Supporting arts and science communities on-line

This paper examines the use of the Web to support continuing professional development (CPD). It outlines the factors driving the adoption of CPD and highlights areas where the Web can aid in the development of successful professional communities. A survey examining the use of the Internet to support professionals working in the domains of the Arts and Science is presented. The study reviews twenty four sites for the presence and degree of adoption of several key features including: - community building, range and value of content, user friendliness and guidance, sophistication of employed Web technology

Browsing and searching e-encyclopaedias

Educational websites and electronic encyclopaedias employ many of the same design elements, such as hyperlinks, frames and search mechanisms. This paper asks to what extent recommendations from the world of web design can be applied to e-encyclopaedias, through an evaluation of users' browsing and searching behaviour in the free, web-based versions of Encyclopaedia Britannica, the Concise Columbia Encyclopaedia and Microsoft's Encarta. It is discovered that e-encyclopaedias have a unique set of design requirements, as users' expectations are inherited from the worlds of both web and print

Mr. Stewart and Mr. Colbert Go to Washington: Television Satirists Outside the Box

The political satirists Jon Stewart and Stephen Colbert are largely celebrated for their nightly television programs, which use humor to offer useful political information, provide important forums for deliberation and debate, and serve as sites for alternative interpretations of political reality. Yet, when the two satirists more directly intervene in the field of politics—which they increasingly do—they are often met by a chorus of criticism that suggests they have improperly crossed normative boundaries. This article explores Stewart and Colbert’s “out of the box” political performances, which include, among others, the 2010 Rally to Restore Sanity, Colbert’s testimony before Congress in the same year, and his on-going efforts to run an actual Super PAC that raises and spends money to influence (and critique) the political process. Examining these and other examples of non-traditional, and clearly border-crossing political satire, we consider the ways in which such multi-modal performances--in and off the television screen--work together to provide information, critique, and commentary, as well as a significant form of moral voice and ethical imperative. In turn, we examine the responses from the political and journalistic establishment, which more often than not, constitutes a form of boundary maintenance that seeks to delegitimize such alternative modes of political engagement. Finally, we discuss the significance of the developing relationship between television entertainment and political performance for our understanding of contemporary political practice

Gendering the European Digital Agenda: The Challenge of Gender Mainstreaming TwentyYears after the Beijing World Conference on Women

open1The goals set out in the 1995 Platform for Action of the Beijing World Conference on Women—to achieve gender equality in and through the media—interrogate today’s digital policies: To what extent have internationally agreed-upon norms of gender equality and gender mainstreaming been recognized and implemented? To what extent has the knowledge produced by feminist scholarship informed media policy developments? What kind of new knowledge, and analytical frameworks, may contribute to unmask gender-unequal power relations in contemporary media environments? The article addresses these questions with a focus on European discourses and institutional practices for the Digital Agenda.Special issue edited by Padovani and Shade on 'Gendering Global Media Policy: Critical Perspectives On Digital Agendas’openClaudia PadovaniPadovani, Claudi

Adobe Flash as a medium for online experimentation: a test of reaction time measurement capabilities

Adobe Flash can be used to run complex psychological experiments over the Web. We examined the reliability of using Flash to measure reaction times (RTs) using a simple binary-choice task implemented both in Flash and in a Linux-based system known to record RTs with millisecond accuracy. Twenty-four participants were tested in the laboratory using both implementations; they also completed the Flash version on computers of their own choice outside the lab. RTs from the trials run on Flash outside the lab were approximately 20 msec slower than those from trials run on Flash in the lab, which in turn were approximately 10 msec slower than RTs from the trials run on the Linux-based system (baseline condition). RT SDs were similar in all conditions, suggesting that although Flash may overestimate RTs slightly, it does not appear to add significant noise to the data recorded

Catalytic Change: Lessons Learned from the Racial Justice Grantmaking Assessment

ARC and PRE designed the Racial Justice Grantmaking Assessment to help foundation staff and leaders understand the benefits of being explicit about racial equity, and to determine the degree to which their work is advancing racial justice. This report is based on the pilot process, and is intended to share insights into some of the barriers within the philanthropic sector that stand in the way of achieving racial justice outcomes. It is organized into five segments:This introduction, which provides brief profiles of ARC and PRE, and of the assessment team;A description of the assessment process, including definitions, assumptions, and methodology;An overview of the assessments of the Consumer Health Foundation and the Barr Foundation, including brief profiles of each, summary findings, recommendations, and impacts to date;Lessons learned from the pilot process by the ARC-PRE assessment team; andAppendices with more detailed findings, recommendations, and initial impacts for each foundation

Exploring the use of online corporate sustainability information

Whilst the supply, exclusivity and prominence of online corporate sustainability information has increased in recent years, comparatively little is known about what information is used by whom. This paper explores which user groups access online corporate sustainability information, and assesses the relative use of sustainability reports and other forms of social and environmental information disseminated on corporate Websites. To collect the necessary empirical data, the paper analyses 4,652,471 successful requests for information made by the users of 10 UK FTSE 350 corporate websites. \ud \ud The paper finds that the majority of requests for online sustainability information originate from the reporting company indicative of an inward focus to sustainability reporting. In examining access to different online information sets, distinct profiles of corporate Website users begin to emerge. Requests from employees, private individuals, ISPs and consultants represent the vast majority of the online sustainability reporting audience and the corporate website in general. Contrastingly, a professional financially-orientated profile of users characterised by professional investors, creditors, accounting firms and lawyers make significantly more use of the Annual Report but significantly less use of sustainability reporting information and other online disclosures. Although prior literature notes how companies have yet to utilise the potential of the online medium in disseminating corporate sustainability information, disclosures are found to attract approximately a tenth of all corporate website requests. Environmental and ethical disclosures outside the Annual Report are the most popular sources of online corporate sustainability information whilst ‘standalone’ Sustainability and/or Ethics Reports attract comparatively few requests

The virtual path to academic transition: enabling international students to begin their transition to university study before they arrive

Institutions receiving international students for postgraduate study are now committing time and energy to the development of online transition resources to enable students to prepare for the demands of a different academic culture before they arrive. Important questions underlying such initiatives are identifying what kind of digital resources will both engage international students and be of most use to them in preparing for this transition, and how to effectively reach students. Current institutional initiatives are taking several forms. A popular model is to offer browsable advice/tips or FAQs about life and study at a particular institution together with, for example, video clips of other international students describing their experiences there. These may be open and web-hosted or accessible through a password protected area on an institutional website or VLE. Less commonly found are video and other media embedded in learning resources developed in the form of ‘learning objects’ which have been designed to offer key information through structured interactive learning activities supported with answers and feedback. Importantly, these also offer opportunities for language improvement at the same time since they are supported by help, feedback and transcripts. This case study focuses on a project to develop and deliver a pre-arrival online course of interactive learning resources for all incoming international students to one UK institution. Building on five years of experience in delivering pre-arrival, tutored online courses to pre-sessional course international students, the project team developed institution-specific learning objects and incorporated open resources from the website, ‘Prepare for Success’, developed by the same institution. The project seeks to deliver a self-access online course with three strands to it to address students’ concerns and needs. These are to prepare international students for the location in which they will be living and studying (the city of Southampton - its key features and amenities); to introduce them to practical aspects of British life and culture (e.g. setting up a bank account, shopping in a UK supermarket) and to familiarise them with key study skills and other aspects of UK academic culture which may present challenges for them (e.g. academic writing conventions; dealing with course reading lists). This paper will be of value to institutions embarking on similar ventures. It will describe the rationale for the online course; refer to the pedagogic approach taken; showcase course content, and report on the first phase of its delivery which begins in late spring 2011 <br/

Interfaces, ephemera and identity: a study of the historical presentation of digital humanities resources

This article reports on a study of interfaces to long-lived digital humanities (DH) resources using an innovative combination of research methods from book history, interface design, and digital preservation and curation to investigate how interfaces to DH resources have changed over time. To do this, we used the Internet Archive’s Wayback machine to investigate the original presentation and all subsequent changes to the interfaces of a small sample of projects. The study addresses the following questions: What can we learn from a study of interfaces to DH material? How have interfaces to DH materials changed over the course of their existence? Do these changes affect the way the resource is used, and the way it conveys meaning? Should we preserve interfaces for future scholarship? We show that a valuable information may be derived from the interfaces of long-lived projects. Visual design can communicate subtle messages about the way the resource was originally conceived by its creators and subsequent changes show how knowledge of user behaviour developed in the DH community. Interfaces provide information about the intellectual context of early digital projects. They can also provide information about the changing place of DH projects in local and national infrastructures, and the way that projects have sought to survive in challenging funding environments