Humanities & Social Sciences

Carbon nanotubes (CNTs), discovered in 1991, have been a subject of intensive research for a wide range of applications. In the past decades, although carbon nanotubes have undergone massive research, considering the success of silicon, it has, nonetheless, been difficult to appreciate the potential influence of carbon nanotubes in current technology. The main objective of this book is therefore to give a wide variety of possible applications of carbon nanotubes in many industries related to electron device technology. This should allow the user to better appreciate the potential of these innovating nanometer sized materials. Readers of this book should have a good background on electron devices and semiconductor device physics as this book presents excellent results on possible device applications of carbon nanotubes. This book begins with an analysis on fabrication techniques, followed by a study on current models, and it presents a significant amount of work on different devices and applications available to current technology.

In Polizeiorganisationen orientieren sich Polizist*innen an den gegensätzlichen Idealen der Bürokratie und Kollegialität. Beide Ideale tragen zu einer Glättung im Sprechen über Differenzen bei. Dies hat Folgen für Frauen, Polizist*innen mit Hochschulabschluss sowie sexuelle und ethnische Minderheiten: Polizist*innen schweigen über ihre Differenzerfahrungen aufgrund einer Migrationsbiografie oder eines Coming-outs, um die Zugehörigkeit zur »Polizei als Familie« nicht zu gefährden. Nathalie Pasche zeigt anhand verschiedener Differenzlinien, wie diese Glättungspraktik zur Reproduktion sozialer Ungleichheiten beiträgt.

This book explores the interrelation between diversity in migrants’ internal relations and their experience of inequality in local and global contexts. Taking the case of Hamburg-based Iranians, it traces evaluation processes in ties between professionals – artists and entrepreneurs – since the 1930s, examining migrants’ potential to act upon hierarchical structures. Building on long-term ethnographic fieldwork and archival work, the book centers on differentiation, combining a diversity study with a focus on locality, with a transnational migration study, analysing strategies of capital creation and anthropological value theory. The analysis of migrants’ agency tackles questions of independence and cooperation in kinship, associations, transnational entrepreneurship and cultural events within the context of the position of Germany and Iran in the global politico-economic landscape. This material will be of interest to scholars and students of anthropology, sociology, migration, urbanism and Iranian studies, as well as Iranian-Germans and those interested in the entanglement of global and local power relations.

Measuring difference, numbering normal provides a detailed study of the technological construction of disability by examining how the audiometer and spirometer were used to create numerical proxies for invisible and inarticulable experiences. Measurements, and their manipulation, have been underestimated as crucial historical forces motivating and guiding the way we think about disability. Using measurement technology as a lens, this book draws together several existing discussions on disability, healthcare, medical practice, embodiment and emerging medical and scientific technologies at the turn of the twentieth century. As such, this work connects several important and usually separate academic subject areas and historical specialisms. The standards embedded in instrumentation created strict but ultimately arbitrary thresholds of normalcy and abnormalcy. Considering these standards from a long historical perspective reveals how these dividing lines shifted when pushed. The central thesis of this book is that health measurements are given artificial authority if they are particularly amenable to calculability and easy measurement. These measurement processes were perpetuated and perfected in the interwar years in Britain as the previously invisible limits of the body were made visible and measurable. Determination to consider body processes as quantifiable was driven by the need to compensate for disability occasioned by warfare or industry. This focus thus draws attention to the biopower associated with systems, which has emerged as a central area of concern for modern healthcare in the second decade of the twenty-first century.

This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

The Art of a Corporation is a comprehensive study of artworks that were commissioned and collected by the East India Company from the early 17th to the mid-19th century. These items range from oil paintings on canvas and marble statuary, to sandstone Buddhas and metal figurines of Hindu deities. The book takes a chronological approach and focuses on provenance to show that objects are valuable primary resources for understanding the East India Company’s history. The artworks illustrate how one of the longest surviving multinational corporations in the western world changed over its three-century history and provide a powerful visual account of its perpetually reinvented image. This book is a must read for scholars and researchers of art history, colonial art, colonial studies, British history, economic history, business history, South Asian history, post-colonial studies and cultural studies.

The history of archiving and record-keeping has recently attracted a lot of attention, however, scholarship on the physical and spatial aspects of that history are still scant. Hence, the volume foregrounds the material aspect of record-keeping and highlights the object-nature of archiving. Chapters on archive-related document preparation and the composition of archivable records are followed by explorations of storage containers, furniture, and spaces. The volume is cross-cultural in nature, highlighting the materiality of record-keeping practices as a prime entry point for a globally comparative history of archiving. Exploring the rich traditions of record-keeping practices and facilities makes visible previously underappreciated parallels and unique specifics of various archival cultures from around the globe.

Claudio Magris is deeply interested in the classics and Greek culture. The current essay focuses on Magris and Greece through employing two different approaches. On the one hand, it highlights Magris’ interest in Greek culture, art and literature. In his works, Magris reflects on the diachronic presence of classical heroes, such as Ulysses or Antigone, within the broader field of world literature. On the other, this essay aims to analysing the reception of Magris’ translations in Greece, including the literary criticism of his works.

This open access book represents one of the key milestones of DESIGNSCAPES, an H2020 CSA (Coordination and Support Action) research project funded by the European Commission under the Call “User-driven innovation: value creation through design-enabled innovation”. The book demonstrates that adopting design allows us to embed innovation within the city so as to arrive at feasible answers to complex global challenges. In this way, innovation can become disruptive, while also sparking a dynamic of gradual change in the “urbanscape” it acts within. To explore this potential, the book puts forward the concept of “design enabled innovation in urban environments” and examines the part that the city can play in promoting and facilitating the adoption of design among public and private sector innovators. This leads to a potential evaluation framework in which a given urbanscape is assessed both in terms of its capacity for generating innovation, and of the nature (more or less design-dependent or design-prone) of the innovative initiatives it hosts. This thread of reasoning holds many promising implications, including a possible “third way” between those who dream of an alternative economic model where revenues and growth are sacrificed on the altar of social and environmental respect, and the supporters of the traditional market-based view, who feel it is enough to add a touch of responsibility and concern to a system that should continue rewarding the profitability of innovations.

How much say should children have in their own education? Through in-depth research in diverse primary schools, Manyukhina and Wyse explore how children's voices and choices shape their learning experiences - and why it matters. This ground-breaking text offers new insights into one of education's most pressing questions: how to balance children's agency with educational standards. The 40-month research project that is at the heart of the book investigated how England’s national curriculum, and other educational structures, affect children’s agency. The authors report findings in three contrasting schools: an inner-city primary school, a suburban academy primary school, and an independent school. As a result of in-depth longitudinal research this book uncovers the details of how schools can enable or limit children’s ability to shape their learning, from classroom choices and playground decisions to curriculum and school councils. Children's Agency in the National Curriculum engages with England’s national curriculum in the context of curriculum studies and curriculum development internationally. The new findings arise from research that is ‘close-to-practice’, ensuring that the implications of the work are relevant for children, teachers, and policy makers alike.

"A magyarok többsége németül beszél [...] Nyári és téli színházaik, olvasmányaik, sőt könyvesboltjaik is szinte kizárólag németek" - ez olvasható E. M. Arndt 1798 augusztusában tett magyarországi útjáról szóló jelentésében. Bármennyire kevéssé ismert manapság, a királyság városai akkoriban valóban nagyrészt német nyelvűek voltak, élénk és virágzó német nyelvű kulturális és irodalmi élettel. A német verseket, elbeszéléseket, leveleket, folyóiratokat és drámákat messze földön olvasták. Ma olvasva őket meglepődik az ember, hogy ugyanazzal a magyar hazához való ragaszkodással találkozik bennük, mint a kor ismert magyar műveiben. Csak a nyelv választotta el őket. A németajkú magyarok műveikben - magyar honfitársaiktól nem eltérően - a magyarok dicsőséges történelméről emlékeztek meg, így a honfoglaló Árpádról is, de mindenekelőtt I. István keresztény szelleméről és Mátyás király világra nyitott kultúrájáról. A keresztény felvilágosult nézetek formálták magyar vonatkozású jelen-kritikájukat, és ezeket képviselték a reformkori utópiák mindenkori konstitúciójában éppúgy, mint minden aktuális gazdasági és kulturális jövővárásban. Magyar identitásuknak és német anyanyelvüknek köszönhetően mindig is európai értékeket közvetítettek a két nemzeti kultúra metszéspontjában.

Certainly, the pandemic has affected several aspects of life. Several modifications have been made and are now continuing. The number of innovations has expanded substantially, particularly in the fields of education and social sciences. Innovations are produced by educators, scientists, and professionals. These innovations must be distributed to aid the development of society in the sphere of education and beyond. After the eradication of the disease, we shall assist one another in conquering it and then develop and prosper together. This volume contains the works of educators, researchers, practitioners, and academics presenting the most recent research results, issues, and practical difficulties and solutions found in the domains of Education, Cultural Studies, Applied Linguistics, and Community Services. Reimagining is a creative method to approach or address challenges associated with innovation in the fields of education, cultural studies, applied linguistics, community services, or social sciences. Due to the topic areas covered in this proceeding, it is appropriate for instructors, researchers, practitioners, and academics who specialize in the aforementioned subjects. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Funded by Universitas Negeri Surabaya, Indonesia.

Violent Exceptions turns to the humanitarian figure of the child-in-peril in twenty-first-century political discourse to better understand how this figure is appropriated by political constituencies for purposes rarely to do with the needs of children at risk. Wendy S. Hesford shows how the figure of the child-in-peril is predicated on racial division, which, she argues, is central to both conservative and liberal logics, especially at times of crisis when politicians leverage humanitarian storytelling as a political weapon. Through iconic images and stories of child migrants, child refugees, undocumented children, child soldiers, and children who are victims of war, terrorism, and state violence, Violent Exceptions illustrates how humanitarian rhetoric turns public attention away from systemic violations against children’s human rights and reframes this violence as exceptional—erasing more gradual forms of violence and minimizing human rights potential to counteract these violations and the precarious conditions from which they arise.

The persistent gap between theory and practice in SSR can be a source of much irritation and disappointment at failures to implement SSR norms as well as in response to concepts and strategies that seem unhelpfully far removed from local realities. This paper compares ideal-case SSR environments with real-life conditions of implementing SSR. Through offering suggestions for better practice in SSR implementation, it shows that the art of applied SSR can be learned.

The creative writing workshop has existed since the early part of the 20th century, but does it adequately serve the students who come to it today? While the workshop is often thought of as a form of student-centered pedagogy, it turns out that workshop conversations serve to marginalize a range of aesthetic orientations and the cultural histories to which they belong. Given the shifting demographics of higher education, it is time to re-evaluate the creative writing curriculum and move literary writing pedagogy toward a more inclusive, equitable model. Toward an Inclusive Creative Writing makes the argument that creative writing stands upon problematic assumptions about what counts as valid artistic production, and these implicit beliefs result in exclusionary pedagogical practices. To counter this tendency of creative writing, this book proposes a revised curriculum that rests upon 12 threshold concepts that can serve to transform the teaching of literary writing craft. The book also has a companion website www.criticalcreativewriting.org offering supplemental materials such as lesson plans and course materials.