Advisor” for a USAID sponsored project (Pakistan Legislative Strengthening Project) in Pakistan. He has also been involved in the field of teaching at University level. He is also serving as the webmaster of this 3TU.Centre for Ethics and Technology website.

This volume is aimed at instructors in schools of education and those who support them. It is meant to be a window by which the decisions, experiences, and evaluations of your colleagues’ use of social media in teaching can be examined. Rather than a recipe book with specific steps, it is meant to be a sauna that gets your creative juices flowing. Social media are used by people of all ages in the second decade of the 21st century, so having your learners get involved in using Facebook events for service learning projects in your town can be applicable for when they move onto teaching learners at other levels.

This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity.

This study is a discourse analysis of approximately 85 hours of audio collected over one year.

Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future.

This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.