Relevant bibliographies by topics / Imagine communities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Imagine communities'

Author: Grafiati
Published: 25 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Imagine communities"

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Brown, Milton, and Paul WARD. "Communities, universities and ethnicity: A conversation from Imagine: Connecting Communities Through Research." Research for All 3, no. 1 (February 21, 2019): 91–104. http://dx.doi.org/10.18546/rfa.03.1.08.

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Imagine: Connecting Communities Through Research was a large five-year project in the Connected Communities programme using methodologies of co-production to explore imagining different futures with community groups. This article, which takes the form of a conversation, offers the perspectives of two participants in Imagine to discuss how community organizations and communities work together and the impact of ethnic discrimination and disparity in universities. We set the conversation in the broader context of global discussions of knowledge production and power relationships. We consider how universities, as large institutions, often create difficulties for smaller community organizations by focusing on their own interests. We address power and decision-making in Imagine, especially in relation to ethnicity. We seek to think about what needs to be done, both at strategic levels in universities and on a personal level, to tilt the balance of benefit towards communities in collaborative relationships with higher education institutions.
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Schaffer, Talia. "Care Communities." South Atlantic Quarterly 118, no. 3 (July 1, 2019): 521–42. http://dx.doi.org/10.1215/00382876-7616139.

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The feminist philosophy of “ethics of care” has been important for disability studies inasmuch as it helps us see caregiving as widespread and admirable, rather than as a failure of autonomy. Care ethicists usually imagine care as either an institutional situation or an intimate dyad. However, in “Critical Care,” I add a third case in a midrange scale: the care community. The care community is a voluntary social formation, composed of friends, family, and neighbors, that coalesces around someone in need. It is my contention that by exploring the care community, we can make important aspects of care visible and rethink care relationships. What we see in care communities is a process, rather than a preset care structure, and that fluidity allows us to interrogate the conditions under which care can develop and the dynamics of extended care. I use Victorian fiction to showcase care communities, since novels of this period are marked by ubiquitous spontaneous small groups forming around people who are ill or hurt, but I also make a case that care communities continue to exist today, particularly among queer communities and people of color, performing a vital function in our ordinary lives. Finally, I argue that care communities can help us fundamentally rethink disability as a need like any other need rather than an inherent identity. Eva Feder Kittay has argued that care relations are the foundation of civic society; in that case, disability and the care community that arises in response to it are not marginalized cases but are what, profoundly, makes social life possible.
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Kaplan-Myrth, Nili. "Health Research in Indigenous Communities: Overcoming Anthropology's Colonial Legacy." Practicing Anthropology 26, no. 4 (September 1, 2004): 3–7. http://dx.doi.org/10.17730/praa.26.4.g144423p1k789t34.

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Let us imagine that we are sailing across Port Phillip Bay in the southeast of Australia. The sun is low on the horizon and the late-December air is warm. We glide past a colony of fairy penguins at the pier in St Kilda. The West Gate Bridge comes into view. No sooner have we reached the docklands south of the city of Melbourne than we realize that our cruise has drawn to a close.
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Palmer, Catherine. "Outside the Imagined Community: Basque Terrorism, Political Activism, and the Tour de France." Sociology of Sport Journal 18, no. 2 (June 2001): 143–61. http://dx.doi.org/10.1123/ssj.18.2.143.

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Since its publication more than a decade ago, Benedict Anderson’s Imagined Communities has offered an enticing, if romantic, way of conceptualising nationalism. Fine-grained ethnographic analysis, however, of the ways in which local populations actually imagine their community raises some questions for the continuing viability of such a notion. In many places around the world, people consciously and conspicuously place themselves outside of the imagined community, and it is the social, cultural, and political consequences of such actions that this article seeks to explore. Drawing on a period of ethnographic fieldwork undertaken in France in the mid-1990s, this article examines very public contestation and sabotage of the Tour de France by pro-Basque supporters. This specific case study of political activism through sport provides a compelling example of the ways in which a dominant symbol of French national identity is usurped and upstaged by a minority group so as to reinvent or re-imagine a new kind of community.
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Koskinas, Konstantinos. "Editorial: Homo Virtualis Inaugural Issue." Homo Virtualis 1, no. 1 (September 28, 2018): 1. http://dx.doi.org/10.12681/homvir.18621.

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Homo Virtualis is the conception of a humanity of sciences, cultures and socialities powered by the communicative technological innovations. Cyborgs, robots, avatars and virtual communities imagine, construct and create their lives within new technosocial or sociotechnical environments. [...]
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Pulsifer, Rebecah. "Interwar Imaginings of Collective Cognition." Modernist Cultures 15, no. 2 (May 2020): 155–78. http://dx.doi.org/10.3366/mod.2020.0287.

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Scholarship on interwar understandings of ‘collective cognition’ – experiences of intellectual union with others – tends to focus on its capacity to threaten individuality. I counter this trend by investigating prose works by H.D., Olive Moore, Rebecca West, and H.G. Wells that champion collective cognition for its capacity to compose communities. I argue that these texts point to an underexplored strand that existed in and alongside modernism in which authors turned to collective cognition to imagine radically egalitarian communities that transcend hierarchies based on history, nationality, and species. After the Second World War, the cultural meanings of collective cognition narrowed, and ‘thinking together’ came to be strongly associated with loss of freedom and loss of self. This article shows that collective cognition emitted a powerfully hopeful potential for a significant cluster of interwar authors, who used it to imagine the peaceful and abundant possibilities of collectivity.
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Sivajothy, Subhanya. "With and Against Transparency: Taking a Critical Look at How “Transparency” is Taken Up in Data Justice Discourses." IJournal: Graduate Student Journal of the Faculty of Information 5, no. 1 (January 3, 2020): 57–66. http://dx.doi.org/10.33137/ijournal.v5i1.33474.

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This paper critically looks at transparency as an accountability measure that is demanded from governance structures in data justice organizations. However, we need to consider how the politics of visibility asymmetrically affects marginalized communities as a result of their data being made visible. Often, appeals for transparency results in hyper-visibilizing the same communities that are already accompanied by intense undersight; therefore, I argue that we need to look beyond transparency to imagine alternative models of accountability.
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Berkes, Fikret, and Prateep Kumar Nayak. "Role of communities in fisheries management: “one would first need to imagine it”." Maritime Studies 17, no. 3 (November 2018): 241–51. http://dx.doi.org/10.1007/s40152-018-0120-x.

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Swadener, Beth Blue, Lacey Peters, Dana Frantz Bentley, Xiomara Diaz, and Marianne Bloch. "Child care and COVID: Precarious communities in distanced times." Global Studies of Childhood 10, no. 4 (November 18, 2020): 313–26. http://dx.doi.org/10.1177/2043610620970552.

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Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? How are embodied and emotional aspects of care work manifesting in early educator/caregiver lives in the time of the pandemic? Who is caring for the caregivers and what care may be needed? How can we re-imagine the care of ourselves, and in relation to an ethics of care for the other?
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McAnany, Patricia. "Imagining a Maya Archaeology That Is Anthropological and Attuned to Indigenous Cultural Heritage." Heritage 3, no. 2 (May 12, 2020): 318–30. http://dx.doi.org/10.3390/heritage3020019.

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Taking an aspirational approach, this article imagines what Maya Archaeology would be like if it were truly anthropological and attuned to Indigenous heritage issues. In order to imagine such a future, the past of archaeology and anthropology is critically examined, including the emphasis on processual theory within archaeology and the Indigenous critique of socio-cultural anthropology. Archaeological field work comes under scrutiny, particularly the emphasis on the product of field research over the collaborative process of engaging local and descendant communities. Particular significance is given to the role of settler colonialism in maintaining unequal access to and authority over landscapes filled with remains of the past. Interrogation of the distinction between archaeology and heritage results in the recommendation that the two approaches to the past be recognized as distinct and in tension with each other. Past heritage programs imagined and implemented in the Maya region by the author and colleagues are examined reflexively.
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Dissertations / Theses on the topic "Imagine communities"

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Ratliff, Therese Lynn. "Toward a "Conversational Pedagogy": an Invitation to Re-Imagine the Trinitarian Dialogical Dimensions of Adult Faith Formation." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3720.

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Thesis advisor: Jane E. Regan
Today's Christian communities find themselves situated within a dynamic framework of "otherness" in relationship to society in general, as well as in ecumenical and interreligious contexts. In addition to this complex ad-extra environment, there are also intra-ecclesial tensions within the Catholic community that arise from its own pluralistic reality, hindering the church from being the kind of community it is called to be. Chapter One acknowledges these concerns, and suggests that against such a pluralistic backdrop, the human need for connection and relationality cannot be overvalued. Toward this end, conversation as a means toward building mutuality cannot be overlooked. Indeed, "dialogue" has become a buzzword in religious, business, social and political circles, as people recognize the value of having spaces of meaningful relationship with those "other" than themselves. Yet, a sense of true connection--one that might be more adequately expressed by "conversation" and that supports a mutual movement toward understandings of difference in a spirit of reverence--continues to elude. The impoverished condition of conversation within the church raises questions: why isn't life-giving, intra-ecclesial conversation happening? Why aren't we having meaningful interactions that lead to an expanded sense of honoring the other, and a desire to come together in understanding, reciprocity and mutual support, in view of the church's ministry? Chapter Two suggests that one way to begin addressing the issue of creating space for more effective conversation within a pluralistic church broadly considered, is to look to small faith communities within the church as "communities of practice" in which adult learning can occur. These small faith communities of practice, such as parish councils, faith-sharing groups, ministerial teams, etc., are not merely task-oriented groups, focused on management strategies, business tactics or the mere exercise of democracy in their ways of being together. In an ecclesial context, they are communities intent on being and becoming groups that learn together and create conditions that support a lived adult faith. Because conversation factors largely in adult learning, attending to and valuing conversation in these small faith communities can lead to a "habitus of conversation" that might serve the wider ecclesial community as a whole. To realize such a "habitus of conversation", small faith communities must be supported by inner convictions and shored up by a theological perspective that points toward this stance, a perspective that is capable of upholding a life of koinonia/communio and sustaining it over the long haul required by the hard work of meaningful conversation. The theological lens that grounds such a "habitus of conversation" is a living Trinitarian faith. Exploring the dialogic dynamism of Godself reveals the consequent relationality of the human person made in Imago Dei. The dialogic nature of Godself thus provides a rich theological warrant for the anthropological stance that can support conversation as a theological posture and an educational project. This is the topic of Chapter Three. Chapter Four looks to established dialogical teaching methods as a resource for religious education. Within small faith communities, fostering such a "habitus of conversation" toward the teleos of koinonia/communio is a unique contribution that adult faith formation can offer, providing a concrete locus for enacting a conversational pedagogy that might suggest a model for venues beyond religious education itself, at the service of the broader Catholic Christian community as a whole. With this in mind, Chapter Five concludes the dissertation by addressing pedagogical practices that religious educators can resource as a framework for placing conversation at the center of educating in faith
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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Ako, Joshua Ndip. "The Reorientation of Borders in the EU: Case studies Sweden, Germany, and France." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45922.

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The paradox of contemporary migration in the EU is that new actors, rules, and institutions have emerged and created internal spaces where there is a gradual reorientation of the character of EU border regime. These spaces have become arenas where EU member states are re-categorizing, re-scaling, expanding, and diversifying their modes of internal migration control and enforcement. To overcome this paradox, this research seeks to explore migration policies in Sweden, Germany, and France to demonstrate that the narratives about EU common border policy is complex, uncertain, polarising, and conflicting. This paper argues that the emergence of the EU common border regime with a multiplicity of actors have created everyday bordering as a rebordering mechanism of control that threatens the idea of a common EU border, especially at the level of nation states. My theoretical approach is based on ‘everyday bordering and the politics of beloninging’. And I applied an interpretative approach in the analysis of official policy documents, academic articles, media reports, advocacy papers, NGO documents, and political speeches.
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Corbett, Andrew M. "Queering New Media: Connectivity in Imagined Communities on the Internet." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429277316.

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Ray, Keith R. "The Role Attitudes, Perceptions, and Imagined Communities Play in Identity (Re)Construction of English Language Learners at Ohio University." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428930219.

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Astudillo-Jones, Nicola Ann. "Consuming Latin America : the ¡Viva! Film Festival and imagined cosmopolitan communities." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/consuming-latin-america-the-viva-film-festival-and-imagined-cosmopolitan-communities(7c325038-d1b5-4334-b8bc-079b0265ca4a).html.

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This thesis examines how Latin America is produced and consumed through the ¡Viva! Spanish and Latin American Film Festival in Manchester and how people who do not have Latin American origins (subsequently 'non-Latin American') use Latin American culture to reconcile issues of self-identity and cosmopolitanism at a local level. Extending Dina Iordanova's (2010) application of imagined communities to film festivals beyond diaspora, a framework of imagined cosmopolitan communities finds that, through consumption of the ¡Viva! film festival, non-Latin American consumers can often feel a sense of belonging or connection to Latin American people and culture. Non-Latin American ¡Viva! consumers subsequently incorporate Latin American culture and identity within their own construction of self-identity in order to reaffirm their sense of self. Using a mixed methods approach which brings together qualitative research (including a questionnaire survey and semi-structured interviews) with media analysis, this thesis finds that the incorporation of Latin American identity into non-Latin American self-identity is facilitated, in part, by the way in which Latin America has been encoded at a discursive level in the UK in recent decades through magical realism and associated codes, themes and narratives concerning the region's bizarre, crazy, strange and surreal characteristics. Applying theories of encoding and decoding (Hall, 1980), the ¡Viva! film festival and its non-Latin American audience members are found to likewise construct Latin America in these terms, as different, but not too different from British cultural norms. This interpretive framework, along with the fact that Latin Americans are largely positioned outside of the increasingly hostile rhetoric towards migrants and ethnic minorities in the UK, facilitates the incorporation of a Latin American identity within non-Latin American consumers' construction of self-identity. Scholars have suggested that cosmopolitanism demands a transformation in self-understanding in addition to an openness towards the cultural Other (Delanty, 2009). Analysis of the ¡Viva! film festival subsequently reveals a nuanced form of cosmopolitanism in which the Self is transformed through the incorporation of the Latin American cultural Other and offers an insight into the changing nature of the cultural relationship between Latin America and the UK. Latin America has typically been constructed as embodying the unconscious fears and desires of British (and western) culture (Beasley-Murray, 2003; Foster, 2009). This thesis finds instead that Latin America is being reconfigured by non-Latin American consumers of the ¡Viva! film festival as an equally formative part of their conscious identity that completes their sense of self and of being cosmopolitan in an attempt to resist and challenge contemporary scepticism and rhetoric in the UK surrounding multiculturalism, immigration and ethnic minorities.
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Mendoza, Anna Veronica. "Imagined communities, symbolic capital, and the mobilization of individual linguistic resources." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52665.

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Critical research in TESL (Teaching English as a Second Language) involves a delicate balance between two paradigms. On the one hand, the researcher strives to unearth and explain processes of systemic inequality and perpetual marginalization, as English language learners worldwide strive to accumulate linguistic and cultural capital. On the other hand, the researcher must recognize that learners have the right to invest in English, imagine future identities, and conceptualize their journeys as language learners as connected to a “better life story” (Barkhuizen, 2010; Darvin & Norton, 2015). This study employs narrative inquiry in an attempt to reconcile the two paradigms and give a holistic account of students’ experiences. The narratives of eight international graduate students in Canada reveal that those who attended international schools and were immersed in Western popular and academic culture prior to their arrival were advantaged in academic, professional, and social contexts. Additionally, while all eight established social networks in Canada, only the one white student from Western Europe who majored in North American civilization had a social network comprised mainly of Canadians. Nevertheless, four students reported being well adjusted in Canada, personally and professionally – as each had used a set of strategies tailored to her/his individual situation to pursue an imagined future. Findings suggest that each international student must draw on her/his specific linguistic repertoire and intellectual resources to effectively navigate real and imagined communities.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Tran, Linh Thuy. "Contested imagined communities : higher education for ethnic minority students in Vietnam." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31285.

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As a country with 54 ethnic groups, including 53 officially designated "ethnic minority groups," Vietnam has recognized the importance of enhancing education for ethnic minorities. However, despite the government's efforts to increase educational opportunities for ethnic minority students, the latter often do not have access to the same education as their counterparts of the major ethnic group, the Kinh. In this study, the concept of "imagined communities" (Anderson 1991) is applied to analyze national governmental policies on ethnic minorities, curricular structure in the Department of Ethnic Minority Cultures at the Hanoi University of Culture, Vietnam, and the perspectives of professors and students in the department. Three months of field research were conducted in Vietnam, and included: (a) an analysis of national and institutional policy documents, (b) observation at the university, and (c) interviews with professors and ethnic minority students enrolled in the program. The findings of this study show that imagined communities envisioned for ethnic minority students by the government, professors and students themselves are diverse and contested. The contestation of imagined communities on higher education for ethnic minority students in Vietnam shows a clear intersection between power and knowledge. Through education, the government, with its power, has great influence on educational activities which affect the identities of ethnic minority students. Educational settings, in some sense, become the place of social and cultural reproduction where "organic" knowledge of ethnic minority students is discounted. Finally, this study gives a description of my personal transformation after conducting this research. It shows how this research has changed my own mindset and thinking about ethnic minority cultures in general and higher education for ethnic minority students in Vietnam in particular.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Zahuranic, Michael R. Boyd Gary. "Residential Communities Initiative : a case study /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Dec%5FZahuranic%5FMBA.pdf.

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Thesis (M.B.A.)--Naval Postgraduate School, December 2003.
"MBA professional report"--Cover. Thesis advisor(s): Jeffrey R. Cuskey, Cary Simon. Includes bibliographical references (p. 107-109). Also available online.
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Yeh, Grace I.-chun. "Asian fighters in U.S. minority literature iconology, intimacy, and other imagined communities /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481671281&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Schulze, Jeffrey M. "Trans-nations Indians, imagined communities, and border realities in the twentieth century /." Ann Arbor, Mich. : ProQuest, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307178.

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Thesis (Ph.D. in History)--S.M.U.
Title from PDF title page (viewed Mar. 16, 2009). Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1514. Adviser: Sherry L. Smith. Includes bibliographical references.
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Books on the topic "Imagine communities"

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Cobb-Roberts, Deirdre, Sherman Dorn, and Barbara J. Shircliffe, eds. Schools as Imagined Communities. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933.

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Jezierski, Wojtek, and Lars Hermanson, eds. Imagined Communities on the Baltic Rim. Amsterdam: Amsterdam University Press, 2016. http://dx.doi.org/10.1515/9789048528998.

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Quinn, Jocey. Learning communities and imagined social capital: Learning to belong. London: Continuum, 2010.

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Quinn, Jocey. Learning communities and imagined social capital: Learning to belong. London: Continuum, 2010.

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Learning communities and imagined social capital: Learning to belong. New York: Continuum, 2011.

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Anderson, Benedict R. O'G. Imagined communities: Reflections on the origin and spread of nationalism. London: Verso, 1991.

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Epstein, William H., and R. Barton Palmer. Invented lives, imagined communities: The biopic and American national identity. Albany: State University of New York Press, 2016.

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Anderson, Benedict R. O'G. Imagined communities: Reflections on the origin and spread of nationalism. London: Verso, 2006.

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Anderson, Benedict R. O'G. Imagined communities: Reflections on the origin and spread of nationalism. London: Verso, 1991.

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Anderson, Benedict R. O'G. Imagined communities: Reflections on the origin and spread of nationalism. London: Verso, 2006.

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Book chapters on the topic "Imagine communities"

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Finlayson, Alan. "Imagined Communities." In The Wiley-Blackwell Companion to Political Sociology, 273–82. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444355093.ch24.

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Faucher-King, Florence. "Imagined Communities." In Changing Parties, 44–70. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230509887_3.

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van Splunder, Frank. "Imagined communities." In Language is Politics, 25–35. London ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429346880-3.

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Finlayson, Alan. "Imagined Communities." In The Blackwell Companion to Political Sociology, 281–90. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470696071.ch26.

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Cointe, Béatrice. "The Project-ed Community." In Sociology of the Sciences Yearbook, 127–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61728-8_6.

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AbstractProjects have become crucial devices in the practice and governance of research. Drawing on the participant ethnography of a two-year interdisciplinary project on microbial bioenergy, this chapter inquires how projectification translates into collective research dynamics. It argues that to understand what projects are and how they affect research practices and communities, it is necessary to look beyond their influence on the organisation of research work. Seeking to delineate the project as a group, the chapter analyses three versions of the project-ed community: in documents, in institutional arrangements, and in daily research. This shows that projects cannot be reduced to temporary arenas of research. They are also argumentative devices that justify and display the excellence and relevance of specific scientific endeavours, as well as projection devices – they serve to imagine future research communities and to start building them. In that, projects are highly strategic entities that integrate scientific practices into coherent narratives to further the interests and ambitions of various parties; but they are also enmeshed in practical matters, because to build communities, researchers have to develop concrete repertoires that are materially embodied.
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Palmer, James. "Anskar’s Imagined Communities." In Saints and their Lives on the Periphery, 171–88. Turnhout: Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.cursor-eb.3.4593.

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van den Heuvel, Steven C. "Loving ‘imagined communities’." In Theological Ethics and Moral Value Phenomena, 165–83. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315110257-10.

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Lising, Loy. "Imagined linguistic identity." In Doing Research within Communities, 133–41. Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315628875-15.

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Rosenwein, Barbara H. "Afterword. Imagined Emotions for Imagined Communities." In Imagined Communities on the Baltic Rim, edited by Wojtek Jezierski and Lars Hermanson, 379–86. Amsterdam: Amsterdam University Press, 2016. http://dx.doi.org/10.1515/9789048528998-015.

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Beeman, William O. "Benedict Anderson’s imagined communities." In Handbook of Pragmatics, 81–110. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/hop.21.and1.

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Conference papers on the topic "Imagine communities"

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Hirsch, Tad. "Communities real and imagined." In the fourth international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1556460.1556472.

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Esen, Ersin, Savas Ozkan, Ilkay Atil, Mehmet Ali Arabaci, and Seda Tankiz. "Detecting image communities." In 2014 12th International Workshop on Content-Based Multimedia Indexing (CBMI). IEEE, 2014. http://dx.doi.org/10.1109/cbmi.2014.6849841.

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Slecher, Max, Hilary Davis, and Jasmine Knox. "Smart storytelling 4 communities." In International Moving Image Cultures Conference. Film Department Universitas Multimedia Nusantara, 2019. http://dx.doi.org/10.31937/imov-3.

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SCHLESER, MAX, HILARY DAVIS, and JASMINE KNOX. "Smart storytelling 4 communities." In International Moving Image Cultures Conference. Film Department Universitas Multimedia Nusantara, 2019. http://dx.doi.org/10.31937/imoviccon-3.

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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.

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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species. Wandersee and Schussler (1999) coined the term “plant blindness” to describe the preference for animals rather than plants that they saw in their own biology students. Knapp (2019) has argued that, in fact, humans are less ‘plant blind’ and more ‘everything-but-vertebrates-blind’ with school curricula and television programming over-emphasising the role of vertebrates at the expense of other groups of organisms. Botanic gardens and arboreta have long been used for educational purposes. Sellman and Bogner (2012) have shown that learning about climate change in a botanic garden led to a significant shortterm and long-term knowledge gain for high-school students compared to students who learned in a classroom setting. There is also evidence that learning outside as part of a science curriculum results in higher levels of overall motivation in the students and a greater feeling of competency (Dettweiler et al., 2017). The trees in the UCC collection, like other urban trees also provide a range of benefits outside of the educational sphere. Large, mature trees, with well-developed crowns and large leaf surface area have the capacity to store more carbon than smaller trees. They provide shade as well as food and habitats for animal species as well providing ‘symbolic, religious and historic’ value in public common spaces. Such benefits have recently been summarised by Cavender and Donnolly (2019) and aligned with Sustainable Development Goal 11, Sustainable Cities and Communities by Turner-Skoff and Cavender (2019). A stakeholder survey has been conducted to evaluate how the tree collection is currently used and a tour of the most significant trees in the collection has been developed. The tour encourages participants to explore the benefits of plants through many lenses including recreation, medicine and commemoration. The open arboretum project brings learning beyond the classroom and acts as an entry point for learning in a variety of disciplines, not least plant science and environmental education generally.
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Mechefske, Chris K. "Acoustic Noise Reduction Liner for a 4T MRI Scanner." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84245.

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High-field, high-speed Magnetic Resonance Imaging (MRI) can generate high levels of acoustic noise. There is ongoing concern in the medical and imaging research communities regarding the detrimental effects of high acoustic levels on auditory function, patient anxiety, verbal communication between patients and health care workers and ultimately MR image quality. In order to effectively suppress the noise levels inside MRI scanners, the sound field needs to be accurately measured and characterized. This paper presents the results of measurements of the sound radiation from a gradient coil cylinder within a 4 Tesla MRI scanner under a variety of conditions. These measurement results show; 1) that noise levels can be significantly reduced through the use of an appropriately designed passive acoustic liner, and 2) the true noise levels that are experienced by patients during echo planer imaging (EPI).
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Caine, Moshe, Eyal Tagar, and Idit Ben Or. "Unfolding Communities: Imaging the Past, Envisioning the Future." In Electronic Visualisation and the Arts (EVA 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/eva2014.36.

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Wismüller, Axel, Mahesh B. Nagarajan, Herbert Witte, Britta Pester, and Lutz Leistritz. "Pair-wise clustering of large scale Granger causality index matrices for revealing communities." In SPIE Medical Imaging, edited by Robert C. Molthen and John B. Weaver. SPIE, 2014. http://dx.doi.org/10.1117/12.2044340.

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Tang, Kin-Ling. "The model reader of the Chinese translation of Imagined Communities." In Annual International Conference on Contemporary Cultural Studies (CCS 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2382-5650_ccs16.19.

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Ottes, Fenno P., Albert R. Bakker, Rudy A. Mattheus, Michel Osteaux, and Jef M. Kouwenberg. "Hospital-integrated PACS: R&D effort of the European communities." In Medical Imaging '90, Newport Beach, 4-9 Feb 90, edited by Samuel J. Dwyer III and R. Gilbert Jost. SPIE, 1990. http://dx.doi.org/10.1117/12.18997.

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Reports on the topic "Imagine communities"

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Bohn, Paul W., J. D. Shrout, J. V. Sweedler, and S. Farrand. In Situ Correlated Molecular Imaging of Chemically Communicating Microbial Communities. Office of Scientific and Technical Information (OSTI), January 2016. http://dx.doi.org/10.2172/1235677.

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Hallman, Kelly. Indigenous Adolescent Girls’ Empowerment Network (IMAGEN): Adapting the Girl Roster™ for Lakota communities. Population Council, 2018. http://dx.doi.org/10.31899/pgy7.1019.

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López Vidales, N., L. Gómez Rubio, and D. Vicente Torrico. Regional news in Spain’s national radio and television and their contribution to the image of Spain’s autonomous communities. Revista Latina de Comunicación Social, June 2017. http://dx.doi.org/10.4185/rlcs-2017-1184en.

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Atkinson, Dan, and Alex Hale, eds. From Source to Sea: ScARF Marine and Maritime Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.126.

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The main recommendations of the panel report can be summarised under four headings: 1. From Source to Sea: River systems, from their source to the sea and beyond, should form the focus for research projects, allowing the integration of all archaeological work carried out along their course. Future research should take a holistic view of the marine and maritime historic environment, from inland lakes that feed freshwater river routes, to tidal estuaries and out to the open sea. This view of the landscape/seascape encompasses a very broad range of archaeology and enables connections to be made without the restrictions of geographical or political boundaries. Research strategies, programmes From Source to Sea: ScARF Marine and Maritime Panel Report iii and projects can adopt this approach at multiple levels; from national to site-specific, with the aim of remaining holistic and cross-cutting. 2. Submerged Landscapes: The rising research profile of submerged landscapes has recently been embodied into a European Cooperation in Science and Technology (COST) Action; Submerged Prehistoric Archaeology and Landscapes of the Continental Shelf (SPLASHCOS), with exciting proposals for future research. Future work needs to be integrated with wider initiatives such as this on an international scale. Recent projects have begun to demonstrate the research potential for submerged landscapes in and beyond Scotland, as well as the need to collaborate with industrial partners, in order that commercially-created datasets can be accessed and used. More data is required in order to fully model the changing coastline around Scotland and develop predictive models of site survival. Such work is crucial to understanding life in early prehistoric Scotland, and how the earliest communities responded to a changing environment. 3. Marine & Maritime Historic Landscapes: Scotland’s coastal and intertidal zones and maritime hinterland encompass in-shore islands, trans-continental shipping lanes, ports and harbours, and transport infrastructure to intertidal fish-traps, and define understanding and conceptualisation of the liminal zone between the land and the sea. Due to the pervasive nature of the Marine and Maritime historic landscape, a holistic approach should be taken that incorporates evidence from a variety of sources including commercial and research archaeology, local and national societies, off-shore and onshore commercial development; and including studies derived from, but not limited to history, ethnology, cultural studies, folklore and architecture and involving a wide range of recording techniques ranging from photography, laser imaging, and sonar survey through to more orthodox drawn survey and excavation. 4. Collaboration: As is implicit in all the above, multi-disciplinary, collaborative, and cross-sector approaches are essential in order to ensure the capacity to meet the research challenges of the marine and maritime historic environment. There is a need for collaboration across the heritage sector and beyond, into specific areas of industry, science and the arts. Methods of communication amongst the constituent research individuals, institutions and networks should be developed, and dissemination of research results promoted. The formation of research communities, especially virtual centres of excellence, should be encouraged in order to build capacity.
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