Estudios sobre el cafe /

Mode of access: Internet.

Cedar Creek : from the shanty to the settlement : a tale of Canadian life /

Mode of access: Internet.

My-T-Fine Cafe rear

101-105 S. Thayer. E.G. DeBarr proprietor. On verso: 273-57

My-T-Fine Cafe. Thayer St. exterior. Mrs. De Barr's cafe

101 S. Thayer. E.G. DeBarr, proprietor. On verso: 273-56

El cultivo del cafe como remedio de la crisis economica del Paraguay

Mode of access: Internet.

Internet/computer addiction among juveniles in Turkey

Internet and computer addiction has been a popular research area since the 90s. Studies on Internet and computer addiction have usually been conducted in the US, and the investigation of computer and Internet addiction at different countries is an interesting area of research. This study investigates computer and Internet addiction among teenagers and Internet cafe visitors in Turkey. We applied a survey to 983 visitors in the Internet cafes. The results show that the Internet cafe visitors are usually teenagers, mostly middle and high-school students and usually are busy with computer and Internet applications like chat, e-mail, browsing and games. The teenagers come to the Internet cafe to spend time with friends and the computers. In addition, about 30% of cafe visitors admit to having an Internet addiction, and about 20% specifically mention the problems that they are having with the Internet. It is rather alarming to consider the types of activities that the teenagers are performing in an Internet cafe, their reasons for being there, the percentage of self-awareness about Internet addiction, and the lack of control of applications in the cafe.

Disputes in Everyday Life : Social and Moral Orders of Children and Young People

"The research presented in this volume has been undertaken in a range of settings and across ages, to display the rich, varied, and complex aspects of children and young people's everyday lives. The papers contribute to understanding children's disputes, framed as forms of social practice, by closely examining children's talk and interaction in disputes to offer insight into how they arrange their social lives within the context of school, home, neighborhood, correctional, and cafe settings. As such, this volume contributes to an emerging body of edited volumes that investigate children and young people's everyday interactions (Cromdal, 2009; Cromdal & Tholander, in press; Gardner & Forrester, 2010; Goodwin & Kyratzis, 2007; Hutchby & Moran-Ellis, 1998). Each paper has been peer reviewed, by respected researchers of the field, in some cases authors of this volume, and revised. We also thank Charlotte Cobb-Moore who so ably assisted in the final preparation of the manuscripts."---publisher website

Editorial

On a balmy summer morning a small group of us gathered for breakfast at the China National Convention Centre in Beijing during the 2010 ISME World Conference. As the cafe started to fill up with delegates from around the globe, we sat intently discussing our grand plan. Quite simply, we wanted to develop a network of community music practitioners and scholars in the Asia Pacific region. Inspired by the Community Music Activity (CMA) Commission we had just attended in Hangzhou the week before, we felt a pressing need to keep the seminar’s momentum going. During the seminar we had heard many stories and examples of musical practices, community contexts, pedagogical approaches and research ethics; however, set against the backdrop of this Chinese context, these familiar topics seemed to take on a new meaning (see Bartleet 2011). As we experienced the local culture and interacted with some of our Chinese colleagues, we were reminded that the concept of community is always contextual, contingent and contested(see Elliott et al. 2008: 3). We were also reminded that notions of what community music is and its social and educational functions are always fluid and varied depending on where you are in the world. After the seminar, our sense was that there are new voices and ideas relating to community music coming from this region that need to be heard. We hoped that this network would serve as a vehicle for activating relationships between these practitioners and scholars, as well as a channel for developing cross cultural partnerships, and disseminating research about community music in this region. On the surface this goal seemed quite straightforward...

park(ing) day

Walking through the city, passersby are occasionally jolted out of the mundane by surprises that seem out of place or incongruous with the expected urban function––a hidden cafe, or an unknown public art project. If you happen to be wandering through a major city on the third Friday of September each year, you might encounter a parking space that has been temporarily transformed into a "park" with green grass, a bench and an umbrella, perhaps a lemonade stand, a nursery, or an interactive space with a survey about local issues.

Shut up & write! Facilitating informal learning in doctoral education

Providing help for research degree writing within a formal structure is difficult because research students come into their degree with widely varying needs and levels of experience. Providing writing assistance within a less structured learning context is an approach which has been trialled in higher education with promising results (Boud, Cohen & Sampson, 2001; Stracke, 2010; Devendish et al., 2009). While semi structured approaches have been the subject of study, little attention has been paid to the processes of informal learning which exist within doctoral education. In this paper we explore a 'writing movement' which has started to be taken up at various locations in Australia through the auspices of social media (Twitter and Facebook). 'Shut up and Write' is a concept first used in the cafe scene in San Francisco, where writers converge at a specific time and place and write together, without showing each other the outcomes, temporarily transforming writing from a solitary practice to a social one. In this paper we compare the experience of facilitating shut up and write sessions in two locations: RMIT University and Queensland University of Technology. The authors describe the set up and functioning of the different groups and report on feedback from regular participants, both physical and virtual. We suggest that informal learning practices can be exploited to assist research students to orientate themselves to the university environment and share vital technical skills, with very minimal input from academic staff. This experience suggests there is untapped potential within these kinds of activities to promote learning within the research degree experience which is sustainable and builds a stronger sense of community.