Autumn 2011 Issue - University of Central Lancashire

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32 Book Launches Ethics and Self Knowledge Author Dr Peter Lucas University of Central Lancashire Springer This book makes a contribution to ongoing research in ethical theory and applied ethics, in which several members of the UCLan Philosophy team are engaged. Until now, the human capacities that have received most attention from ethicists have been our capacity for pleasure and suffering, and our capacity to make self-determining choices. However, human beings also have a distinctive capacity for self-interpretation and self-knowledge. The aim of this book is to outline and account for our ethical responsibilities to others in respect of this capacity. It focuses in particular on a distinctive class of moral wrongs – interpretive moral wrongs – which affect others at the level of their self-understanding. When we (e.g.) discriminate against someone, when we objectify or commodify them, we wrong them in a manner that promises to impact not only on their wellbeing and their autonomy, but also on their understanding of who and what they are. By highlighting the importance of this theme, the book aims to re-connect contemporary moral theorising with the tradition of philosophical reflection on ethics and self-knowledge, which links philosophers as diverse as Hegel, Sartre and Foucault, amongst others. The book will be of interest to anyone with an interest in the philosophical underpinnings of contemporary applied and professional ethics. ISBN 978-94-007-1559-2 Online Learning With the recent emergence of Web 2.0 technologies and the widespread use and availability of laptop computers and wireless networks, the integration of digital technologies is increasingly seen as an inevitable factor in e-Learning and education. Published in June 2011 by Sage, Online Learning (Volumes I-IV) examines the influence of new technologies on online pedagogy and provides an authoritative synthesis of existing research in the field. It also investigates the direction of e-Learning in the digital age. Consisting of approximately 85 articles, the five parts focus on: Part One: Professional Development and Training Editor Dr Michael Thomas University of Central Lancashire Sage ISBN 978-0-857-02765-8 Part Two: Digital Pedagogies Part Three: Digital Literacies Part Four: New and Emerging Technologies Part Five: Online Assessment “Online learning is growing rapidly as a discipline and in terms of its influence on education and training. Many activities that seemed impossible a decade ago - such as person to person online video - are now common place. The last five years have produced dramatic change in how individuals interact with each other and with information. This publication provides among the best theorizing, research, and implementation on online learning. Those who are new to technology in learning will find it a wonderful starting point. Those with extensive experience in online learning will find it to be an excellent foundation to revisit.” George Siemens, Athabasca University, Canada
Book Launches 33 Deconstructing Digital Natives There have been many attempts to define the generation of students who emerged with the Web and new digital technologies in the early 1990s. The term "digital native" refers to the generation born after 1980, which has grown up in a world where digital technologies and the internet are a normal part of everyday life. Young people belonging to this generation are therefore supposed to be "native" to the digital lifestyle, always connected to the internet and comfortable with a range of cutting-edge technologies. Editor Dr Michael Thomas University of Central Lancashire Routledge ISBN 978-0-415-88993-3 Deconstructing Digital Natives offers the most balanced, research-based view of this group to date. Existing studies of digital natives lack application to specific disciplines or conditions, ignoring the differences of educational fields and gender. How, and how much, are learners changing in the digital age? How can a more pluralistic understanding of these learners be developed? Contributors to this volume produce an international overview of developments in digital literacy among today’s young learners, offering innovative ways to steer a productive path between traditional narratives that offer only complete acceptance or total dismissal of digital natives. “Deconstructing Digital Natives uses multiple analytic/descriptive lenses to bring the mercurial lives, literacies, and learning of digital youth into sharp focus. This comprehensive compilation of studies by noted, international scholars provides the most compelling understandings to date of how global youth engage in meaning making, personal representation, and social participation enabled by new media. These rich, research-based discussions also deconstruct myths, assumptions, and either/or projections about digital youth promoted both by disciples and dissenters of increasingly immersive digital technologies.” Professor Jabari Mahiri, Graduate School of Education, University of California, USA Enhancing Asia-Europe Co-operation through Educational Exchange Author Professor Georg Wiessala University of Central Lancashire and Routledge ISBN 978-0-415-48194-6 Reproduced with permission of Taylor & Francis. This book examines the ideas of knowledge-transfer and higher education exchange in the relationship between the European Union and countries, regions, universities and think-tanks across Asia. It critically investigates some discourses of particular relevance to the cognitive framework of the academic discipline of ‘European Studies’, as currently taught across a number of countries in the Asia Pacific. For this purpose, this book presents a range of theoretical explanations, drawn from notions such as the global knowledge village, intercultural dialogue, regional integration, foreign policy analysis and international education. The author offers a unique, in-depth, investigation of a range of EU policies and agendas towards Asia, scrutinizing a number of contemporary centers, curricula and exchange initiatives in the field of European Studies in Asia, and analyzing over-arching themes, such as human rights and further sheds light on the long history of the exchange of ideas and knowledge between East and West, surveying the function of educational and intellectual exchange as a developing foreign policy tool of the European Union in Asia. This book is essential reading for anyone interested in the relation between Europe and Asia, within Politics, International Relations, Asia-Pacific Studies, European Studies, Education, Law and Human Rights.
Page 1 and 2: Excellence in Research and Knowledg
Page 3 and 4: 3 Contents Breaking News 4 Feature
Page 5 and 6: 5 National enterprise tour hosted b
Page 7 and 8: Feature Articles 7 conversations be
Page 9 and 10: Feature Articles 9 Nursing Children
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Page 19 and 20: Feature Articles 19 ...and the winn
Page 21 and 22: Funding, Awards and Recognition 21
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Page 25 and 26: Conference Reviews 25 History of fo
Page 27 and 28: Conference Reviews 27 company busin
Page 29 and 30: Conference Reviews 29 Graduate Rese
Page 31: Book Launches 31 Creating Memorials
Page 35 and 36: 35 Editorial team Professor Mike Ho

Autumn 2011 Issue - University of Central Lancashire

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