Assessing the available and accessible evidence: How personal reputations are...Frances Ryan
Slides for the conference paper 'Assessing the available and accessible evidence: How personal reputations are determined and managed online' presented at Information: interactions and impact 2015, Aberdeen, 23-26 June 2015.Abstract available at http://www.iidi.napier.ac.uk/c/publications/publicationid/13382473
Discussing bringing your digital identity online in higher ed for research and practice with ALS 6015: Teaching in Higher Education @profpatrice's class
Let's look at interesting research about facebook social media results
Facebook Psychology: Popular Questions Answered by Research
go deep in what is impact of use social media networks in our real life
Assessing the available and accessible evidence: How personal reputations are...Frances Ryan
Slides for the conference paper 'Assessing the available and accessible evidence: How personal reputations are determined and managed online' presented at Information: interactions and impact 2015, Aberdeen, 23-26 June 2015.Abstract available at http://www.iidi.napier.ac.uk/c/publications/publicationid/13382473
Discussing bringing your digital identity online in higher ed for research and practice with ALS 6015: Teaching in Higher Education @profpatrice's class
Let's look at interesting research about facebook social media results
Facebook Psychology: Popular Questions Answered by Research
go deep in what is impact of use social media networks in our real life
This paper examines digital literacy and how it relates to the philosophical study of ignorance. Ignorance of how digital technologies work (e.g. how users’ online activities can be used to the advantage of platform owners without the users’ knowledge, and how browsing can be confined) is still not well understood from the perspective of user practice.
Based on the following Special Issue of Teaching in Higher Education: https://doi.org/10.1080/13562517.2018.1547276
Talk done at Lancaster University, Edinburgh University, the SRHE conference, Sussex University,
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Integrating social media into online educational spaces: Modeling professiona...University of Waterloo
New Media, and social media in particular, offer new sites for learning, literacy sponsorship, and writing. The panelists in this session explore how these outlets are being used both within the classroom and by outside organizations, to support and invigorate learning and literacy practices.
Independence in Graduate School: How to develop and enhance yoursDoctoralNet Limited
This is the third in a series delving into the research that pertains to why graduate students may disengage. Lack of clarity on or too much or too little Independence accounts for about 25% of students thinking of dropping out.
MIT Program on Information Science Talk -- Julia Flanders on Jobs, Roles, Ski...Micah Altman
Julia Flanders, who is the Director of the Digital Scholarship Group in the Northeastern University Library, and a Professor of Practice in Northeastern's English Department gave a talk on Jobs, Roles, Skills, Tools: Working in the Digital Academy as part of the Program on Information Science Brown Bag Series.
In the talk, illustrated by the slides below, Julia discusses the evolving landscape of digital humanities (and digital scholarship more broadly) and considers the relationship between technology, tool development, and professional roles.
For more see: http://informatics.mit.edu/event/brown-bag-jobs-roles-skills-tools-working-digital-academy-julia-flanders
Reputation Management for Early Career ResearchersMicah Altman
In the rapidly changing world of research and scholarly communications, researchers are faced with a fast growing range of options to publicly disseminate, review, and discuss research—options which will affect their long-term reputation. Early career scholars must be especially thoughtful in choosing how much effort to invest in dissemination and communication, and what strategies to use.
Dr. Micah Altman briefly reviews a number of bibliometric and scientometric studies of quantitative research impact, a sampling of influential qualitative writings advising this area, and an environmental scan of emerging researcher profile systems. Based on this review, and on professional experience on dozens of review panels, Dr. Altman suggests some steps early career researchers may consider when disseminating their research and participating in public reviews and discussion.
Beyond Methodology - ethical implications of doing online researchNele Heise
This is my presentation at the conference "General Online Research" (March 5, 2013, in Mannheim). Please note: I had to leave out very important issues (such as obtaining consent and publication of data) due to time constraints. You will find some information on that in the "Appendix", i.e. the last four slides :)
Presentation of my Master Thesis for the International Master in Digital Library Learning (DILL). Prepared for the 2nd QQML 2010 International Conference Chania, Crete (Greece), 25-28 May 2010. Paper due to appear on the Conference’s Proceedings.
"Open Access at the Coal Face: attitudes and practical responses" Yvonne Budd...ARLGSW
Open Access is, arguably, one of the most disruptive changes to the scholarly communications environment since the invention of the internet. Staff in academic and research libraries have been facilitating this change and educating researchers about it since the first institutional repository was launched in 2000. But the pace of change has accelerated exponentially with the strengthening of the RCUK and Wellcome Trust mandates and the introduction of the HEFCE mandate among other funder moves in this area.
This talk will focus on the practical responses taken by the University of Warwick to cope with this change in all areas across the institution and the demands that this has placed on Library staff. It will focus on the Library perspective but also cover work done by the Research Office as well as the Graduate School and Student, Careers and Skills as part of a cross-institutional response. It will examine the practical challenges that we have faced in dealing with the new policies and some of the developments we have made to our institutional repository, WRAP (http://wrap.warwick.ac.uk) to support researchers wanting the advantages of open access. Additionally it will cover new areas of activity that have been undertaken by Library staff and offer a few of our ‘lessons learnt’ as well as a few future plans.
Finally the talk will discuss some of the early results from an institution wide survey of our researchers on their understanding of open access and attitudes to the process. This survey is an expansion of a survey that we ran in 2011 and the results will show whether or not the rapid changes and stronger funder mandates are really helping to win the hearts and minds of our researchers.
This paper examines digital literacy and how it relates to the philosophical study of ignorance. Ignorance of how digital technologies work (e.g. how users’ online activities can be used to the advantage of platform owners without the users’ knowledge, and how browsing can be confined) is still not well understood from the perspective of user practice.
Based on the following Special Issue of Teaching in Higher Education: https://doi.org/10.1080/13562517.2018.1547276
Talk done at Lancaster University, Edinburgh University, the SRHE conference, Sussex University,
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Integrating social media into online educational spaces: Modeling professiona...University of Waterloo
New Media, and social media in particular, offer new sites for learning, literacy sponsorship, and writing. The panelists in this session explore how these outlets are being used both within the classroom and by outside organizations, to support and invigorate learning and literacy practices.
Independence in Graduate School: How to develop and enhance yoursDoctoralNet Limited
This is the third in a series delving into the research that pertains to why graduate students may disengage. Lack of clarity on or too much or too little Independence accounts for about 25% of students thinking of dropping out.
MIT Program on Information Science Talk -- Julia Flanders on Jobs, Roles, Ski...Micah Altman
Julia Flanders, who is the Director of the Digital Scholarship Group in the Northeastern University Library, and a Professor of Practice in Northeastern's English Department gave a talk on Jobs, Roles, Skills, Tools: Working in the Digital Academy as part of the Program on Information Science Brown Bag Series.
In the talk, illustrated by the slides below, Julia discusses the evolving landscape of digital humanities (and digital scholarship more broadly) and considers the relationship between technology, tool development, and professional roles.
For more see: http://informatics.mit.edu/event/brown-bag-jobs-roles-skills-tools-working-digital-academy-julia-flanders
Reputation Management for Early Career ResearchersMicah Altman
In the rapidly changing world of research and scholarly communications, researchers are faced with a fast growing range of options to publicly disseminate, review, and discuss research—options which will affect their long-term reputation. Early career scholars must be especially thoughtful in choosing how much effort to invest in dissemination and communication, and what strategies to use.
Dr. Micah Altman briefly reviews a number of bibliometric and scientometric studies of quantitative research impact, a sampling of influential qualitative writings advising this area, and an environmental scan of emerging researcher profile systems. Based on this review, and on professional experience on dozens of review panels, Dr. Altman suggests some steps early career researchers may consider when disseminating their research and participating in public reviews and discussion.
Beyond Methodology - ethical implications of doing online researchNele Heise
This is my presentation at the conference "General Online Research" (March 5, 2013, in Mannheim). Please note: I had to leave out very important issues (such as obtaining consent and publication of data) due to time constraints. You will find some information on that in the "Appendix", i.e. the last four slides :)
Presentation of my Master Thesis for the International Master in Digital Library Learning (DILL). Prepared for the 2nd QQML 2010 International Conference Chania, Crete (Greece), 25-28 May 2010. Paper due to appear on the Conference’s Proceedings.
"Open Access at the Coal Face: attitudes and practical responses" Yvonne Budd...ARLGSW
Open Access is, arguably, one of the most disruptive changes to the scholarly communications environment since the invention of the internet. Staff in academic and research libraries have been facilitating this change and educating researchers about it since the first institutional repository was launched in 2000. But the pace of change has accelerated exponentially with the strengthening of the RCUK and Wellcome Trust mandates and the introduction of the HEFCE mandate among other funder moves in this area.
This talk will focus on the practical responses taken by the University of Warwick to cope with this change in all areas across the institution and the demands that this has placed on Library staff. It will focus on the Library perspective but also cover work done by the Research Office as well as the Graduate School and Student, Careers and Skills as part of a cross-institutional response. It will examine the practical challenges that we have faced in dealing with the new policies and some of the developments we have made to our institutional repository, WRAP (http://wrap.warwick.ac.uk) to support researchers wanting the advantages of open access. Additionally it will cover new areas of activity that have been undertaken by Library staff and offer a few of our ‘lessons learnt’ as well as a few future plans.
Finally the talk will discuss some of the early results from an institution wide survey of our researchers on their understanding of open access and attitudes to the process. This survey is an expansion of a survey that we ran in 2011 and the results will show whether or not the rapid changes and stronger funder mandates are really helping to win the hearts and minds of our researchers.
"From Reading Rooms to Research Commons" Sheila Corrall, DARTS4ARLGSW
The research environment is challenging libraries to raise their game by providing higher-end services in response to technological change and policy developments. Librarians are being urged to move from service-as-support to a partnership model involving “deep collaboration” across the whole knowledge lifecycle. But libraries are no longer the “go-to” place for researchers. Perceived as dispensers of goods, more geared to students and education, they struggle to gain take-up for research offerings. Innovative practitioners are using various strategies to reposition themselves as key players in the research arena, notably space-as-service strategies, which can bring researchers back to the physical library and improve visibility of virtual services.
"Stuff and data: challenges for research data management in the visual arts" ...ARLGSW
During the workshop we will explore the work of the Jisc funded KAPTUR and AHRC funded VADS4R projects over the last three years. This has focused on seeking to enhance research data management practice within in the visual arts. In particular we will focus on the specific disciplinary challenges, how these have been addressed, and reflect upon the lessons learned and work still needed to be undertaken. The workshop will be interactive, enabling participants to investigate the nature of research data and the curatorial challenges it presents in the visual arts.
"Research data management: where are we now?" Jenni Crossley, DARTS4ARLGSW
In January 2013, the research librarians at UWE hosted a workshop focussing on the skills that librarians need to develop in order to support researchers in research data management. As part of this day, participants undertook a brief maturity modelling exercise which looked at their library services state of readiness to support RDM, and where they would like to be in 3 years’ time. This talk looks at progress made to date by those services, and includes an opportunity for the audience to undertake an as-is exercise. There will also be a brief overview of UWE’s own progress in implementing RDM support.
"Open Access: recalibrating the relationships" Neil Jacobs, DARTS4ARLGSW
Neil will focus on the lessons from the Jisc-APC pilot, and how the workflows around all forms of OA are changing the roles and responsibilities of information professionals within and beyond the HEI. There are new drivers (eg the HEFCE REF OA policy), new points of contact / transaction (eg Gold OA payments of various kinds), and new opportunities (eg to populate repositories). The talk will explore the workflows that are emerging as effective in addressing these changes, and their implications for all concerned.
"Designing practitioner research for impact" Miggie Pickton, DARTS4ARLGSW
Miggie will highlight the growing importance of impact in research generally including impact case studies in the REF, funders’ demands for impact statements in research proposals, and employers requiring impact on service. This section will make a link between librarians supporting researchers and doing (and using) research themselves. This will lead on to looking at opportunities for making an impact in practitioner research.
Personal online reputation: the development of an approach to investigate how...Frances Ryan
Paper presented at International Data and Information Conference, 13 January 2016
Personal online reputation: the development of an approach to investigate how personal reputation is evaluated and managed in online environments
By Frances VC Ryan, Peter Cruickshank, Hazel Hall, and Alistair Lawson (Edinburgh Napier University)
Discussion 1 Affinity Group Checkpoint #4This week, you will onVinaOconner450
Discussion 1: Affinity Group Checkpoint #4
This week, you will once again have the help and support of your peers by engaging in a discussion of your coursework with your Affinity Group. Just as you would like to receive meaningful comments on your work, allow others the same privilege and try to provide meaningful feedback.
To prepare for this Discussion:
Review this week’s Learning Resources, especially:
Wiseman, L. (2017). Multipliers: How the best leaders make everyone smarter (Rev. ed.). New York, NY: HarperCollins.
· Chapter 9, “Becoming a Multiplier”
Assignment:
Respond to two of your colleagues’ postings that contain a perspective other than yours.
· Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally. (Note: This may be a great opportunity to help you think about passions you share with your colleagues who could become part of your Walden network.)
· Offer an example from your experience or observation that validates what your colleague discussed.
· Offer specific suggestions that will help your colleague build upon his or her perceptions as a leader.
· Offer further assessment from having read your colleague’s post that could impact a leader’s effectiveness.
· Share how something your colleague discussed changed the way you consider your own leadership qualities.
· 4–5 paragraphs in length
· No Plagiarism
· Cite References
1st Colleague - Natasha Mills
Research Paper Track – Research Methods
Top of Form
My research study seeks to investigate the types of support leaders can provide Gen Z in the workplace to help them grow in their careers, as well as for the realization of organizational goals. Therefore, the participants of the study will comprise of Gen Z employees and organizational leaders, mostly managers. The participants will be selected using a convenience sample that will include Gen Z in my workplace, whose help I will use to recruit their friends who are also Gen Z in various workplaces. According to Dudovskiy (2022), convenience sampling is a non-probabilistic method that involves getting participants from wherever is convenient, and wherever one can find them. At the same time, convenience sampling has no inclusion criteria and is used for issues about perceptions. Therefore, convenience sampling will be an appropriate sampling method for this study because it involves investigating the perceptions of particular groups about an issue affecting them.
The confidentiality and anonymity of participants is a critical issue to pay attention to when gathering data. Adhering to these tenets informs the ethical side of research. Anonymity is mostly associated with qualitative studies and involves collecting data without identifying or personal information of the participants (Coffelt, 2017). Whereas anonymity is important in any research study, it will be more critical for my researc ...
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
This was a 1-hour talk for some colleagues at Northwestern. Laid out three things: What we've heard from talking to people in the scientific community about science communication, how we think about science communication through the lens of strategy, and how we study how scientists think about communication choices.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
A quick-and-fun 5-minute madness presentation at the 2016 International Data and Information Management Conference (IDIMC) at Loughborough University.
**Winning presentation!**
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
Who to believe: How epistemic cognition can inform science communication (key...Simon Knight
Who to believe? How epistemic cognition can inform science communication
Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions?
Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication.
httpojni.orgissuesp=1708 August 13, 2012The Ethics of.docxadampcarr67227
http://ojni.org/issues?p=1708 August 13, 2012
The Ethics of Internet Research
By
Susan G. Williams MSN, RN
CITATION
Williams, S. G. (June 2012). The Ethics of Internet Research. Online Journal of Nursing Informatics (OJNI), 16
(2), Available at http://ojni.org/issues/?p=1708
Abstract
Research conducted on the internet is a cost effective form of recruitment, data
collection, and analysis. Researchers can access individuals worldwide for studies
in remote areas where there is a lack of or inability to conduct research. With this
opportunity come ethical concerns such as determining a safe environment to take
a survey, research in a virtual environment, data security, confidentiality, and
performing secondary analysis on archived support group information.
Researchers should be aware of laws regarding minors and respect the core
ethical principles of beneficence, respect for persons and justice. Institutional
Review Boards at institutions conducting this type of research need specific
guidelines for researchers to follow in order to maintain the integrity of research. It
is important for future nurse researchers to incorporate new therapeutic models
and specific steps to protect the public when participating in internet research.
Ke y Words: internet, research, ethics, data collection
Introduction
The Internet or World Wide Web is changing the way people function on a daily basis. As of September 2010,
76% of Americans had either a laptop or desktop computer (Pew Internet American Life Project, 2010). Smith
(2011) identifies that 35% of Americans own a smart phone in a study conducted by the Pew Internet American
Life Project. Similarly, Kim (2011) states that “by the end of 2014, one in every three Americans, or 90 million
users is expected to have a tablet” (p.1). This capability to communicate with others online has opened many
opportunities for a researcher to recruit study participants and to collect data (Longo, 2010). An example of this
technology is tracking the progress of clients with chronic illnesses or following clients involved in longitudinal
research studies (MobileActive.org, 2012). As this type of “web-based” research grows, researchers will face
ethical concerns that are different from traditional research ethical issues (Denissen, Neumann & Van Zalk,
2010). The purpose of this article is to discuss the topic of internet research and the ethical issues that emerge
because of this process. The review of literature will present different views of this area of research and specific
ethical concerns. The article will include strategies to address these ethical issues and the status and future
directions of internet research.
Literature Review
A search on CINAHL was performed using the search terms internet, research, and ethics. The search was
limited to the last 6 years and yielded 75 articles. Both full text and peer-reviewed studies with references were
included. The author selected ten articles that.
Presentation to CRC Mental Health Early Career Researcher Workshop, Melbourne 29.11.17 for @andsdata.
Workshop title: A by-product of scientific training: We're all a little bit biased.
Presented by Steven Gunard at the Teachmeet in June 2018. Discussed Plymouth Marjon's Going for Gold campaign to engage dissertation students by incentivising them.
Teachmeet 2018 - Empowering the academic literacy professionals in facilitati...ARLGSW
Delivered by Jane Saville at the Teachmeet in June 2018.
Discussed ways in which librarians at UWE are teaching academic skills to students in embedded sessions.
Lisa Clughen (Nottingham Trent University) – “They give me their work and I t...ARLGSW
Presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Cuna Ekmekcioglu (University of Edinburgh) - “Engaging academic support libra...ARLGSW
Presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Jane Secker (City, University of London) and Chris Morrison (University of Ke...ARLGSW
Presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Bethany Logan (University of Sussex) – “Sussex Research Hive book sprint”ARLGSW
PechaKucha presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Marion Kelt (Glasgow Caledonian University) – “Fighting the fear of copyright...ARLGSW
PechaKucha presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Emma Illingworth (Birkbeck, University of London) – “Library support for rese...ARLGSW
PechaKucha presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Georgina Cronin (University of Cambridge) – “Button mashing your research sup...ARLGSW
PechaKucha presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Frances Ryan DARTS5 presentation
1. Presented by Frances VC Ryan
Edinburgh Napier University
Centre for Social Informatics
“Personal online reputations:
Managing what you can’t control”
DARTS5 Conference:
Discover Academic Research, Training, and Support
2nd June 2016, Dartington Hall, Totnes, England
f.ryan@napier.ac.uk | @cleverfrances | www.JustAPhD.com
2. Overview of presentation
Research themes and questions
Literature review
Theoretical framework
Methods of investigation
Early findings
Next steps
Discussion
3. What’s the research about?
How online information contributes to the building, maintenance,
and evaluation of personal reputations
― Personal reputation: Private individuals, rather than corporate identity and brand
Two broad research themes:
(1) The means by which people evaluate or assess the personal
reputations of others from the online evidence available to them
(2) How people manage their own personal reputations through their use
of online information, and to what extent those behaviours are intentional
6. The research questions
How do individuals build identities for themselves online?
How do individuals use online information to build and manage their
reputations?
How do individuals evaluate the identities and reputations of others
based on the online information available to them?
To what extent do individuals actively practise identity and reputation
building and evaluation online?
7. Where’s the literature found?
(Almost) Everywhere!
Information science
Everyday life information seeking (ELIS)
Citation analysis
Computing
Employment research
Human-computer interaction
Human resources management
Information systems
Management and organisational studies
Marketing
Media and communication studies
Physical and mental health
8. Created by the individual that
the identity represents – and
others
Different presentations of self for
different audiences
“Representations of self/selves”
that individuals create for or
about themselves
Key terms: Identity
9. Key terms: Reputation
Everyone has (at least) one!
Determined by others based on
the information available to them
The personal opinions and
character judgements one
individual has for another
10. Key terms: “Real world”
Blurred lines
Intentional transfer of offline
activities to online environments
Trading information for online
conveniences
If you’re not online, are you real?
11. Key themes in the literature
Information sharing
Information quality and accuracy
Employment and career
opportunities
Friends and friends-of-friends
“Real names”, pseudonyms,
and anonymity
12. What does the literature tell us?
Employers conduct
social media reviews
pre- and post-
employment
13. What does the literature tell us?
Friends and friends-of-
friends can impact reputation
14. What does the literature tell us?
“Real names” and
anonymity are key
debates
15. At least some self-regulation and
censorship by individuals
What does the literature tell us?
16. Mind the gap! (1)
To what extent are individuals evaluating the reputations of others
based on the information found about them online?
What processes do individuals follow to identify and collect online
information about others?
How is online information about individuals rated, assessed, or
validated for the purposes of reputation evaluation?
To what extent does the quality of information collected impact the
determination of individuals’ reputations?
17. Mind the gap! (2)
How do individuals manage online information regarding their combined
professional and private reputations?
How do individuals manage their online and offline reputations as one
“real world” reputation?
To what extent do individuals feel more or less free or restricted
because of the blurred lines between their online and offline worlds?
To what extent do individuals actively monitor their online footprints for
the purpose of reputation management? If so, how and to what extent?
18. How do people relate to, seek,
and use information?
(Bates, 1999, p. 6)
How do we handle ideas and
knowledge, both our own and
other people’s?
(Howkins, 2009, p. 1)
Alignment with some “big questions”
19. Developing a theoretical framework
for empirical work
Difficult: What literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
20. Developing a theoretical framework
for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
Lots of options:
- Quantitative
- Qualitative
21. Developing a theoretical framework
for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
Mostly Quantitative
22. Developing a theoretical framework
for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
Largely Qualitative
23. How best to investigate both research themes?
The challenge? Establishing a way to examine both research themes
simultaneously
Qualitative methods deemed most appropriate
Semi-structured, in-depth interviews to discuss participants’ own
practices
Answering questions on evaluation of others proved more difficult
Four potential solutions …
24. Option 1: Profile mock-ups
Create false user profiles
Information mimics situations
from literature
Participants review mock-ups
Interviews to discuss how
reputations are evaluated
26. Option 3: Observation
Participants discuss evaluation
of others during interview
Participants interacting with
social media accounts with
interviewer present
Ethical issues regarding consent
from participants’ connections
27. Option 4: Diaries and interviews
Participants keep diary for one
week
Simple instructions regarding
what to write about
No formatting guidelines
After diary, participants take part
in a semi-structured interview
28. Best option: Diaries and interviews
Tradition in everyday life information seeking (ELIS) research
Rich data are reliable sources of information and eliminate the
potential for inaccurate reporting
(Narayan, Case, & Edwards, 2011, p. 3)
Several studies use a combination of diary-keeping and interviews
(Agosto & Hughes-Hassell, 2005; Dervin, 1983; McKenzie, 2003; Rieh, 2004)
Although studies vary, they share a common theme: combining the
robustness of two forms of data
29. How did the diary work?
Participants kept diary for one
week
Simple instructions; no
formatting guidelines
Got participants thinking about
their information behaviours
Diaries helped form interview
guides
30. Collecting the data
Sample of 45 UK-based participants
Gen Y, Gen X, and Baby boomers
Short background survey
Diary for one week (electronic or hand-written)
One-hour semi-structured interviews (face-to-face or Skype)
31. Social media an extension of
everyday lives
Varying levels self-censorship
behaviours
Deleting posts
Intentional practices based on
platform use
Managing “the blur”
Generation X: Early findings
32. Difficult to convey evaluations of others
Negative views when opinions are
in stark contrast to their own
Conflicting views on anonymous
accounts and pseudonyms used by
others
More forgiving or lenient when known
in an offline environment
Generation X: Early findings
33. Progress and next steps
Pilot study completed
Main empirical work in progress
Data analysis
Thesis write-up
Doctor Ryan
Main empirical work
Sample of 45+ participants
Gen Y, Gen X, and Boomers
Data analysis
Thesis write-up
34. Indicative bibliography
Ausloos, J. (2012). The “Right to be forgotten”: Worth remembering? Computer Law & Security Review, 28(2), 143–152.
doi:10.1016/j.clsr.2012.01.006
Bates, M. J. (1999). The invisible substrate of information science. Journal of the American Society for Information
Science, 50(12), 1043–1050. doi:10.1002/(SICI)1097-4571(1999)50:12<1043::AID-ASI1>3.3.CO;2-O
Cronin, B. & Askins, H.B. (2000). The web of knowledge: a festschrift in honor of Eugene Garfield. Medford, NJ:
Information Today
Duguay, S. (2014). “He has a way gayer Facebook than I do”: Investigating sexual identity disclosure and context collapse
on a social networking site. New Media & Society, 1–17. doi:10.1177/1461444814549930
Fieseler, C., Meckel, M., & Ranzini, G. (2014). Professional personae: How organizational identification shapes online
identity in the workplace. Journal of Computer-Mediated Communication, 1–18. doi:10.1111/jcc4.12103
Finocchiaro, G. & Ricci, A. (2013). Quality of information, the right to oblivion, and digital reputation. In B. Custers, T.
Calders, B. Schermer, & T. Zarsky (Eds.), Discrimination and Privacy in the Information Society (Vol. 3, pp. 289–299).
Berlin, Heidelberg: Springer Berlin Heidelberg. doi:10.1007/978-3-642-30487-3
Greidanus, E. & Everall, R. D. (2010). Helper therapy in an online suicide prevention community. British Journal of
Guidance & Counselling, 38(2), 191–204. doi:10.1080/03069881003600991
Howkins, J. (2009). Creative ecologies: Where thinking is a proper job. St Lucia, Queensland: University of Queensland
Press.
Kluemper, D. H. & Rosen, P. A. (2009). Future employment selection methods: Evaluating social networking web sites.
Journal of Managerial Psychology, 24(6), 567–580. doi:10.1108/02683940910974134
Lingel, J. & boyd, d. (2013). “Keep it secret, keep it safe”: Information poverty, information norms, and stigma. Journal of
the American Society for Information Science and Technology, 64(5), 981–991. doi:10.1002/asi.22800
Madera, J. M. (2012). Using social networking websites as a selection tool: The role of selection process fairness and job
pursuit intentions. International Journal of Hospitality Management, 31(4), 1276–1282. doi:10.1016/j.ijhm.2012.03.008
Mesch, G. S. & Beker, G. (2010). Are norms of disclosure of online and offline personal information associated with the
disclosure of personal information online? Human Communication Research, 36(4), 570–592. doi:10.1111/j.1468-
2958.2010.01389.x
35. Ollier-Malaterre, A., Rothbard, N. P., & Berg, J. M. (2013). When worlds collide in cyberspace: How boundary work in
online social networks impacts professional relationships. Academy of Management Review, 38(4), 645–669.
doi:10.5465/amr.2011.0235
Savolainen, R. (2008). Everyday information practices: a social phenomenological perspective. Lanham, MD: Scarecrow
Press.
Uski, S. & Lampinen, A. (2014). Social norms and self-presentation on social network sites: Profile work in action. New
Media & Society, 1–18. doi:10.1177/1461444814543164
Vaast, E. (2007). Playing with masks: Fragmentation and continuity in the presentation of self in an occupational online
forum. Information Technology & People, 20(4), 334–351. doi:10.1108/09593840710839789
Van Dijck, J. (2013). “You have one identity”: Performing the self on Facebook and LinkedIn. Media, Culture & Society,
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Copyright attributions
Indicative bibliography (cont.)
Slide 8: Creative commons copyright (1) José Luís Agapito (www.flickr.com/blvesboy); (2) Red Rose Exile
(www.flickr.com/redroseexile); (3) Stefano Mortellaro (www.flickr.com/fazen)
Slide 9 and 32: Creative commons copyright (1) Martin Tews (www.flickr.com/airpark); (2) Sarah Reid
(www.flickr.com/sarahreido)
Slide 15 and 31: Creative commons copyright Horatio3K (www.flickr.com/horatio3k)
Slide 24: Creative commons copyright (1) WireframeSketcher (wireframesketcher.com/mockups) (2) PitchStock
(www.behance.net)
Slide 26: Creative commons copyright Jason Jenkins (www.flickr.com/jdub1980)
All other images copyright Frances VC Ryan
What does that mean?
It’s about how what you share – or don’t share – on social networking sites such as LI, Twitter, FB might impact your overall “whole world” or “real world” reputation.
Four RQs
How do individuals build identities for themselves online?
How do individuals use online information to build and manage their reputations?
How do individuals asses the identities and reputations of others based on the information available to them online?
To what extent are individuals actively practicing identity and reputation building and assessment online?
Information science – including citation analysis and everyday life information seeking
However! Much of the literature is dispersed across a number of other domains
Geoffman’s work on presentations of self ring true within the context of online presentations of self. Information science researchers Bullinghman and Vasconcelos, talk about opportunities to create multiple identities—without the need to reveal one’s true, physical self online
This desire for some individuals to use information for the projection of more than one identity, coupled with a perceived anonymity of the Internet, has provided a platform for individuals to construct multiple online identities without revealing their offline identities.
This paper looks at identity as “representations of self/selves”
Deleting posts after negative reactions, self-reflection, or simple errors
Limiting access to information for some connections / limiting connections