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This paper confronts the disparity between a tradition that has defined anthropology as a comparative discipline and the practices which increasingly embrace cultural relativism and the uniqueness of each fieldsite. It suggests that it is possible to resolve this dilemma, through creating a vertical structure that complements the horizontal task of comparison across fieldsites. This vertical structure is composed of different methods of dissemination which make explicit a series of steps from a baseline of popular dissemination which stresses the uniqueness of individuals, through books and journal articles with increasing degrees of generalisation and comparison. Following this structure leads us up through analysis to the creation and employment of theory. This allows us to make comparisons and generalisations without sacrificing our assertion of specificity and uniqueness. We illustrate this argument though a recent nine-field site comparison of the use and consequences of social media in a project called "Why We Post."

They were active collaborators with whom I openly discussed my ideas about, and understanding of, technology, family, social life, prejudices, personal history and affection. Unfortunately I cannot mention any of their names here to protect their privacy. My wife and I owe an enormous debt of gratitude to Professor Daniel Miller, my mentor and supervisor on this project. He has offered generous amounts of feedback, support and patience with my shortcomings and delays. Above all, he has been an exemplar of a scholar: one that loves the discipline and loves doing research. We are also thankful to Daniel's wife, Rickie Burman, for offering encouragement in past years and for welcoming us many times into their home. This project involved a team of researchers who worked together for several months before leaving for field work, then kept in regular contact by reading and commenting on each other's monthly reports, and finally collaborated further to produce an online course, a comparative volume and their own individual monographs.

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the R=T initiative. Their presence and sharing of precious ideas at the R=T Launch Event in November 2015 was not just a show of support to the initiative but also sent an all-too-important message to the institution and beyond that research-based education is indeed a truly cross-community student-staff partnership effort. vii Contents List of figures and table xiii List of contributors ConTEnTS xi 3.5. Digital tools for bridging the knowledge gap to university mathematics 283