In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

Oceanus.

v. 36, no. 3 (1993

Literacy by subscription: writing instruction in turn-of-the-century American periodicals.

This dissertation examines popular periodicals in the late 19th- and early 20th-century America as pivotal artifacts in the history of literacy education. It first reviews current histories of literacy, writing instruction, and magazines at the turn of the century, and then concentrates on the formation, circulation, and function of agricultural journals and of two women\u27s periodicals, Harper\u27s Bazar and The Ladies\u27 Home Journal, between 1880 and 1910. In analyzing this collection of periodicals, this dissertation outlines both how magazines provided audiences with explicit instruction in reading and writing practices, and how editors and readers constructed unique, contextually-specific, definitions of advanced literacy. Finally, this dissertation argues that periodicals not only illustrate a collection of literacy practices and pedagogies vital to expanding our understanding of how people have engaged questions of literacy in different historical contexts, but also that popular magazines offered readers identities to assume in their reading and writing experiences. Following the introduction which surveys the scholarship on literacy history and argues for the importance of magazines in this history, the dissertation is divided into four chapters. The first three chapters each examine Harper\u27s Bazar, The Ladies\u27 Home Journal, and the agricultural publications, respectively. Chapters Two and Three concentrate on how these two different, but influential, women\u27s magazines deployed two separate conceptions of literacy, with Harper\u27s Bazar framing ideal literacy practices as part of the communal learning present in women\u27s clubs, and with Ladies\u27 Home Journal urging its readers to see themselves as critical buyers and sellers in a literary marketplace. Next, Chapter Four examines how farm magazines articulated an imperative for farmers to contribute to the press in advancing agriculture as a profession and defined good writing as a forum for education. Finally, the conclusion integrates the previous discussions of both the women\u27s and agricultural journals to demonstrate how all of these popular publications articulated literacy identities for their audiences that granted writers authority as mentors in their textual communities and emphasized the value of readers\u27 contributions

LMDA Review, volume 9, issue 2

Contents include: Literary Managers and Dramaturgs of the Americas Annual Conference 1999 Setting the Table: A Working Retreat, The State of the Profession Round One, Call for Nominations LMDA President-Elect, On Elliot Hayes and the LMDA Prize, Early Career Dramaturg Program, Report on Canadian Caucus Meeting, Introducing Celise Kalke, Research at the Theater Center, Script Exchange, LMDA Online, Education in the Arts, A Team Approach to Dramaturgy at Cornish College of the Arts, Process Translation: Translator/Dramaturg Meets Actor/Translator, Jobs, Disruption in Job Line Service, Dramaturgy Focus Group Association for Theater in Higher Education Toronto Conference, Report on the Dramaturgy Focus Group ATHE 1999, Recent Publications by Members, and Literary Managers and Dramaturgs of the Americas Bibliography 1999https://soundideas.pugetsound.edu/lmdareview/1019/thumbnail.jp

Mass Collaboration and Learning: Structure and Methods

The rapid emergence of social networks and collaborative communities supported by the Internet and associated innovative technologies, and the increasing demand for continuous improvement and fostering lifelong learning have led to unprecedented waves of novelty in the ways people create and share knowledge in different spheres. In this regard, mass collaboration (MC) through Internet-based solutions has opened new windows of opportunity to collaborate massively and learn collectively in ways that seemed impossible even a few decades ago. Learning ecosystems can benefit from mass collaboration where large numbers of minds collectively drive intellectual efforts to learn in the form of knowledge building and sharing. Mass collaborative learning (MCL) is a new paradigm that represents a significant shift away from the traditional teacher-centered approach towards a self-directed model in virtual communities in which contributing members take on creative roles to maximize their learning and that of their peers. Furthermore, MCL provides greater opportunities for distributed contributors to engage in virtual global learning and take the advantage of powerful social communities of experts and counterparts. Even though MCL opens up an apparently limitless field for promoting social inclusion in effective learning, not all aspects, features, and characteristics of this phenomenon are quite clear and discovered at present. In order to design, implement, and exploit such a learning approach, influencing constituents should be identified, and appropriate conditions need to be provided. However, existing literature offers limited information, guidance, and support for the creation, operation, coordination, and development of MCL initiatives. In this context, there are a number of identified critical issues, specific problems, gaps, and inconsistencies, and this thesis is correspondingly conducted to propose a Meta-Governance framework for MCL initiatives (MGF-MCL). This framework, by benefiting from various other related ideas, models, and methods, tries to give further insights into an integrated perspective of the most complex concerning issues and also some internal and external aspects of governance for the MCL initiatives. Furthermore, the MGF-MCL intends to provide some directions, guidance, and support for the implementation, operation, and development of MCL initiatives. In this thesis work, in order to (a) guide our research endeavor, (b) concretize our research design, (c) design, develop, validate, and apply the MGF-MCL, and (d) understand the practical value of our findings, we have followed the design science research process (DSRP) approach. We have evaluated the validity and applicability of the MGF-MCL through a mix of methods namely, case studies in EU projects, peer-review publications, and an MCL illustration case. A number of scenarios made within the case studies have brought together several industry and academic experts to evaluate the validity and applicability of MGF-MCL. The peer reviews of contributed publications also assessed the quality of the work and helped to establish the validity of MGF-MCL based upon the expert knowledge of other researchers. The MCL illustration case provided empirical evidence, relying on observation and experimentation. In terms of research, the findings of our work offer direction and support for the creation, operation, and implementation of MLC initiatives.A rápida emergência de redes sociais e comunidades colaborativas apoiadas pela Internet e tecnologias inovadoras associadas, e a crescente procura de melhorias contínuas e a promoção da aprendizagem ao longo da vida levaram a ondas de inovação sem precedentes na forma como as pessoas criam e partilham conhecimentos em diferentes esferas. A este respeito, a colaboração em massa (MC) através de soluções baseadas na Internet abriu novas janelas de oportunidade para colaborar massivamente e aprender colectivamente de formas que pareciam impossíveis mesmo há algumas décadas atrás. Os ecossistemas de aprendizagem podem beneficiar da colaboração em massa, onde grandes números de mentes impulsionam colectivamente os esforços intelectuais para aprender sob a forma de construção e partilha de conhecimento. A aprendizagem colaborativa em massa (MCL) é um novo paradigma que representa uma mudança significativa da abordagem tradicional centrada no professor para um modelo auto-dirigido em comunidades virtuais em que os membros contribuintes assumem papéis criativos para maximizar a sua aprendizagem e a dos seus pares. Além disso, a MCL oferece maiores oportunidades a contribuintes geograficamente distribuídos para se envolverem na aprendizagem global virtual e tirarem partido das ricas comunidades sociais de especialistas e homólogos. Embora a MCL abra um campo aparentemente ilimitado para promover a inclusão social na aprendizagem efectiva, nem todos os aspetos, facetas e características deste fenómeno são totalmente claros e conhecidos actualmente. A fim de conceber, implementar, e explorar uma tal abordagem de aprendizagem, devem ser identificados os constituintes relevantes, e devem ser criadas condições de suporte apropriadas. Contudo, a literatura existente apenas oferece de forma limitada informação, orientação e apoio para a criação, operação, coordenação e desenvolvimento de iniciativas MCL. Neste contexto, há uma série de questões críticas, problemas específicos, lacunas e inconsistências identificados, e esta tese é correspondentemente desenvolvida para propor um quadro de Meta-Governança para iniciativas MCL (MGF-MCL). Este quadro, ao beneficiar de várias outras ideias, modelos e métodos relacionados, tenta fornecer uma perspectiva integrada das questões mais complexas e também de alguns aspectos internos e externos de governação para as iniciativas MCL. Além disso, o MGF-MCL pretende fornecer alguma orientação e apoio para a implementação, operação e desenvolvimento das iniciativas MCL. Neste trabalho de tese, a fim de (a) orientar o nosso esforço de investigação, (b) concretizar o nosso projecto de investigação, (c) conceber, desenvolver, validar, e aplicar o MGF-MCL, e (d) compreender o valor prático dos resultados, seguimos a abordagem do "DESIGN SCIENCE RESEARCH PROCESS" (DSRP). Avaliámos a adequação e aplicabilidade do MGF-MCL através de uma combinação de métodos, nomeadamente, estudos de caso em projetos da UE, publicações com revisão por pares e, um caso de ilustração MCL. Vários cenários feitos no âmbito dos estudos de caso envolveram vários peritos da indústria e da academia para avaliar a validade e a aplicabilidade do MGF-MCL. As revisões por pares das publicações produzidas neste trabalho também permitiram aferir a qualidade do trabalho e ajudaram a estabelecer a validade do MGF-MCL com base no conhecimento especializado de outros investigadores. O caso da ilustração de MCL forneceu uma evidência empírica, apoiando-se na observação e experimentação. Em termos de investigação, os resultados do nosso trabalho oferecem orientação e apoio para a criação, operação e implementação de iniciativas MLC

I-Views, a storymaking community of, by and for the audience

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 1999.Includes bibliographical references (p. 77-79).This thesis presents I-Views, a system that permits individuals to use published, communally owned media clips to author narratives by assembling clips, and to build communities of similar interests based on comparing these narratives. To facilitate sharing of on-line motion pictures and initiate conversations among storytellers/re-tellers and audiences, I-Views allows widely distributed groups of people to view, edit, compare, evaluate and discuss video material over the Internet. There are two types of tools: web-based video studio tools and virtual community building tools. The former allows the user to view, select, save, re-sequence and publish video clips; while the latter allows the user to initiate dialogues by matching common interests and assumptions and build virtual communities around stories. By offering shared authorship, tools and virtual environments, I-Views demonstrates new story forms such as "Sharable Documentary." Currently, we are evaluating the prototype system using video footage documenting the Junior Summit '98, which is a cross-cultural, cross-geographical and multi-language project involving numerous people, including thousands of children, Junior Summit staff, sponsors, Media Lab faculty and students. Specifically, an international group of filmmakers including four junior filmmakers have contributed more than one hundred hours of footage shot. The current video database includes eighty streaming video clips selected from the footage shot.by Pengkai Pan.S.M

Santa Clara Magazine, Volume 47 Number 2, Fall 2005

6 - THE DRIVE TO CREATE by Elizabeth Kelley Gillogly \u2793. Albert Hoagland, an adjunct professor at SCU for more than 20 years, helped to build the first disk drive. Now is he working to preserve the history of magnetic disk storage. 10 - UNFINISHED MESSAGE by Toshio Mori. We share an excerpt from a collection of short stories by Mori, whose work highlights the plight of Japanese immigrants in the U.S. during World War II. The book is a part of the California Legacy Series, a partnership between SCU and Heyday Books. 14 - THE FAMILIAR STRANGER By Cynthia M. Baker. A Jewish assistant professor of religious studies at SCU, Baker has found a fit between Jews and Jesuits. She reflects on her experiences in this personal essay. 18 - PORTRAIT OF AN SCU STUDENT VOTER by Kim Kooyers. As part of her work as a Hackworth Fellow with the Markkula Center for Applied Ethics at SCU, Elizabeth Simas \u2705 conducted a campus-wide survey of SCU students to explore students\u27 values and voting behavior.https://scholarcommons.scu.edu/sc_mag/1115/thumbnail.jp