Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

Institutionalization and Structuration: Studying the Links between Action and Institution

Institutional theory and structuration theory both contend that institutions and actions are inextricably linked and that institutionalization is best understood as a dynamic, ongoing process. Institutionalists, however, have pursued an empirical agenda that has largely ignored how institutions are created, altered, and reproduced, in part, because their models of institutionalization as a process are underdeveloped. Structuration theory, on the other hand, largely remains a process theory of such abstraction that it has generated few empirical studies. This paper discusses the similarities between the two theories, develops an argument for why a fusion of the two would enable institutional theory to significantly advance, develops a model of institutionalization as a structuration process, and proposes methodological guidelines for investigating the process empirically

Pornography and Committed Relationships: How Pre-existing Factors within a Dyad Change the Effect of Pornography on Heterosexual and Homosexual Couples

Pornography and its effects have been the topic of debate for decades now. Much of the pornography debate centers on whether or not male pornography consumption is detrimental to men’s perception of, communication with, and treatment of women. As Charlotte Witt claims, “feminist debates over pornography originate in fundamental philosophical disagreement” (165). Many feminists and feminist groups critique pornography for its degradation of and violence towards women. Andrea Dworkin, a feminist against pornography, states that “the fact that pornography is widely believed to be ‘sexual representation’ or ‘depictions of sex’ emphasizes only that the valuation of women as low whores is widespread and that the sexuality of women is perceived as low and whorish in itself” (201). However, some couple therapists support pornography and prescribe its use to aid couples struggling with intimacy. It is primarily used as a way to bring the couple together through the intimacy created when viewing pornography together as well as to help the couple regain their sexual stimulation

Changing the Ties That Bind? The Emerging Roles and Identities of General Practitioners and Managers in the New Clinical Commissioning Groups in the English NHS

The English National Health Service (NHS) is undergoing significant reorganization following the 2012 Health and Social Care Act. Key to these changes is the shift of responsibility for commissioning services from Primary Care Trusts (PCTs) to general practitioners (GPs) working together in Clinical Commissioning Groups (CCGs). This article is based on an empirical study that examined the development of emerging CCGs in eight case studies across England between September 2011 and June 2012. The findings are based on interviews with GPs and managers, observations of meetings, and reading of related documents. Scott’s notion that institutions are constituted by three pillars—the regulative, normative, and cognitive–cultural—is explored here. This approach helps to understand the changing roles and identities of doctors and managers implicated by the present reforms. This article notes the far reaching changes in the regulative pillar and questions how these changes will affect the normative and cultural–cognitive pillars

Data modelling for emergency response

Emergency response is one of the most demanding phases in disaster management. The fire brigade, paramedics, police and municipality are the organisations involved in the first response to the incident. They coordinate their work based on welldefined policies and procedures, but they also need the most complete and up-todate information about the incident, which would allow a reliable decision-making.\ud There is a variety of systems answering the needs of different emergency responders, but they have many drawbacks: the systems are developed for a specific sector; it is difficult to exchange information between systems; the systems offer too much or little information, etc. Several systems have been developed to share information during emergencies but usually they maintain the nformation that is coming from field operations in an unstructured way.\ud This report presents a data model for organisation of dynamic data (operational and situational data) for emergency response. The model is developed within the RGI-239 project ‘Geographical Data Infrastructure for Disaster Management’ (GDI4DM)

Alternative model-building for the study of socially interactive robots

In this discussion paper, we consider the potential merits of applying an alternative approach to model building (Empirical Modelling, also known as EM) in studying social aspects of human-robot interaction (HRI). The first section of the paper considers issues in modelling for HRI. The second introduces EM principles, outlining their potential application to modelling for HRI and its implications. The final section examines the prospects for applying EM to HRI from a practical perspective with reference to a simple case study and to existing models

SRL4ORL: Improving Opinion Role Labeling using Multi-task Learning with Semantic Role Labeling

For over a decade, machine learning has been used to extract opinion-holder-target structures from text to answer the question "Who expressed what kind of sentiment towards what?". Recent neural approaches do not outperform the state-of-the-art feature-based models for Opinion Role Labeling (ORL). We suspect this is due to the scarcity of labeled training data and address this issue using different multi-task learning (MTL) techniques with a related task which has substantially more data, i.e. Semantic Role Labeling (SRL). We show that two MTL models improve significantly over the single-task model for labeling of both holders and targets, on the development and the test sets. We found that the vanilla MTL model which makes predictions using only shared ORL and SRL features, performs the best. With deeper analysis we determine what works and what might be done to make further improvements for ORL.Comment: Published in NAACL 201

Exoffender Accounts of Successful Reentry from Prison

Reentry research often focuses on those who have recidivated, with little work addressing the experiences of those who successfully reintegrate into their communities. This study examines individual accounts of successful transitions from prison to community in the months and years postrelease. Interview data point to three metanarratives used to make sense of reentry: as reverence, as reunification, and as reconstruction. In different ways, each narrative centers on connections to important others through faith, family, or community. We discuss the legitimacy of the self-narratives offered, and add to a growing body of work exploring reentry via the lens of the exoffender

Voices from the margins: ‘Black’ Caribbean and Mexican heritage women educators in the rural south

This paper explores the ways in which immigrant and migrant women educators in the rural South understand and construct narratives of their lives. The ‘Black’ Caribbean and Mexican heritage women educators in this study experience and interpret events in their lives, as women, minorities, postcolonial ‘subjects,’ and outsiders in the rural South, a region traditionally dominated by white patriarchal norms and prejudices. We assert that from this position of multiple marginality they construct important insights into the nature of education in the rural South. As so-called “Third-World women” living in the “First World” of the United States, the interpretations that this group of immigrant and migrant women make of their lives illuminate the ‘real,’ yet fluid (Moya & Hames-Garcia, 2000), nature of identity and representation in this nation and in the “New” South. The experiences of these women clearly reveal that identity categories provide useful theoretical and practical understandings of often problematic constructs such as race, gender, social class and ethnicity and highlight the fact that experiences and interpretations vary within and across these identity categories. Thus, how these women respond to the South demonstrates the impact of significant continuities and discontinuities as these educators negotiate their identities in unfamiliar spaces