Online social lending: Borrower-generated content

This article explores online social lending, an innovative venture that represents a reintermediation in financial services. Borrowers and lenders now have access to online financial information services such as Motley Fool, http://www.fool.com/ , and the opportunity to communicate directly with each other online, sharing user-generated content, in the spirit of Web 2.0. In this environment, new possibilities emerge. Drawing on the literature of community banks, finance, and online banking, we conducted a structurational analysis of ZOPA(2007) a newly founded venture in online social lending whereby borrower/lender interactions take place within an open and transparent environment using discussion boards and blogs. ZOPA offers a service as an intermediary but one that differs from the intermediating role played by a traditional bank. We analyzed the possible attractions and risks of ZOPA’s service to customers, from the perspective of social lending and social networking, using public data from ZOPA’s website. Our intention is to understand the nature of this reintermediation and explain the development of this process through Giddens’ propositions

Gameplay experience in a gaze interaction game

Assessing gameplay experience for gaze interaction games is a challenging task. For this study, a gaze interaction Half-Life 2 game modification was created that allowed eye tracking control. The mod was deployed during an experiment at Dreamhack 2007, where participants had to play with gaze navigation and afterwards rate their gameplay experience. The results show low tension and negative affects scores on the gameplay experience questionnaire as well as high positive challenge, immersion and flow ratings. The correlation between spatial presence and immersion for gaze interaction was high and yields further investigation. It is concluded that gameplay experience can be correctly assessed with the methodology presented in this paper.Comment: pages 49-54, The 5th Conference on Communication by Gaze Interaction - COGAIN 2009: Gaze Interaction For Those Who Want It Most, ISBN: 978-87-643-0475-

The Politics of Commerce : The Congress of Chambers of Commerce of the Empire, 1886-1914

Peer reviewedPublisher PD

Immigration, the University, and the Tolerant Second-Tier City

BackgroundThe ongoing geographical shift in immigrant settlement patterns and the related settlement experiences of immigrants outside of the largest national cities continues to be of interest to policy makers, practitioners, and researchers alike. This paper explores recent immigration to Kitchener- Waterloo (K-W), a second-tier city (STC) in Ontario, through the conceptual lens of the creative community and the role of the university. PurposeQualitative research on immigrant settlement in Kitchener-Waterloo (K-W), Ontario has revealed the important role played by the region’s universities in attracting immigrants, but also in creating the feeling of a safe and welcoming space. This paper explores these findings in light of recent scholarship on the links between social diversity, the creative city, and economic development, and applies it specifically to the context of immigration to STCs. MethodsBetween 2004 and 2006 semi-structured interviews were conducted with visible-minority and European non-English-mother-tongue immigrants. Questions were asked of participants concerning their reasons for settling in the area, their experiences with regard to service delivery and other municipal functions, and their general perspectives on the nature of the community. In all, 21 immigrant couples were interviewed, with the majority being of South Asian origin (N =42). Two focus groups were held with European and non-European women (13 respondents). In addition, seven service providers and municipal and regional government officials were interviewed, In total, 62 respondents were included in 30 interviews/focus group sessions. Key Findings and DiscussionThe paper argues that greater qualitative assessment of the specific nature of STC communities, their community qualities, and the resources present can complement more abstract quantitative indices. Such attributes can, in fact, be used to highlight the specific roles played by key actors in the community, in this case universities. In the case of Kitchener-Waterloo, its universities attract immigrants to the region, and assist in their subsequent integration by creating spaces that are perceived as being safe and free from discrimination. The findings hint at some interesting strategies that are being used by skilled international workers, such as applying simultaneously for student and permanent immigration visas. This strategy should be seen as a method being employed by some immigrants in order to overcome international credential devaluation. RecommendationsPolicy implications are offered in relation to how universities, and, by extension, international students, factor into how Canada’s immigration policy is evolving in response to the demand for skilled immigrants. The recommendations are: Expand the reach of universities and colleges in second tier cities; Develop further means to integrate international students into the immigrant regionalization model; and Critically examine the use of international students as a talent pool while simultaneously advancing a neoliberal education funding regime that under invests in higher education

Participatory design and participatory development: a comparative review

This paper examines literature in the twin domains of participatory interactive systems design and participatory approaches to international development. As interactive systems are increasingly promoted as a possible means of achieving international development goals, designers generally agree that participatory design approaches should be applied. However, review of the literature reveals that these two different traditions have more complex relationships, and questions must be asked about: the aims of participation, the forms of participation that are being advocated, and the skills and strategies required of practitioners. The findings suggest that successful integration of participatory interactive systems design into development will require careful reflection on the nature of development and the approaches adopted.</p

Multiliteracies, Pedagogy and Identities:Teacher and Student Voices from a Toronto Elementary School

In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada‐wide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a grade‐4 teacher, devel‐ oped a multiliteracies pedagogy, drawing on her own and her students’ identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum. Alternative pedagogical choices in‐ cluded students’ creation of multimodal dual language “identity texts” (Cummins, Bismilla, Cohen, Giampapa, &amp; Leoni, 2005a), and identity work, expanding literacy practices valued within Canadian classrooms. Key words: critical pedagogies, critical literacies, ESL/EAL, identities, Multilit‐ eracy Project, urban schools Dans cet article, l’auteure part d’une étude de cas ethnographique portant sur une école primaire de Toronto, étude réalisée dans le cadre d’un projet de recherche‐ action pancanadien, The Multiliteracy Project (www.multiliteracies.ca). Elle analyse comment Perminder, une enseignante de 4e année, a mis au point une pédagogie en matière de multilitératies. Puisant dans sa propre identité et dans celles de ses élèves ainsi que dans diverses formes de capital linguistiques et culturelles, elle offre à tous ses élèves la possibilité d’apprendre et ainsi d’avoir accès au curriculum standard en anglais. Parmi les choix pédagogiques novateurs figuraient la création par les élèves de « textes identitaires » (Cummins et coll. 2005a) multimodaux en deux langues et des travaux portant sur l’identité, élargissant ainsi les pratiques en matière de littéra‐ tie jugées utiles dans les classes canadiennes. Mots clés : pédagogies critiques, littératies critiques, ESL/EAL, identités, The Multiliteracy Project, écoles urbaines.