888 research outputs found

    Applying Bourdieu to socio-technical systems: The importance of affordances for social translucence in building 'capital' and status to eBay's success

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    This paper introduces the work of Sociologist Pierre Bourdieu and his concepts of ‘the field’ and ‘capital’ in relation to eBay. This paper considers eBay to be a socio-technical system with its own set of social norms, rules and competition over ‘capital’. eBay is used as a case study of the importance of using a Bourdieuean approach to create successful socio-technical systems.Using a two-year qualitative study of eBay users as empirical illustration, this paper argues that a large part of eBay’s success is in the social and cultural affordances for social translucence and navigation of eBay’s website - in supporting the Bourdieuean competition over capital and status. This exploration has implications for wider socio-technical systems design which this paper will discuss - in particular, the importance of creating socially translucent and navigable systems, informed by Bourdieu’s theoretical insights, which support competition for ‘capital’ and status

    Participatory mass observation and citizen science.

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    The authors outline and reflect upon a new research agenda on participatory mass observation and citizen science as an introduction to the 3 project outlines in this special section of Transactions

    Drivers of benthic oxygen flux in coastal shelf sea environments

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    Preparing Students for Success on Examinations: Readiness Assurance Tests in a Graduate-Level Statistics Course

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    Formative feedback is one way to foster students' readiness for statistics examinations. The use of Readiness Assurance Tests was examined as an educational intervention in which feedback was provided for both correct and incorrect responses in a graduate-level statistics course. Examination scores in the intervention group ( n = 56) were compared with those in a control group ( n = 42). Intervention group examination scores significantly improved from 75.92 ± 14.52 on the Readiness Assurance Test to 90.06 ± 7.06, p < .001, on the midterm, and final examination scores improved from 78.23 ± 17.29 to 85.6 ± 6.98, p = .002. Intervention group midterm scores were significantly higher than those of the control group (90.06 ± 7.06 versus 79.7 ± 11.6, p < .001); however, no differences were found between the groups on the final examination (85.35 ± 9.46 versus 85.6 ± 6.98, p = .91). Use of Readiness Assurance Tests was an effective modality to increase student self-efficacy, learning experience, and, relative to a control group, midterm examination performance in statistic
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