Women, Work, and the Web: How the Web Creates Entrepreneurial Opportunities

Book Publisher: Scarecrow Press

Co-editor: Carol Smallwood Co-ed., Women on Poetry: Writing, Revising,
Publishing and Teaching (McFarland, 2012) on Poets & Writers Magazine “List
of Best Books for Writers.” Writing After Retirement: Tips by Successful
Retired Writers forthcoming from Scarecrow Press.

Co-editor: Joan Gelfand, Development Chair for the Women’s National Book
Association, member of the National Book Critics Circle, Joan blogs
regularly for the Huffington Post, teaches writing, and is an award winning
author.

Seeking chapters of unpublished work from writers in the United States and
Canada for an anthology. We are interested in such topics as: Women
Founding Companies Existing Only on the Web; Women Working on the Web With
Young Children or Physical Disabilities; Woman’s Studies Resources and
Curriculum Development Webmasters; Women as Founding Editors of Webzines
and Blogs; Surveys/Interviews of Women on the Web.

Chapters of 3,000-4,000 words (up to 3 co-authors) on how the Internet has
opened doors, leveled the playing field and provided new opportunities for
women, are all welcome. Practical, how-to-do-it, anecdotal and innovative
writing based on experience. We are interested in communicating how women
make money on the Web, further their careers and the status of women. One
complimentary copy per chapter, discount on additional orders.

Please e-mail two chapter topics each described in two sentences by
February 28, 2013, along with a brief bio to smallwood@tm.net.  Please place
INTERNET/Last Name on the subject line; if co-authored, paste bio sketches
for each author.

2013 HISTORY OF EDUCATION SOCIETY ANNUAL MEETING

NASHVILLE, TENNESSEE  October 31- November 3, 2013

CALL FOR PAPERS

The Program Committee invites proposals on all topics relevant to the
history of education in any time period or nation, and especially papers or
panels that cross cultures, time periods or national boundaries.  The
Committee defines “education” broadly, to include all institutions of
socialization—mass media, voluntary organizations, and so on—as well as
schools and universities.  Proposals may be submitted for an individual
paper, a complete paper session, or a panel discussion.  A proposal for an
individual paper spells out the paper’s focus and rationale; if accepted,
this paper and others related to it will be combined into a paper session.
A proposal for a complete paper session provides a prospectus for a
coherent collection of three or four papers, including a title for the
session, a title for each paper, names of all authors, a chair, and a
discussant. A panel discussion is a session in which a group of qualified
panelists present a series of thought pieces that discuss important issues,
research or books in the field.

For the 2013 meeting, the Program Committee asks members to consider
proposing sessions, which may take the format of panel discussions or
workshops, organized around themes including:

1.     Teaching of the History of Education (including higher education,
the use of primary sources, teaching in a multiracial democracy, and
technology) and the place of the Foundations of Education in university
programs

2.     Historians as Public Intellectuals—The place of History in policy,
politics, and public opinion

3.     The state of the field—emerging issues or issues that should be
emerging in HES

Note:  There will be no preference given to papers and panels that fit, or
do not fit, these themes, but we will avoid scheduling conflicts among
panels that fall under any one theme.

Please include affiliations and email addresses for all participants.

Proposals are due on or before March 1, 2013 (no later than 9:00 p.m., PT).

Your proposal should either be no more than a two-page proposal,
single-spaced, describing an individual paper (references may be in
addition to the two pages), or no more than a four-page proposal
single-spaced, describing a complete paper session or panel discussion
(again, references may be in addition to the four pages). The proposal
should include the following elements: the topic, the theme, and an
overview of the study or discussion; the findings or conclusions; the
significance and how the work relates to other scholarship in the field;
and the sources. Whole panel proposals should also include individual paper
titles and a brief abstract in addition to the proposal for the panel as a
whole.  Please eliminate any identifying information from your proposal
before uploading it but include the affiliations and email addresses for
all participants elsewhere as instructed on the website.

To submit a proposal, please go to our proposal submission website.  It is
the same website used for the 2011 and 2012 Annual Meeting (with a change
of year in the address): https://cmt.research.microsoft.com/HES2013.

You will be asked to log into, or create, an account.  (Note:  It is
essential to use https.  Using simply http will not get you access.)  The
simple prompts will then guide you in entering your proposal information,
uploading your proposal, and providing some additional information,
including an abstract of your paper or session.

The History of Education Society requires all presenters at the 2013
conference to be members of the society. Invitations for membership will be
sent to authors of accepted proposals along with details about the
conference.

For questions about proposals, please contact James Fraser, program chair,
email jwf3@nyu.edu; telephone 212-998-5413, or mail New York University,
Steinhardt School of Culture, Education, and Human Development, East
Building, Suite 600, 239 Greene Street, New York, NY  10003.

For questions about technical issues related to submitting proposals,
please contact Noah Kippley-Ogman, email nko207@nyu.edu.

For questions about payments and registration, please contact Ralph Kidder,
email rkidder@marymount.edu.

The Journal of Digital Culture and Electronic Scholarship welcomes submissions of scholarly articles between 5,000 – 8,000 words in length. Well researched and appropriately referenced positional papers will also be considered. Shorter 2,000 – 4000 word articles with a focus on methodologies, experimentation, development, digital project description or review, as well as other more technical subject matters, are eligible for consideration. Submissions are accepted on an ongoing basis.

http://jdces.org/Submissions.html

Articles should be relevant to the humanities, arts and social sciences.

Topics of interest to this journal include, but are not limited to:

Digital Humanities / Humanities Computing
Digital Arts
Social Computing
Media Studies
New and Interactive Media
Digital Histories / History and Computing
Electronic Textual Analysis
Computational Linguistics and Stylistics
Electronic Resources and Publishing
Computational, Humanistic and Social Theory
Applied Psychology and Cyberpsychology
Humanist Computer Applications
Human Computer Interaction
Information Modelling and Data Analysis
Game Studies and Web-based Communities
Digital Archives and Databases
Quantitative and Qualitative Methodologies

http://jdces.org/Submissions.html

About the Journal:

Welcome to the Journal of Digital Culture and Electronic Scholarship, an international peer reviewed interdisciplinary publication with a focus on technology in the humanities, arts and social sciences. It is offered in both print and electronic formats, the latter as open access. Submissions to this journal are subject to a strict blind review process, facilitated by our expert panel of reviewers, all of which are respected academics within their respective fields.

http://www.h-net.org/announce/show.cgi?ID=200035

We welcome manuscripts on teaching any historical subject, time period, or region. Here are some questions that may be addressed… other questions as well as proposals from diverse perspectives are encouraged.

1. What pedagogical or andragogical approaches should be used in teaching an undergraduate or graduate history class?
2. As our understanding of history and historical development changes, how should we adjust our teaching and learning facilitation methods to reflect these changes?
3. What types of methods work best at each level–high school, community college, undergraduate, graduate or post-graduate?
4. How appropriate or effective are currently broadly popular methods, such as cooperative learning (i.e. group work), service learning, and educational games, for the history classroom?
5. How much should we adapt old methods or move to completely new approaches? In other words, how and how far should we teach beyond the textbook?
6. How can we assess the relative effectiveness of new methods for teaching history?
7. What do we teach and/or should we teach in a secondary school history class: memory, heritage, traditional indigenous histories, counterfactual history, or reading and writing? How much history should be required in a school curriculum?
8. What educational technology is useful for teaching history?
9. How can we effectively use educational technology to promote historical understanding?
10. What is the effect of computer-based technology on historical scholarship and teaching?

Who May Submit:
Manuscripts are sought from those whose experiences and methods in the college or high school classroom have produced meaningful ways to teach history, whether in the traditional classroom, through on-line courses, or a combination of class meetings and web-based work. Submissions may be in the form of research reports, case studies, research in progress, or theoretical papers. Please identify your submission with keyword: HISTORY

Submission deadline: Thursday, 28th February 2013.
Submission Procedure: http://rapidintellect.com/AEQweb/rufen1.htm

http://www.h-net.org/announce/show.cgi?ID=200013

FEMINIST SYMPOSIUM: “Boundaries, Bodies, and Dissidence”: Negotiating New Spaces of Feminist Knowledge on March 29, 2013

Florida Atlantic University’s Women’s Studies Graduate Student Association in collaboration with the Center for Women, Gender and Sexuality Studies proudly presents FAU’s 15th Annual Women’s Studies Graduate Student Association Symposium.

We welcome scholarly work by graduate students from all disciplines. We hope to encourage lively debate about issues of common interest and encourage further work in the fields of gender and women’s studies issues. This symposium is an opportunity for graduate students to present their ongoing work, thesis proposals or research papers.

Graduate students in the Visual and Performing Arts are invited to submit proposals for exhibits or creative performances. To apply, please submit a one-page abstract which includes:
(1) A brief description of the proposed topic
(2) An explanation of how the topic relates to Women’s Studies scholarship or issues of feminist analysis
(3) A thesis statement

Individual or collective submissions are welcome. Please include your name, address, telephone number, e-mail, institutional affiliation and the title of your paper at the top of the page. Final decisions on the submitted abstracts will be sent no later than February 22, 2013.

All abstracts must be received by Friday, February 1, 2013. Abstract submissions should be sent via email to: fau.wsgsa@gmail.com

For more information, contact Renata Bozzetto at rrodri68@fau.edu

The conference is open to the public. Arrangements concerning refreshments and guest speakers are pending.

We welcome papers on the following topics including, but not limited to:

Gender Justice
Global Feminist Issues,
Diaspora and Politics of Exile
Feminist Philosophy
Women’s Studies and Feminist Pedagogy
Sexual Politics
Queer Studies
Feminist Cultural Studies
Media and Popular
Culture
Disability Studies
Feminist Critical Race
Studies
Environmental Justice
Feminist Approaches to
Science, Spirituality, Militarism,
Families, Reproduction, Labor,
Health or Violence

Renata BozzettoEmail: rrodri68@fau.edu http://www.h-net.org/announce/show.cgi?ID=200236

Social Science History Association annual conference
Chicago, Nov. 21-24 2013

The SSHA organizes an annual conference in which each of the networks
that make up the SSHA put together a series of conference panels. This very
grassroots system of conference organizing means that scholars put together
complete panels (consisting of 4-5 papers, a discussant, and a chair),
which are then vetted by the network representatives and put on the program
by the program committee. In addition, scholars propose individual papers,
which network representatives turn into panels. The outcome is a terrific,
stimulating conference.

The 2013 conference will be in Chicago on Nov. 21-24 and we hope you will
consider proposing panels that fit under the broad umbrella of our network
women, gender & sexuality.  If you like more specific guidance, the general
topic of the conference is “organizing powers” (see http://www.ssha.org/pdfs/SSHA_2013_CFP.pdf).

In addition, topics raised at this year’s network meeting included:

Re-evaluating the sexual revolution from women, gender and sexuality
perspectives; The organizing power of affect; The organizing power of
color; The organizing powers of feminisms; Re-evaluating the socio-cultural
effects of feminisms; Gendering and sexualization as structuring
instruments of power; The relationship between feminism and revolution;
Gender and labor organizing; Women and consumer activism; The Men’s
movement; Re-organizing power relations; Gender organizing prison; LGBT,
marriage: re-organizing power? Gender-segregation as organizing power; The
relationship between household and state.

These are suggestions only — we are happy to consider all themes that fit
within our network.

The deadline for submissions is February 15, 2013!  For instructions on how
to upload panel and individual paper proposals please go to:
http://www.ssha.org/conference-submission

If you have ideas for panels and need advice on bringing in more scholars,
please do not hesitate to contact us. We might be able to put you in
contact with others.

Please do not hesitate to contact us if you have any further questions:

Dominique Grisard:
dominique.grisard@unibas.ch

Anna Korteweg:
anna.korteweg@utoronto.ca

The open source journal Future Internet is currently looking for papers for an issue on inequality in the online or digital environment.

This is an excellent opportunity for younger scholars and also for those with research that may not fit in other journals.

This special issue of Future Internet is dedicated to exploring inequalities between groups in the digital environment. The “digital environment” here refers to the social space produced through devices that allow users to go online (mobile phones, desktop computers, tablet computers, etc).

Papers should explore inequalities in this digital environment between economic classes, racial groups, communities, and other types of groups and categories.

All submissions due March 15, 2013.

Please refer to the issue’s webpage for more information as well as papers already planned for the journal: http://www.mdpi.com/journal/futureinternet/special_issues/digital-inequality

Contact Rod Graham (rgraham@ric.edu) with an idea or abstract if you have a paper that fits the theme of the special issue.

Focus:
We welcome manuscripts on teaching any historical subject, time period, or region. Here are some questions that may be addressed… other questions as
well as proposals from diverse perspectives are encouraged.

1.  What pedagogical or andragogical approaches should be used in
teaching an undergraduate or graduate history class?
2.  As our understanding of history and historical development changes,
how should we adjust our teaching and learning facilitation methods to
reflect these changes?
3.  What types of methods work best at each level–high school, community
college, undergraduate, graduate or post-graduate?
4.  How appropriate or effective are currently broadly popular methods,
such as cooperative learning (i.e. group work), service learning, and
educational games, for the history classroom?
5.  How much should we adapt old methods or move to completely new
approaches? In other words, how and how far should we teach beyond the
textbook?
6.  How can we assess the relative effectiveness of new methods for
teaching history?
7.  What do we teach and/or should we teach in a secondary school history
class: memory, heritage, traditional indigenous histories, counterfactual
history, or reading and writing? How much history should be required in a
school curriculum?
8.  What educational technology is useful for teaching history?
9.  How can we effectively use educational technology to promote
historical understanding?
10. What is the effect of computer-based technology on historical
scholarship and teaching?

Who May Submit:
Manuscripts are sought from those whose experiences and methods in the
college or high school classroom have produced meaningful ways to teach
history, whether in the traditional classroom, through on-line courses, or
a combination of class meetings and web-based work. Submissions may be in
the form of research reports, case studies, research in progress, or
theoretical papers. Please identify your submission with keyword: HISTORY

Submission deadline:
Thursday, 28th February 2013.
Submission Procedure:
http://rapidintellect.com/AEQweb/rufen1.htm