Video media spaces are an excellent crucible for the study of privacy. Their design affords opportunities for misuse, prompts ethical questions, and engenders grave concerns from both users and nonusers. Despite considerable discussion of the privacy problems uncovered in prior work, questions remain as to how to design a privacy-preserving video media space and how to evaluate its effect on privacy. The problem is more deeply rooted than this, however. Privacy is an enormous concept from which a large vocabulary of terms emerges. Disambiguating the meanings of and relationships between these terms facilitates understanding of the link between privacy and design. In this article, we draw from resources in environmental psychology and computersupported cooperative work (CSCW) to build a broadly and deeply rooted vocabulary for privacy. We relate the vocabulary back to the real and hard problem of designing privacy-preserving video media spaces. In doing so, we facilitate analysis of the privacy-design relationship.

When I first became interested in in-depth case-study research, I was trying to understand how power and rationality shape each other and form the urban environments in which we live (Flyvbjerg, 1998). It was clear to me that in order to understand a complex issue like this, in-depth case-study research was necessary. It was equally clear, however, that my teachers and colleagues kept dissuading me from employing this particular research methodology. ‘You cannot generalize from a single case’, some would say, ‘and social science is about generalizing. ’ Others would argue that the case study may be well suited for pilot studies but not for full-fledged research schemes. Others again would comment that the case study is subjective, giving too much scope for the researcher’s own interpretations. Thus the validity of case studies would be wanting, they argued. At first, I did not know how to respond to such claims, which clearly formed the conventional wisdom about case-study research. I decided therefore to find out where the claims come from and whether they are correct. This chapter contains what I discovered.

The design, development, and deployment of interactive systems can substantively impact individuals, society, and the natural environment, now and potentially well into the future. Yet, a scarcity of methods exists to support long-term, emergent, systemic thinking in interactive design practice. Toward addressing this gap, we propose four envisioning criteria – stakeholders, time, values, and pervasiveness – distilled from prior work in urban planning, design noir, and Value Sensitive Design. We characterize how the criteria can support systemic thinking, illustrate the integration of the envisioning criteria into established design practice (scenariobased design), and provide strategic activities to serve as generative envisioning tools. We conclude with suggestions for use and future work. Key contributions include: 1) four envisioning criteria to support systemic thinking, 2) value scenarios (extending scenario-based design), and 3) strategic activities for engaging the envisioning criteria in interactive system design practice.

In this paper we propose that there is a scarcity of methods which support critical, systemic, long-term thinking in current design practice, technology development and deployment. To address this need we introduce value scenarios, an extension of scenariobased design which can support envisioning the systemic effects of new technologies. We identify and describe five key elements of value scenarios: stakeholders, pervasiveness, time, systemic effects, and value implications. We provide two examples of value scenarios, which draw from our current work on urban simulation and human-robot interaction. We conclude with suggestions for how value scenarios might be used by others.

Despite the imperatives of policy and rhetoric about their integration in formal education, Information and Communication Technologies (ICTs) are often used as an "add-on " in many classrooms and in many lesson plans. Nevertheless, many teachers find that interesting and wellplanned tasks, projects, and resources provide a key to harnessing the educational potential of digital resources, Internet communications and interactive multimedia to engage the interest, interaction, and knowledge construction of young learners. To the extent that such approaches go beyond and transform traditional "transmission " models of teaching and formal lesson planning, this paper investigates the changing requirements and new possibilities represented by the challenge of integrating ICTs in education in a way which at the same time connects more effectively with both the specific contents of the curriculum and the various stages and elements of the learning process. Case studies from teacher education foundation courses provide an exemplary focus of inquiry in order to better link relevant new theories or models of learning with practice, to build upon related learner-centered strategies for integrating ICT resources and tools, and to incorporate interdependent functions of learning as information access, communication,

A child-directed site collects personal information, such as a child’s full name, postal address, e-mail address, gender, and age. The site also asks a child whether he or she has received gifts in the form of stocks, cash, saving bonds, mutual funds, or certificates of deposit; who has given these gifts; whether

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The basic idea of conceptual history is that all key social, political, and cultural concepts are both historical and, even when not always contested, at least poten-tially contestable. 1 The concept of narrative has become such a contested concept over the last thirty years in response to what is often called the “narrative turn ” in

“Globalisation is putting democracy in question and is itself being questioned as undemocratic,” declares James Anderson in the first chapter of Transnational Democracy (6). “Its border crossings are undermining the traditional territorial basis of democracy and creating new political spaces which need democratizing ” (Ibid.). We are thus confronted with a portentous choice to mitigate, ameliorate, or remedy democratic deficits in our globalizing world: either globalize democracy or democratize globalism (a term I use to encompass all features of the process of globalization). 1 Globalizing democracy extends the logic of “national democracy ” (18) by applying institutional, representational, and voting procedures and frameworks globally to remedy or mitigate democratic deficits. Chapters by Agnew, Newman, Painter, O’Dowd, Anderson and Hamilton, and McGrew explore this theme. Alternatively, authors van der Pijl, Hirsch, Goodman, and Taylor ruminate on the possibility of democratizing globalization by creating and opening democratic spaces through (popular) participation intensive movements and reconstituting state-dominated global institutions and procedures. The implication is that transnational social movements constitute a “global demos,” a citizenry of the world that substantively transcends the territorially bounded demos of the state, and remakes the world in a transnational, if not cosmopolitan, vein.

I declare that this dissertation is my own unaided work. It is submitted for the degree of Doctor of Philosophy in the University of the Witwatersrand, Johannesburg. It has not been submitted before for any other degree or examination in any other university.