06013nam 2200757 450 991081133550332120200520144314.01-118-76294-01-118-76291-61-118-76293-2(CKB)2550000001198366(EBL)1603264(SSID)ssj0001111635(PQKBManifestationID)11636868(PQKBTitleCode)TC0001111635(PQKBWorkID)11156293(PQKB)11729319(OCoLC)874157894(DLC) 2013051080(Au-PeEL)EBL1603264(CaPaEBR)ebr10833786(CaONFJC)MIL571625(OCoLC)867001277(CaSebORM)9781118762943(MiAaPQ)EBC1603264(PPN)19191214X(EXLCZ)99255000000119836620140213h20142014 uy 0engurunu|||||txtccrComputational approaches to studying the co-evolution of networks and behavior in social dilemmas /Rense Corten1st editionChichester, England :Wiley,2014.©20141 online resource (187 p.)Wiley series in computational and quantitative social scienceDescription based upon print version of record.1-306-40374-X 1-118-63687-2 Includes bibliographical references and index.Computational Approaches to Studying the Co-evolution of Networks and Behavior in Social Dilemmas; Contents; Preface; 1 Introduction; 1.1 Social dilemmas and social networks; 1.1.1 Cooperation and social networks; 1.1.2 Coordination and social networks; 1.2 Dynamic networks, co-evolution, and research questions; 1.3 Social networks and social dilemmas between sociology and economics; 1.4 Approach: Models, simulation, and empirical tests; 1.4.1 Theoretical models; 1.4.2 Empirical approach; 1.5 Description of the remaining chapters; References2 Consent or conflict: Co-evolution of coordination and networks*2.1 Introduction; 2.1.1 Polarization, conflict, and coordination; 2.1.2 Coordination and social networks; 2.2 The model; 2.3 Stable states; 2.4 Simulation design; 2.5 Simulation results; 2.5.1 Predicting stable states I: Polarization; 2.5.2 Predicting stable states II: Efficiency; 2.6 Conclusions and discussion; References; 3 Cooperation and reputation in dynamic networks*; 3.1 Introduction; 3.1.1 Cooperation and network effects; 3.1.2 The case for network dynamics; 3.1.3 Learning in networks3.1.4 Related theoretical literature 3.2 The model; 3.2.1 Formalization of the problem; 3.2.2 Individual strategies; 3.2.3 Reputation; 3.2.4 Network decisions; 3.2.5 Convergence; 3.3 Analysis of the model; 3.3.1 Dynamics of behavior with two actors; 3.3.2 Stable states in fixed networks; 3.3.3 Stable states in dynamic networks; 3.4 Setup of the simulation; 3.4.1 Dependent variables; 3.4.2 Parameters of the simulation; 3.4.3 Initial conditions of the simulation; 3.4.4 Convergence of the simulation; 3.5 Simulation results; 3.5.1 Results for fixed networks; 3.5.2 Results for dynamic networks3.6 Conclusions and discussion References; 4 Co-evolution of conventions and networks: An experimental study*; 4.1 Introduction; 4.1.1 Coordination, conventions, and networks; 4.1.2 An experimental approach; 4.2 Model and simulation; 4.2.1 The model; 4.2.2 Analytic results; 4.2.3 Simulation; 4.2.4 Overview of micro-level and macro-level hypotheses; 4.3 Experimental design; 4.4 Results; 4.4.1 Macro-level results; 4.4.2 Individual behavior I: Decisions in the coordination game; 4.4.3 Individual behavior II: Linking decisions; 4.5 Conclusions and discussion; References5 Alcohol use among adolescents as a coordination problem in a dynamic network*5.1 Introduction; 5.1.1 Coordination, influence, and alcohol use; 5.1.2 Approaches to the study of selection and influence; 5.2 Predictions; 5.3 Data; 5.3.1 Data collection; 5.3.2 Variables and measures; 5.4 Methods of analysis; 5.5 Results; 5.5.1 Descriptive results; 5.5.2 Multilevel regression using combined network measures; 5.5.3 Multilevel regression using non-reciprocated friendshipties; 5.5.4 Additional analyses; 5.6 Conclusions; References; 6 Conclusions; 6.1 Summary of the findings6.2 Theory, computer simulation, and empirical tests"Computational Approaches to Studying the Co-evolution of Networks and Behaviour in Social Dilemmas shows students, researchers, and professionals how to use computation methods, rather than mathematical analysis, to answer research questions for an easier, more productive method of testing their models. Illustrations of general methodology are provided and explore how computer simulation is used to bridge the gap between formal theoretical models and empirical applications. An accompanying website supports the text"--Provided by publisher."This book looks at an alternative approach to studying co-evolution of social networks and behaviour in social dilemmas that relies less on mathematical analysis, and instead uses computation methods to answer research questions"--Provided by publisher.Wiley Series in Computational and Quantitative Social ScienceInterpersonal relationsResearchMethodologySocial networksResearchMethodologyInterpersonal relationsResearchMethodology.Social networksResearchMethodology.302.3MAT029000bisacshCorten Rense874104MiAaPQMiAaPQMiAaPQBOOK9910811335503321Computational approaches to studying the co-evolution of networks and behavior in social dilemmas4127539UNINA04462nam 22004335 450 991076758940332120240207110643.01-3995-1667-11-3995-1666-310.1515/9781399516662(CKB)29447725000041(DE-B1597)672240(DE-B1597)9781399516662(OCoLC)1415927026(EXLCZ)992944772500004120240207h20242024 fg engur|||||||||||txtrdacontentcrdamediacrrdacarrierSituating Shakespeare Pedagogy in US Higher Education Social Justice and Institutional Contexts /ed. by Marissa Greenberg, Elizabeth WilliamsonEdinburgh : Edinburgh University Press, [2024]20241 online resource (256 p.) 5 B/W illustrations 5 colour illustrations 5 black & white and 5 colour illustrations1-3995-1664-7 Frontmatter -- Contents -- List of Figures -- Acknowledgments -- Abstracts -- Notes on Contributors -- Introduction -- 1. On Shakespeare, Anticolonial Pedagogy, and Being Just -- 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare's "Monument" -- 3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach -- 4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution -- 5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley -- 6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio -- 7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces -- 8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape -- 9. Shakespeare's Mixed Stock: Biracial Affect in the Field -- 10. Who Shot Romeo? And How Can We Stop the Bleeding? Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare -- Afterword -- Bibliography -- IndexMoves away from offering a single methodology or approach to social justice teaching, providing practical models for academics to followDescribes policy strategies and pedagogical practices for more equitable instruction of Shakespeare and Renaissance literatureReflects candidly on the relationship between identity and institutionality for Shakespeare educators and their studentsSituates the harms perpetuated by Shakespeare in higher education and revolutionary responses at institutions across the United StatesForegrounds faculty identities and institutional contexts for teaching and learning about ShakespeareDemonstrates for higher education administrators the scholarly legitimacy and social significance of justice-oriented pedagogyOn college and university campuses across the United States, scholar-teachers and their students find themselves in conditions of both real threat and tremendous possibility. Building on the recent surge of interest in equitable pedagogy within the field of Shakespeare and Renaissance literary studies, Situating Shakespeare Pedagogy in U.S. Higher Education makes a case for anchoring our teaching in these institutional power dynamics that have historically contributed to systemic injustice and continue to affect our work on a daily basis. Each of the contributors to this collection speaks directly to the intersection between their own identities, the lived experiences of their students, and the particular qualities of the institutions where they teach-including student demographics, curricular requirements, geographical location, and comparative levels of administrative support for implementing social justice approaches. From this perspective, they provide hope and practical guidance for scholar-educators who want to meet our students where they are.EDUCATION / Aims & ObjectivesbisacshEDUCATION / Aims & Objectives.Greenberg Marissa, 1776813Greenberg Marissa, edthttp://id.loc.gov/vocabulary/relators/edtWilliamson Elizabeth , edthttp://id.loc.gov/vocabulary/relators/edtDE-B1597DE-B1597BOOK9910767589403321Situating Shakespeare Pedagogy in US Higher Education4295893UNINA