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The article seeks to develop a better understanding of the contribution of materiality in a discourse between a creator (content producer) and an interface, dealing with analogue and digital artefacts. Focus is in the materiality of the two different art-creation learning processes, acrylic painting and digital painting. The objective of this paper is to consider especially the affect and meaning of these two different content creation modalities and intra-action within that. Through reflective autoethnographic consideration, the purpose is to consider the essences of materials manifesting and modulating the processes of content creation as a posthumanist phenomenon. It will be shown that the creation processes with paper are more experimental whereas the processes with digital screen are more playful. There is a growing need to deeper understand the cultural change of material cultures and the people's intra-action with the materials also enabling arts creation. This paper will widen our limited understanding and deepen our theoretical perspectives of the essence of materials which then avails confronting analogue and digital when developing teaching and learning in the posthuman era especially in early education.

Over the last four decades, electronic games have profoundly changed the way people play, learn, and connect with each other. Despite the tremendous impact of electronic games, however, until recently, relatively few programs existed to preserve them for future generations of players and researchers. Recognizing the need to save the original content and intellectual property of electronic games from media rot, obsolescence, and loss, the Game Preservation Special Interest Group of the International Game Developers Association has issued a white paper summarizing why electronic games should be preserved, problems that must be solved to do so, some potential solutions, and why all these issues should matter to everyone interested in electronic games and play in general. In the white paper, the editing of which was partially supported by the Preserving Virtual Worlds project and by funds from the Library of Congress, its editor and six authors (Rachel Donahue created a survey for IGDA members not included in this article) issue a call for heightened awareness of the need to preserve electronic games--endangered by relatively rapid electronic decay and intellectual neglect alike--for play scholarship and for the culture of the twenty-first century. [This article was edited by Henry Lowood.]

Positive academic climates are critical to helping students thrive, and kindness innovations might enhance these climates. This conceptual paper's purpose is to share insights from a consensus building event focused on fostering relationships and knowledge-sharing among an international group of multidisciplinary students, faculty, and staff who explored ways to bring a kindness framework into post-secondary education. Participants underscored kindness as critical for students' experiences and university culture, and identified several levels of influence requiring intervention focus. Ideas and strategies emerging from the event might serve to encourage student-led kindness initiatives and prompt university personnel to integrate kindness into post-secondary institutions. [ABSTRACT FROM AUTHOR]

Over the past few decades of psychological research, there has been an important increase in both the application of multidisciplinary or collaborative science and in training and research that emphasizes social justice and cultural humility. In the current article, we report on the use of the "Paper Chase" as a team science training and research experience that also facilitates cultural humility in research and when working in teams. The Paper Chase is a synchronous writing exercise originally conceptualized by a cohort of health service psychology interns to reduce lag time between article writing and submission (Schaumberg et al., 2015). The Paper Chase involves a group of trainees coming together for a predetermined amount of time (e.g., 9 or more hours) with the aim of writing and submitting a full article for publication. In the current article, we extend a previous report on the Paper Chase by formally linking the training experience to the four phases of team science: development, conceptualization, implementation, and translation. We also discuss ways in which the Paper Chase as a training experience can promote cultural humility. Finally, we provide updated recommendations for successfully completing a Paper Chase project. Overall, the authors of this article who were predoctoral psychology interns across two recent cohorts at one academic medical center reported positive experiences from the Paper Chase. In addition, the present study suggests that the Paper Chase can be used as one activity that facilitates critical training in team science. [ABSTRACT FROM AUTHOR]

This paper includes an analysis of academic papers that focus on cultural aspects written by MA students in the ‘Teach & Learn in Spain’ program at Instituto Franklin-UAH. The percentage of academic papers focusing on cultural aspects written by these students who acted as Language Assistants (LAs) in bilingual schools in Spain is quite high. This suggests the importance of the cultural component in the teaching of English as a second language and their high level of sociocultural awareness. Thus, this paper has several objectives: a) to determine the existence of a specific sociocultural awareness in research papers; b) to identify the cultural aspects that were considered essential by the LAs in this program and show the strategies used to provide information; and c) to compare findings considering the theoretical background. The method will rely on a mixt approach considering quantitative and qualitative analyses and will be specific for each of the objectives.

Value co‐creation as a research topic has been a critical proposition of interest to a wide range of disciplines. In recent years, the field of cultural heritage has also developed a range of information practices to promote different forms of value co‐creation. While the body of literature has begun to accumulate, we still lack a comprehensive understanding of conceptual foundations and how value co‐creation is implemented in cultural heritage information practices. This paper conducted a hermeneutic literature review to understand and conceptualize the core aspects of value co‐creation in various cultural heritage information works. In particular, this paper provides a research mapping of the genres of co‐creation in cultural heritage information practices, the actors, and the roles played by the stakeholders. Further, this review provides an overview of the dominant value co‐creation models in the cultural heritage field. It distills the drivers of value co‐creation and the core value consequences that arise from a process perspective. Finally, this paper puts forward a thematic, theoretical, and methodological agenda for future work based on these findings. The review contributes to the literature by proposing an integrated conceptual framework that summarizes the core elements of value co‐creation in cultural heritage information practices. The framework also serves as a call for action, providing a general understanding of the conceptual foundation for future research. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore how the history of images and conceptual metaphors resulting from them that we use in educational reflections are formed regardless of if they are problematized in practical life. Insight into history shows how these images are shaped not only by our own experiences and by the context of our lives, but also by the history of such images, which are unconsciously inscribed in our metaphorical speech through so called "residues of meaning". The paper clarifies this, using the examples of "alimentary images," that are a transition from "nutrix" (wet nurse) to "nutritor" (teacher). The text offers selected examples of consideration of alimentary images. These are among the most primitive and therefore the deepest images of human experience. This history is an example of a cultural line that goes from ancient educational imagination to the more recent forms of such images, even if always with different accents.

As the United States' population grows via migration and immigration, with this rise in diverse identities, there has been increasing concern regarding disparities for undocumented immigrants living in the U.S. with limited access to the health system. Given the various constraints involving communication and social structures that undocumented immigrants face, a culture-centered approach is drawn on to investigating how this group goes about navigating a dominant health system given their restricted access. I explore co-constructed themes that emerged through conversations with undocumented immigrants, (people without papers as I call them in this work) living in the United States to gain an understanding as to the structural and cultural limitations faced by this group. By doing qualitative semi-structured interviews with local participants living in the South Florida region, I describe the various features of a complex U.S. health system that undocumented immigrants (people without papers) deemed as important obstacles that limit their willingness to interact with official medical spaces. This work draws on narratives and accounts to shed light on the intersection of disparities this group has to overcome in order to consider entering a medical space to receive the treatment they might need. The findings of this article highlighted the structural violence that certain subaltern groups, such as people without papers experience due to their limited access to foundational systems in their environment. [ABSTRACT FROM AUTHOR]

Data culture/s as a research topic has begun to attract attention from a wide range of disciplines, albeit with inconsistent application of definitions, dimensions, and applications. This work builds on a call to investigate data culture/s within the information studies domain as a topic related to, but distinct from, information culture. The purpose of this study is to explore what is known about data culture/s in greater depth. We apply a retroductive approach to select and consider likely dimensions, inputs, and aspects of data culture/s in order to further map this construct to the literature, and thereby highlight gaps and opportunities to add to this body of knowledge. The initial candidate dimensions explored below include data‐related skills and attitudes, data sharing, data use/reuse, data ethics and governance, and a specific focus on Indigenous perspectives to provide insights on why and how a group may contest the emergent dominant discourse of data culture/s. Our conclusion highlights areas needing further research to fully define and examine the dimensions, inputs, and aspects of data culture/s, and calls for greater understanding and engagement with data culture/s from the information studies community. [ABSTRACT FROM AUTHOR]

The records of art conservators are important for many reasons. As people consider artwork a legacy of American culture so too will they also consider the records generated by individuals who have spent their working lives guaranteeing its long-term survival. Conservators and archival repositories need to work together to ensure that records relating to the treatment of art objects in their many forms be retained and made available to researchers generations from now. Some conservators and institutions have already begun to work together, most notably the conservators who have donated their papers to the Winterthur Museum. The American Institute for Conservation of Historic and Artistic Works and The Getty Conservation Institute organized a two-day roundtable discussion in May 2003, bringing conservators and archivists together to discuss the next steps in archiving the records of art conservators. (Contains 7 notes.)

Fair and consistent assessment, specifically grading, is crucial to teaching and learning scholarship and is a professional responsibility of nurse educators. Yet, many would agree that assessment is one of the most challenging aspects of their role. Despite differing beliefs, values, and meanings attributed to grading and grades, teachers' grading practices should be guided by principles and supported by policies. Inconsistent grading practices among educators, students' unrealistic expectations of grades, and a trend toward grade inflation may be contributing to both educators' and students' concerns. A teaching scholarship project that led to a research study explored nurse educators' beliefs, values, and practices related to the grading of written academic work. The purpose of this article is to share the findings and the resulting grading guidelines that were developed to support nurse educators' endeavors to enact equitable grading practices., (Copyright 2013, SLACK Incorporated.)

The demographic trend towards an ageing society implies increasing numbers of persons well advanced in years. According to a performance-oriented sociocultural frame of reference, the societal acceptance of this group in terms of personal esteem and social integration is no longer self-evident. Based upon generalizing prejudices, disregarding the individual progress of ageing, elderly persons are often perceived as an unproductive burden. By means of detailed theses, problem areas are presented and analysed, linked to a reduction of "useful" social performance and to patterns of reaction against the loss of personal and social acceptance. Potentials for the advancement of a self-determined life practice, aiming at maintaining largely the competence for meaningful personal action, are discussed. A "humanization of well advanced old age" is advocated, combining as long as possible competence for independent living with social integration through active citizenship.

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Do narcissists have insight into the negative aspects of their personality and reputation? Using both clinical and subclinical measures of narcissism, the authors examined others' perceptions, self-perceptions, and meta-perceptions of narcissists across a wide range of traits for a new acquaintance and close other (Study 1), longitudinally with a group of new acquaintances (Study 2), and among coworkers (Study 3). Results bring 3 surprising conclusions about narcissists: (a) they understand that others see them less positively than they see themselves (i.e., their meta-perceptions are less biased than are their self-perceptions), (b) they have some insight into the fact that they make positive first impressions that deteriorate over time, and (c) they have insight into their narcissistic personality (e.g., they describe themselves as arrogant). These findings shed light on some of the psychological mechanisms underlying narcissism., (PsycINFO Database Record (c) 2011 APA, all rights reserved.)

Given its renown, many psychologists and sociologists likely consider the publication of Gordon Allport's (1954/1979) seminal book The Nature of Prejudice as the inauguration of the psychological study of prejudice. However, we have uncovered rarely-cited, published papers (starting in 1830) that provide a wealth of speculation on prejudice even before psychologists/sociologists attempted to measure it (circa 1925). Thus, this paper intends to discuss early published work on prejudice in psychology and sociology by focusing on three key questions: a) when did psychologists/sociologists recognize prejudice as a psychological phenomenon, b) when did psychologists/sociologists recognize prejudice as a phenomenon in need of study, and c) what were the historical and personal conditions that gave rise to the interest in prejudice? In short, the seeds of prejudice research were maturing for some time before Allport's seminal book and the first attitudinal studies on prejudice, although these earlier works are seldom cited.