This book examines the limits of cosmopolitanism in contemporary literature. In a world in which engagement with strangers is no longer optional, and in which the ubiquitous demands of globalization clash with resurgent localist and nationalist sentiments, cosmopolitanism is no longer merely a horizon-broadening aspiration but a compulsory order of things to which we are all conscripted. Focusing on literary texts from such diverse locales as England, Algeria, Sweden, former Yugoslavia, and the Sudan, the essays in this collection interrogate the tensions and impasses in our prison-house of cosmopolitanism.

Modernist literature at the end of the British empire challenges conventional notions of homeland, heritage, and community. Finalist of the MSA First Book Prize by The Modernist Studies Association The waning British empire left behind an abundance of material relics and an inventory of feelings not easily relinquished. In The Obsolete Empire, Philip Tsang brings together an unusual constellation of writers-Henry James, James Joyce, Doris Lessing, and V. S. Naipaul-to trace an aesthetics of frustrated attachment that emerged in the wake of imperial decline. Caught between an expansive Britishness and an exclusive Englishness, these writers explored what it meant to belong to an empire that did not belong to them. Thanks to their voracious reading of English fiction and poetry in their formative years, all of these writers experienced a richly textured world with which they deeply identified but from which they felt excluded. The literary England they imagined, frozen in time and out of place with the realities of imperial decline, in turn figures in their writings as a repository of unconsummated attachments, contradictory desires, and belated exchanges. Their works arrest the linear progression from colonial to postcolonial, from empire to nation, and from subject to citizen. Drawing on a rich body of scholarship on affect and temporality, Tsang demonstrates how the British empire endures as a structure of desire that outlived its political lifespan. By showing how literary reading sets in motion a tense interplay of intimacy and exclusion, Tsang investigates a unique mode of belonging arising from the predicament of being conscripted into a global empire but not desired as its proper citizen. Ultimately, The Obsolete Empire asks: What does it mean to be inside or outside any given culture? How do large-scale geopolitical changes play out at the level of cultural attachment and political belonging? How does literary reading establish or unsettle narratives of who we are? These questions preoccupied writers across Britain's former empire and continue to resonate today.

Online social media have transformed the face of human interaction in the 21st century. Wikis, blogs, online groups and forums, podcasts, virtual worlds, and social tagging are but a few of the applications enabling innovative behaviors that support acquisition, access, manipulation, retrieval, and visualization of information. It is, therefore, no surprise that educational practitioners and theorists have begun to explore how social media can be harnessed to describe and implement new paradigms for communication, learning, and education. The editors' goal in publishing this book was to identify original research on the application of online social media and related technologies in education as well as emerging applications in Web technologies that could provide and shape future educational platforms. The selected contributions deal with questions such as how social media can truly enrich and enhance learning and teaching experiences in ways not otherwise possible; how learning can be integrated in a distributed and ubiquitous social computing environment; or what theories, paradigms, and models are applicable for the support of social computing in education. Researchers in education or educational software will find interesting and sometimes provocative chapters on paradigms and methodologies, virtual and mobile learning spaces, and assessment and social factors. Practitioners in these fields will benefit from an additional section devoted to case studies and first experience reports.

Online social media have transformed the face of human interaction in the 21st century. Wikis, blogs, online groups and forums, podcasts, virtual worlds, and social tagging are but a few of the applications enabling innovative behaviors that support acquisition, access, manipulation, retrieval, and visualization of information. It is, therefore, no surprise that educational practitioners and theorists have begun to explore how social media can be harnessed to describe and implement new paradigms for communication, learning, and education.

The editors' goal in publishing this book was to identify original research on the application of online social media and related technologies in education as well as emerging applications in Web technologies that could provide and shape future educational platforms. The selected contributions deal with questions such as how social media can truly enrich and enhance learning and teaching experiences in ways not otherwise possible; how learning can be integrated in a distributed and ubiquitous social computing environment; or what theories, paradigms, and models are applicable for the support of social computing in education. Researchers in education or educational software will find interesting and sometimes provocative chapters on paradigms and methodologies, virtual and mobile learning spaces, and assessment and social factors. Practitioners in these fields will benefit from an additional section devoted to case studies and first experience reports.

This book examines the limits of cosmopolitanism in contemporary literature. In a world in which engagement with strangers is no longer optional, and in which the ubiquitous demands of globalization clash with resurgent localist and nationalist sentiments, cosmopolitanism is no longer merely a horizon-broadening aspiration but a compulsory order of things to which we are all conscripted. Focusing on literary texts from such diverse locales as England, Algeria, Sweden, former Yugoslavia, and the Sudan, the essays in this collection interrogate the tensions and impasses in our prison-house of cosmopolitanism.

Modernist literature at the end of the British empire challenges conventional notions of homeland, heritage, and community. Finalist of the MSA First Book Prize by The Modernist Studies Association The waning British empire left behind an abundance of material relics and an inventory of feelings not easily relinquished. In The Obsolete Empire, Philip Tsang brings together an unusual constellation of writers-Henry James, James Joyce, Doris Lessing, and V. S. Naipaul-to trace an aesthetics of frustrated attachment that emerged in the wake of imperial decline. Caught between an expansive Britishness and an exclusive Englishness, these writers explored what it meant to belong to an empire that did not belong to them. Thanks to their voracious reading of English fiction and poetry in their formative years, all of these writers experienced a richly textured world with which they deeply identified but from which they felt excluded. The literary England they imagined, frozen in time and out of place with the realities of imperial decline, in turn figures in their writings as a repository of unconsummated attachments, contradictory desires, and belated exchanges. Their works arrest the linear progression from colonial to postcolonial, from empire to nation, and from subject to citizen. Drawing on a rich body of scholarship on affect and temporality, Tsang demonstrates how the British empire endures as a structure of desire that outlived its political lifespan. By showing how literary reading sets in motion a tense interplay of intimacy and exclusion, Tsang investigates a unique mode of belonging arising from the predicament of being conscripted into a global empire but not desired as its proper citizen. Ultimately, The Obsolete Empire asks: What does it mean to be inside or outside any given culture? How do large-scale geopolitical changes play out at the level of cultural attachment and political belonging? How does literary reading establish or unsettle narratives of who we are? These questions preoccupied writers across Britain's former empire and continue to resonate today.

This book constitutes the refereed proceedings of the International Conference on ICT in Teaching and Learning, ICT 2011, jointly held in Hong Kong, China, in July 2011 with the 15th Hong Kong Web Symposium. The 30 revised full papers presented were carefully reviewed and selected from numerous submissions. The papers present current research on innovative and effective usage of social networking, multimedia and mobile learning technologies. Topics addressed are such as: emerging pedagogies, mobile technologies, Web 2.0, social networking, bookmarking and repository communities, e-learning, mobile and distributed learning, social computing mobile learning system design and architecture semantic Web applications d-learning, e-learning, m-learning education environments privacy, risk, and security.

Intelligent Technologies for Bridging the Grey Digital Divide offers high-quality research with both industry- and practice-related articles in the broad area of intelligent technologies for seniors. The main focus of the book is to provide insights into current innovation, issues to be resolved, and approaches for widespread adoption so that seniors, their families, and their caregivers are able to enjoy their promised benefits.