Return to the real world! A coupon-style booklet of 52 activities for offline fun, from Jason Fulford and Tamara Shopsin Jason Fulford and Tamara Shopsin's Offline Activities is a book of 52 suggestions for things you can do in real life. Rearrange your furniture; invite an old friend to lunch; bring something home from the supermarket and treat it as sculpture. Part novelty, part self-help guide, Offline Activities encourages you to seek out the chance and mystery that is often lacking in the digital age. Featuring the kind of ingenious, charming design you expect from a Jason Fulford and Tamara Shopsin project, Offline Activities is designed as a coupon book with tear-out pages, with one inspirational suggestion and quote per page. You are encouraged to physically do the activity and rip the page out of the book as proof. If you do one offline activity per week, the book will last a year. Offline Activities is a delightfully analog, pleasantly practical guide to shaking up your offscreen life. Tamara Shopsin (born 1979) is an illustrator, graphic designer, writer and part-time cook in her family's New York restaurant. She is the author of two memoirs, Mumbai New York Scranton (2013) and Arbitrary Stupid Goal (2017), designer of the 5 Year Diary and coauthor, with Jason Fulford, of the children's book This Equals That (2014), among many other projects. Jason Fulford (born 1973) is a photographer and cofounder of J&L Books. He is a Guggenheim Fellow, a frequent lecturer at universities and has led workshops across the globe. His numerous monographs include The Mushroom Collector (2011) and Hotel Oracle (2013).

Games and activities suggested in this edition help families enjoy some old-fashioned fun. Even 20 minutes a day can be rejuvenating for parents and a great way to connect with their children. 134 pp.

Trying to play a game but can t remember the rules? Looking for your favorite no-bake cookie recipe? It s all right here This book is chock-full of more than 500 ways to enhance any curriculum."

From email to smart phones, and from social media to Google searches, digital technologies have transformed the way we learn, entertain ourselves, socialize, and work. Despite their usefulness, these technologies have often led to information overload, stress, and distraction. In recent years many of us have begun to look at the pluses and minuses of our online lives and to ask how we might more skillfully use the tools we’ve developed. David M. Levy, who has lived his life between the “fast world” of high tech and the “slow world” of contemplation, offers a welcome guide to being more relaxed, attentive, and emotionally balanced, and more effective, while online. In a series of exercises carefully designed to help readers observe and reflect on their own use, Levy has readers watch themselves closely while emailing and while multitasking, and also to experiment with unplugging for a specified period. Never prescriptive, the book opens up new avenues for self-inquiry and will allow readers—in the workplace, in the classroom, and in the privacy of their homes—to make meaningful and powerful changes.

Shift to blended learning to transform education Blended learning has the power to reinvent education, but the transition requires a new approach to learning and a new skillset for educators. Loaded with research and examples, Blended Learning in Action demonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online. Readers will find: Breakdowns of the most effective classroom setups for blended learning Tips for leaders Ideas for personalizing and differentiating instruction using technology Strategies for managing devices in schools Questions to facilitate professional development and deeper learning

This book constitutes the refereed proceedings of the 9th International Conference on Social, Cultural, and Behavioral Modeling & Prediction and Behavior Representation in Modeling and Simulation, SBP-BRiMS 2016, held in Washington, DC, USA, in June/July 2016. The 38 full papers presented were carefully reviewed and selected from 78 submissions. The goal of this conference was to build a new community of social cyber scholars by bringing together and fostering interaction between members of the scientific, corporate, government and military communities interested in understanding, forecasting and impacting human socio-cultural behavior. For this three challenges have to be met: deep understanding, socio-cognitive reasoning, and re-usable computational technology. Thus papers come from a wide number of disciplines: computer science, psychology, sociology, communication science, public health, bioinformatics, political science, and organizational science.

This open access book provides related theories, methods, strategies, and practical cases for implementing education reform through blended learning in curriculum, program, and institutions in the digital age. It sums up the research and practice achievements of blended learning from different research teams, involving more than 20 experts from educational technology, higher education, vocational education, and education management over the past 20 years. This book recommends relevant policies of blended learning to international organizations and governments in various countries, provides systematic solutions for administrators in institutions to promote educational reform via blended learning, and serves as a reference book for instructors, researchers, and relevant enterprise practitioners.

This book contains the proceedings of the First Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Education (LePALISSHE) was held by Lentera Akademika Nusantara (Lekantara), Indonesia, in collaboration with Universitas Trisakti, Indonesia, on August 3, 2021. The aim of the conference is to promote new insights and discussion about the current global perspectives, considering the differences in academic and subject fields’ approaches across time and countries, with its implications and to improve and share the scientific knowledge on public administration, literature, social sciences, humanities, and education. The theme of the conference is: “Responding to Current Changes and Future Prospects Post Covid19 Pandemic from Various Perspectives”. The Covid19 pandemic has brought social and economic disruption worldwide, but is also providing opportunities in terms of new paths, new perspectives, and new ways of seeing things while addressing the underlying challenges. The conference invites delegates across Indonesia, United Kingdom, Japan, Malaysia, Australia, Canada, USA and beyond, and is attended by more than 300 participants from scholars, academics, researchers, practitioners, students, and policymakers from national and international institutions to provide an opportunity for discussion and to enhance professional networking in various related to the theme of the conference.

The result of a unique research project exploring the relationship between children's vernacular play cultures and their media-based play, this collection challenges two popular misconceptions about children's play: that it is depleted or even dying out and that it is threatened by contemporary media such as television and computer games. A key element in the research was the digitization and analysis of Iona and Peter Opie's sound recordings of children's playground and street games from the 1970s and 1980s. This framed and enabled the research team's studies both of the Opies' documents of mid-twentieth-century play culture and, through a two-year ethnographic study of play and games in two primary school playgrounds, contemporary children's play cultures. In addition the research included the use of a prototype computer game to capture playground games and the making of a documentary film. Drawing on this extraordinary data set, the volume poses three questions: What do these hitherto unseen sources reveal about the games, songs and rhymes the Opies and others collected in the mid-twentieth century? What has happened to these vernacular forms? How are the forms of vernacular play that are transmitted in playgrounds, homes and streets transfigured in the new media age? In addressing these questions, the contributors reflect on the changing face of childhood in the twenty-first century - in relation to questions of gender and power and with attention to the children's own participation in producing the ethnographic record of their lives.