The effects of social media on political party perception and voting behavior

This study sought to determine to what extent social media influences political party perception (PPP) and political voting behavior. Based on literature a conceptual model was developed which measures political interest, political trust, religion and the use of social media and their effects on PPP and voting behavior. Using an online questionnaire the conceptual model was tested towards and during the Dutch national elections of 2010. Although data analysis indicates several significant effects on PPP, voting behavior is solely determined by political interest. Certain effects of social media seem evident, though further research is necessary in funding and legitimizing its future role in political marketing

Cricketing Dad: An Autoethnography into the Unknown

The qualitative research methodology of autoethnography has been used by the researcher to explore his own lived experience as a father, specifically focusing on his experiences with his son playing cricket. As an autoethnography, the article unfolds as a first-person narrative that endeavours to connect the personal experiences of one particular father to wider social and cultural aspects of being a parent today. The narrative draws on data spanning 18 months to explore the researcher’s “unknown” world of being a cricketing Dad

Informed Consent to Address Trust, Control, and Privacy Concerns in User Profiling

More and more, services and products are being personalised or\ud tailored, based on user-related data stored in so called user profiles or user\ud models. Although user profiling offers great benefits for both organisations and\ud users, there are several psychological factors hindering the potential success of user profiling. The most important factors are trust, control and privacy\ud concerns. This paper presents informed consent as a means to address the\ud hurdles trust, control, and privacy concerns pose to user profiling

Identification of critical time‐consuming student support activities in e‐learning

Higher education staff involved in e‐learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were conducted to identify the most critical support activities, using the Nominal Group Method. The results are discussed and brought to bear on the distinction between content‐related, process‐related and product‐related support activities

Appropriating Apocalyptic: Paul Ricoeur's Hermeneutics and the Discourse of Mark 13

Mark 13 predicts that certain events will occur literally within the generation of Jesus' contemporaries, and today's reader recognizes that some of these events have not taken place. The reader therefore appropriates the text as a false configuration of the world because it describes the world differently from how it is. However, the hermeneutics of Paul Ricoeur enables a reader to appropriate the text as a presentation of truth. His argument for textual autonomy supports the contention that a text's meaning is not limited to what the author intended and the original readers perceived. In new reading contexts, the meaning that comes from the text itself creates an evocative dialectic between the reader's lived world and the world description of the text. Although Mark 13 was originally understood literally, today's audience is able to read it as metaphor. Metaphor is not a rhetorically attractive literary trope; it is a transgression of language codes and categories. Through its association of previously unrelated concepts, metaphor creates new, multiple meanings and changes the linguistic structures within which it operates. Metaphor is able to present truth, not as a verifiable presentation of the world as it is perceived by the reader, but as a manifestation of the world in a new way. The reader recognizes this truth only as she is willing to engage with the text without imposing her preconceptions upon it. Mark 13, as it is read by today's reader, functions as metaphor because of the double dissonance first between the configured world of the text and the lived world of the reader and second between claim that Jesus is able to predict when the events will take place (v. 30) and the assertion that he is not able to do so (v. 32). One option for today's reader to appropriate the metaphor of Mark 13 as truth is a perception of the presence in the world of forces that challenge and subvert powers which appear to be dominant, and which deceive, destroy, and persecute