Search results

Because student viewership of video lectures serves as an important aspect of e-learning environments, video lectures should be delivered in a way that enhances the learning experience. The delivery of video lectures through diverse forms of media is a useful approach, which may have an effect on student learning, satisfaction, engagement and interest (LSEI), as well as future behavioral intentions (FBI). Furthermore, research has shown the value that LSEI has on learner achievement within online courses, as well as its value in regards to student intention to continue learning in such courses. The purpose of this study is to investigate the relationships between media diversity, LSEI and FBI in hopes of enhancing the e-learning experience.

This study surveyed a group of students (n = 88) who participated in cyber university classes in South Korea to investigate the correlations between media diversity and lecture viewership, effects of lecture viewership on LSEI and FBI, effects of media diversity on LSEI and FBI as well as the correlation between LSEI and FBI.

Results show no relationship between media diversity and viewership. Both lecture viewership and media diversity were positively correlated with LSEI. However, neither media diversity nor viewership was positively correlated with FBI. Finally, LSEI was positively correlated with FBI.

This paper looks at how video lectures affect LSEI. Past research has generally looked at learning, satisfaction, engagement and interest as separate entities that are affected by instructional aspects of online learning. Because of their interrelationships with each other, this study combines them as one construct, making a stronger case for their combined association.

Some empirical evidence suggests that historically marginalized young people may enter introductory programming experiences with skepticism or reluctance, because of negative perceptions of the computing field. This paper aims to explore how learner identity and motivation can affect their experiences in an introductory computer science (CS) experience, particularly for young people who have some prior experience with computing. In this program, learners were asked to develop digital media artifacts about civic issues using Scratch, a block-based programming language.

Through participant observation as a teacher and designer of the course, artifact analysis of student-generated computer programs and design journals, as well as with two follow-up 1-h interviews, the author used the qualitative method of portraiture to examine how two reluctant learners experienced a six-week introductory CS program.

These learners’ experiences illuminate the ways in which identity, community and competence can play a role in supporting learner motivation in CS education experiences.

As more students have multiple introductory computing encounters, educators need to take into account not only their perceptions of the computing field more broadly but also specific prior encounters with programming. Because of the chosen research approach, the research results may lack generalizability. Researchers are encouraged to explore other contexts and examples further.

This portrait highlights the need for researchers and educators to take into account student motivation in the design of learning environments.

This portrait offers a novel examination of novice programmer experiences through the choice in method, as well as new examples of how learner identity can affect student motivation.

The news that the Ministry of Education has set up two Working Parties in connection with the proposed new Public Libraries Bill is welcome and gives further hope that such a Bill will appear in the not too distant future. From the constitutions of these Working Parties, which seem to us to be fairly representative of all interests, it would appear that the first is going to concern itself with the main aspects of the Roberts Report recommendations, while the second will be given the task of studying the problems of library co‐operation. On the first party, county libraries are represented by Miss Paulin and Mr. Budge, while Wales is represented by Mr. A. Edwards, librarian of the Cardiganshire and Aberystwyth Joint Library. Mr. D. I. Colley, the city librarian of Manchester, will be keeping a watching brief on behalf of the large libraries, but it should not be forgotten that he is also a member of the Libraries Committee of the Association of Municipal Corporations. Mr. Gardner is rightly there, perhaps not only as librarian of Luton but also as chairman of the Library Association's Executive Committee. The Smaller Libraries Group can surely have no complaints, for out of the ten members of Working Party No. I there are three librarians from smaller libraries, these being Mr. Helliwell of Winchester, Mr. Christopher of Penge and Mr. Parker of Ilkley. This Working Party is completed by two legal representatives in Mr. W. B. Murgatroyd, who is Town Clerk of Hornsey, and Mr. J. H. Oldham, who is Assistant County Solicitor for Kent.

Using visual materials to understand a social object requires the researcher to know that object's purpose, and this is true whether the object is an artifact, a restricted event, a small social world, or something as massive as the modern city. I argue that the purpose of the city as a settlement is driven by the need to safely sleep in peace at night while satisfying other basic biophysical needs during the day as conveniently as possible. An examination of these needs identifies 10 functional prerequisites for human settlement, entangling its inhabitants in involuntary community with entities and events other than themselves, whether they like it or not. In addition, the rise of the modern city exacerbates the challenge of living in a reluctant community and pressures its inhabitants to come to terms with the consequences for how these relationships affect daily life. I highlight nine challenges posed as questions that have been particularly salient in American urban history since the mid-nineteenth century. How these challenges have been addressed indicates not only what it takes to make a modern city a settlement suitable for satisfying human needs, but also just how deeply invested its residents are in making the city work. Finally, the 10 functional prerequisites and nine moral challenges not only provide a framework for researching the city, but also suggest a coherent outline for imagining a “shooting script” or guide for conducting visual research.

This chapter provides an introduction to the smart city and engages with its idea and ideals from a critical social science perspective. After setting out in brief the emergence of smart cities and current key debates, we note a number of practical, political, and normative questions relating to citizenship, social justice, and the public good that warrant examination. The remainder of the chapter provides an initial framing for engaging with these questions. The first section details the dominant neoliberal conception and enactment of smart cities and how this works to promote the interests of capital and state power and reshape governmentality. We then detail some of the more troubling ethical issues associated with smart city technologies and initiatives. Having set out some of the more troubling aspects of how social relations are produced within smart cities, we then examine how citizens and citizenship have been conceived and operationalized in the smart city to date. We then follow this with a discussion of social justice and the smart city. In the fifth section, we explore the notion of the “right to the smart city” and how this might be used to recast the smart city in emancipatory and empowering ways. Finally, we set out how the book seeks to answer our questions and extend our initial framing, exploring the extent to which the “right to the city” should be a fundamental principle of smart city endeavors.

This chapter provides a comprehensive survey of the contributions of the Austrian school of economics, with specific emphasis on post-WWII developments. We provide a brief history and overview of the original theorists of the Austrian school in order to set the stage for the subsequent development of their ideas by Ludwig von Mises and F. A. Hayek. In discussing the main ideas of Mises and Hayek, we focus on how their work provided the foundations for the modern Austrian school, which included Ludwig Lachmann, Murray Rothbard and Israel Kirzner. These scholars contributed to the Austrian revival in the 1960s and 1970s, which, in turn, set the stage for the emergence of the contemporary Austrian school in the 1980s. We review the contemporary development of the Austrian school and, in doing so, discuss the tensions, alternative paths, and the promising future of Austrian economics.

EVERY librarian in his inmost heart dislikes newspapers. He regards them as bad literature; attractors of undesirable readers; a drain upon the limited resources of the library; and a target against which the detractors of public libraries are constantly battering. From the standpoint of the librarian, newspapers are the most expensive and least productive articles stocked by a library, and their lavish provision is, perhaps, the most costly method of purchasing waste‐paper ever devised. Pressure of circumstances and local conditions combine, however, to muzzle the average librarian, and the consequence is that a perfectly honest and outspoken discussion of the newspaper question is very rarely seen. In these circumstances, an attempt to marshal the arguments for and against the newspaper, together with some account of a successful practical experiment at limitation, may prove interesting to readers of this magazine.

In the early 1970s, clinical evidence emerged documenting causal links between prenatal alcohol exposure (PAE) and children’s behaviors as observed by child welfare social workers (CWSWs). Unfortunately, fetal alcohol spectrum disorders (FASD) remain on the margins of public health priorities. The purpose of this study was to elicit the views of child welfare social workers when responding to case of or suspected FASD.

A sample (N = 18) of CWSWs, allied health professionals and foster parents were interviewed.

Findings indicate that social workers struggle with their statutory duty to plan safe care for children with or suspected of having FASD. Emergent themes include struggling with advocacy, professional devaluation and lack of procedural guidance.

Social workers need a clear pathway and FASD knowledge to guide their interventions and enhance their capacity to advocate for affected children.

An abundance of research documents the direct effect of PAE on physical, cognitive and behavioral outcomes. However, few studies focus on the critical interface of children with an FASD entering public care and the social workers responsible for planning their safe care. This study sought to document social workers’ response to this vulnerable cohort of children.

“GIVE a dog a bad name and hang him,” is an aphorism which has been accepted for many years. But, like many other household words, it is not always true. Even if it were, the dog to be operated upon would probably prefer a gala day at his Tyburn Tree to being executed in an obscure back yard.

The expansion of copyright and the shrinking of the public domain did not begin with the Internet, but the Internet has exacerbated the problem. The threat posed by digital technology has led industries to obtain increasingly absolute protection over their “property.” In this paper I will argue that developing a vibrant public domain is essential for resisting the overextension of copyrights and patents. Developing the public domain as a counterpoint to copyright and patent law is vital to an energized public sphere and by extension a democratic system.