Online Identity and Presence

When we think of participatory media, it is tempting to see it as an “ultimately myopic extension of the traditional cultural industries into the realm of users” (Schafer, 2011). However, there are some arguments to be made about the democratic even if divisive cultural conversation that memetic media facilitates. While we cannot, of course, state that it challenges all hegemonic marginalisation and institutional influence (Milner, 2016), it is safe to say they have the power to blend multiple perspectives to shade broad conversations, even as frictions and factions emerge. (Milner, 2016)

This paper explores how growing up with financial privilege influences personal development, digital identity construction, and social mobility. By drawing from both academic literature and personal experiences in Waukesha, Wisconsin, and Chattanooga, Tennessee, the study examines how wealth impacts self-presentation online, the ability to rebrand and reinvent, and risk-taking in career and personal identity. The findings suggest that financial security provides individuals with greater control over their digital narratives, allowing for strategic identity management and enhanced social capital. This research contributes to the broader discussion on socioeconomic privilege, personal branding, and digital self-construction in the modern era.

JCSTAND 31 Rules of Interchange: Privacy in Online Social Communities– A Rhetorical Critique of MySpace. Com by Adam Tyma Abstract As online social communities (eg MySpace, Facebook) grow in popularity and become commonplace, these same communi-ties also ...

We propose here very general definitions of space and time. They are not substances of nature to discover, but relations to express, opposing the stable to the unstable. All disciplines are entitled to do so, from anthropology to physics. We show the similarity of approaches: -when the anthropologist defines social groups having some permanence, by considering human behaviours seen as similar, as opposed to other behaviours whose variability has no meaning to him; and -when the physicist defines space, relying on systems of material points whose relative motions are negligible (solids), as opposed to mobile points that serve him to define time (for example, the sun in its apparent movement around the earth, or the light photon in the atomic clock). The study of the division within the world between the stable and the unstable, the stationary and the volatile, reveals fundamental invariants. (1) Invariants of the a priori conditions of the group or solid construction. We call them: -cutting operation (decision of a boundary between the stable and the unstable), -existence of a void (pointing out the vacuum, the empty stage, or the free field, where movements or behaviours show), -declaration of an archetype (giving an absolute character to a universal principle -call it a hyperbole-inevitable to begin to think: e.g. human rights -of general application -or the speed of light -universal constant-); -relation of equivalence (between points, or humans, linked together in a stable manner within a solid or a group...). ( ) Invariants in the properties of our discourse on the world: incompleteness, presence of uncertainty, of recursiveness, of contradictions, that must be connected to the choices made for the invariants of the first kind. This approach allows one to discuss in a new perspective the disharmony between the categories of time imposed by grammar (division past / present / future) and our daily experience; as a consequence, the distinction between the fields covered by politics or by history is not founded on their relations to present, but on the designation of what is stable and what is volatile. This approach also allows to connect the time, or the times, of humanities to that of physics. On the one hand, time is multiple, as relations between entities in the world are multiple, but, on the other hand, we must choose a unique "synchronized" time as the basis for communication. This time is particular only because of the agreement that it permits to build. Grammar categories relate to the time/space duality (say to space-time) and not to the sole synchronized time that remains an index external to the things. More generally, this approach provides a tool for comparing the functioning of various cultures and social groups; it must be tested in the future.

During the COVID-19 pandemic, curfew restrictions increased the additional burden on mothers, some of which was eased by online platforms. Our study aimed to explore Hungarian mothers’ online experiences during the pandemic and was informed by the self-determination theory. Semi-structured interviews were conducted with 12 mothers during two different waves of the pandemic. The interviewees considered online communication as essential to their daily lives, yet often lacked time. At the onset of the pandemic, there was a surge in news consumption, which became overly stressful over time. Online education also fell to mothers, which was just as stressful as the home office. However, the transition to online platforms accelerated by the COVID pandemic also granted mothers broader access beyond traditional constraints of childcare duties that confined them in time and space to their homes, empowering them with newfound flexibility and opportunity, helping mothers navigate relatedness, competence, and autonomy.
Keywords: COVID-19, Online burdens of caring, News consumption, Pandemic learning, Home office, Digital leisure

Since the advent of small-gauge film devices, alternative audiovisual forms have adopted original and creative approaches to documenting personal experiences. Among these, amateur audiovisual films have often been characterized by self-referential and subjective expressions, whether shaped as “home movies” or individualistic autobiographical or self-portrayal declinations. From this perspective, the question is no longer how self-representational practices such as mobile and first-person filmmaking are used to express personal unique perspectives and styles, but rather what forms of self-narrative representation emerge within the exploration of novel methods and alternative renderings of the Self in audiovisual and digital media...

This research paper explores the practice of doxing, its historical roots, and the complex legal issues surrounding it under the First Amendment. Doxing, the act of publicly revealing private information about individuals or organizations, has grown alongside the internet, often linked to harassment, online shaming, or hacktivism. The paper highlights notable instances of doxing, such as attacks by Anonymous on Ku Klux Klan members, and the dangers faced by abortion providers targeted by anti-abortion activists. Despite the First Amendment's protection of free speech, doxing remains difficult to regulate, particularly because it often involves the publication of publicly available information. However, the repercussions for victims can be severe, ranging from emotional distress to physical harm. The paper delves into the challenges of addressing doxing legally, given the ambiguous lines between free speech, public information, and personal safety, while also discussing potential legal solutions and the ethical implications of protecting both anonymity and free expression online.

In phenomenological tradition, presence has been understood as fundamental for human experience: I experience the world as my lifeworld because I am present in this world. Even more, I experience myself as »I« only in the physical presence of the other. However, this concept of presence has become fragile through processes of medialization – especially in (post-)pandemic everyday life. Presence can no longer be experienced exclusively in physical proximity, but also digitally or virtually. With global case studies alongside theoretical discussions by both students as well as junior and senior researchers, the volume launches a conversation between social sciences and humanities on how this change affects human experience.

The official website of any organisation provides authentic information about it. The current study is a novel attempt to explore international library association websites and assess those websites based on web content evaluation and webometric parameters. Several library websites have been analysed by researchers. However, the same has not been attempted regarding the library association website at the international level. International library associations indexed by American Library association's website were taken as the sample. Data were collected using a link analysis tool from https://moz.com/ which helps in determining Domain Authority, Page Authority, inlinks, and out-links; Google was used for the links. Official websites of the library associations were visited for the website evaluation with a well-structured checklist having 19 criteria. International Association of Law Libraries is found to have the highest simple web impact factor and external web impact factor. In contrast, the Association of Jewish Libraries has the highest internal web impact factor. All the websites examined in this study are hosted under the .org domain. The study revealed that 7 out of 8 (87.5 %) international library association websites' Domain Authority and Page Authority is below 50. Essential information like customer service, currency, and FAQ are not available on the websites. The results of this study will help the library associations in restructuring and better maintenance of their website.

Digital libraries have emerged as powerful platforms that provide extensive collections of electronic resources, making information available to a vast number of users worldwide. Among these digital libraries, the National Digital Library of India (NDLI), National Science Digital Library, Library of Congress and UNESCO digital library stands out as a significant initiative in the realm of digital education and knowledge dissemination.

The aim is to conduct a comprehensive Webometric analysis of these selected digital library websites.

Massive Open Online Courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context is very different. The particular affordances of MOOCs shaping learning environments comprise both scale (in terms of numbers of students) and diversity (in terms of the types of students). As learning designers we focus on understanding the particular tools and pedagogical affordances of the MOOC platform to support learner engagement. Drawing on research into learner engagement conducted in the broader field of online learning, we consider how learner engagement in a MOOC might be designed for by looking at three pedagogical aspects: teacher presence, social learning and peer learning.

Violence in schools has been recognized as a growing and destructive problem both by educational and policy making authorities at a national level, as well as by the European Commission at an EU level. The graveness of the problem, some of its roots, because they can vary greatly from country to country, has already been analyzed and there are numerous proposals and programs for tackling with the problem or preventing its appearance. Still, political decisions and changes need to be encouraged in order to enforce, to make practicing from proposals and programs obligatory and official. These changes should and could happen in both directions-starting from the national level and reaching out to the Community level, or vice versa. The current and future effects for the Bulgarian school education system of a project-"I am not scared"-supported by the EC under the Lifelong Learning Program are briefly outlined in the present article.

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this 12-tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

A number of questionnaire based psychometric testing frameworks are globally for example OCEAN (Five factor) indicator, MBTI (Myers Brigg Type Indicator) etc. However, questionnaire based psychometric tests have some known shortcomings. This work explores whether these shortcomings can be mitigated through computer-based gaming platforms for evaluating psychometric parameters. A computer based psychometric game framework called Antarjami has been developed for evaluating OCEAN (Five factor) indicators. It investigates the feasibility of extracting psychometric parameters through computer-based games, utilizing underlying improvements in the area of modern artificial intelligence. The candidates for the test are subjected to a number scenarios as part of the computer based game and their reactions/responses are used to evaluate their psychometric parameters. As part of the study, the parameters obtained from the game were compared with those evaluated using paper based tests and scor...

Place is the most fundamental form of embodied experience-the site of a powerful fusion of self, space and time (Feld and Basso 1996: 9)." In the last year and a half, since the pandemic struck, our places have radically changed from whence we conduct business, teach, and socialize with others. Most of us have been zoom-bound in our homes, affecting how we interact with others in business negotiations, teaching students, classroom materials, and even socializing. How has our displacement in moving from live classrooms, boardrooms, and conference rooms to home screen interactions on Zoom, Google Meet, Microsoft Teams, and other video-communication platforms affected our relations with students and business clients through changed notions of place? This change of place, moreover, was not just a one-off week of distance, as we might experience traveling to remote locations but occurred over an extended time of 18 months. I've since learned about the profound effects of place on interactions of perception, thought and emotions, and the ways it influences how we relate, perform, engage, and succeed in our social relations with others. I reflect in this brief essay on the importance of place in my life as an anthropologist who both teaches in a business school and works as a

Computer-mediated communication (CMC), generally the Internet, represents nowadays an issue of interest for many social and psychological researches. One of the reasons is that it is used CMC mainly for interpersonal communication suggesting large amounts of social behavior to investigate. Another reason of Internet investigating interest contains two features, visual anonymity and limited channel communication. It is highlighted that since the rise of the Internet, people have formed relationships without having another person within a close geographic location. Furthermore, they are asking an important question: Is it safe? Should there be rules governing the Internet in respect to a formal educational setting? The qualitative research of risks and positive effects of Internet use among teens was conducted through online (8 children: 4 boys of 13, 16, 17 and 18 years old, and 4 girls of 12, 15, 16 and 17 years old) and offline (10 children: 4 boys from which 3 boys of 17, 1 of 18; 7 girls from which 3 of 13 years old, 1 of 14, 2 of 17, and 1 of 18 years old) interviews and 2 focus groups (of 12 pupils each). Positive aspects of Internet usage: easy and cheap communication with others, getting help for homework from colleagues, friends,cultural exchanges (talking with persons from other countries, cultures), getting easier information for school (encyclopedias, books), talk from home to colleagues at school, use the web cam to see the class that you are missing for, you can participate to online debates on interesting educational subjects helps you to be involved in positive actions for general benefit that can change the world for the better. Negative aspects of Internet usage: it is changing the way of communicating (negative effects on their verbal communication, and their way of writing), using Internet affects the time for school preparation and for other activities (resting, eating, talking with family etc.), failure to prepare for school, drop-out of school. Suggestions from adolescents to minimize the negative effects were also formulated and there are the main ideas: parents and teachers should learn more about Internet to became more credible sources of advises; for this, children are willing to help the adults contributing to a better, trusting relation between them, imposed conditions to access internet: from 6 to 9 years old only with permanent supervision of an adult; from 9 to 12 with supervision and advises; 14 or 15 years old to first access messenger, to prevent school failure and drop-out because of Internet dependence parents should involve children more often in direct interactions like trips, faceto-face games, sports etc., increasing the group activities/discussions with a moderator and rules where also timid children can express themselves to avoid excess of messenger communication, more involvement in projects that stimulates them otherwise (like to take care of a pet, plant, music or painting groups at school).

Several factors contribute to an individual's experiences in computer-based environments. Previous research shows one such fact or, the degree to which users feel connected to a virtual environment, influences the actions of individuals within the environment (Banos et al., 2008; Welch, 1999). Additional factors, such as people's personality and the personality of their avatar, influence behaviors in virtual environments (McCreery, Krach, Schrader, & Boone, 2012). The current study focused on the role of presence as it affects behavior within the virtual environment. Presence has been defined as the psychological state where virtual experiences feel authentic. However, the degree to which presence acts as a mediating variable in virtual environments is not well understood. The current study employed a combination of survey instruments and direct observ ation to explore the relationships among personality of self and avatar, presence, and behaviors within a virtual environment. Findings indicated that participant scores in the domain of agreeableness were a significant predictor of agreeable behavior in the virtual environment. However, with the exception of negat ive effect s (e.g., dizziness), presence does not appear to influence behavior. Overall implication s for these findings are discussed.

Social networking screen names, email addresses, and URLs are commodities. Where businesses and celebrities are able to secure protection through trademark law, the common user has been left to fight for his/her name. An early adopter for a common name, such as John Smith, which facilitate better professional relationships by keeping one's online reputation and digital professional identity secure.

Using a grounded theory qualitative research approach, this article examines the experiences of 28 adjunct faculty members who work at the same university, exploring their views on whether periodically meeting face-to-face with management and peers has the potential to affect their motivation on the job and consequently the quality of education they provide to students. A few management representatives also shared their perspectives on the phenomenon; this enabled the researcher to compare the views of these two populations on whether face-to-face contact among faculty enhances teaching performance. The results of this study suggest a few issues that online schools must address in their efforts to improve adjuncts' sense of affiliation and loyalty to their institution, which in turn will positively affect student retention levels. The main issues of concern to adjunct faculty are (a) inadequate frequency and depth of communication, regardless of the means used, whether online or face-to-face; (b) lack of recognition of instructors' value to the institution; and (c) lack of opportunities for skill development.

Scholarly debate within the HCI community has acknowledged that the concepts of "online" and "offline" are merely handy descriptors for different environments and contexts. However, when it comes to designing technologies, this binary is still frequently invoked. In this workshop, our goal is to address what issues arise when we invoke this binary uncritically, and how we can better understand people's everyday experiences of their on-and offline self-representations and interactions. When, how and why do people invoke or exploit notions of online versus offline? When does this notional 'seam' dissolve? We will articulate a broadened agenda for understanding behavior across contexts. We aim to continue and update discussions of on-and offline with a deeper focus on people's practices and experiences around the creation and maintenance of a sense of 'self' and identity and discuss designers' and developers' roles and responsibilities in enabling and supporting those practices.

As ciências cognitivas adotaram geralmente uma concepção da intencionalidade em termos de representações internas à mente, favorecendo a função da receptividade passiva com relação à informação externa, em detrimento do reconhecimento do papel da atividade espontânea do vivente. A descoberta de uma grande variedade de mecanismos neurais que dão ao organismo uma capacidade de antecipação na percepção e na ação criou uma tensão (se não uma contradição), com a primazia assumida da representação na atividade cognitiva. Explicações parciais que, para cada modalidade de antecipação descoberta pela pesquisa empírica, introduzem um hipotético modelo interno ad hoc não serão suficiente para resolver esta tensão. Como alternativa, através do conceito de constituição transcendental daLebenswelt de Husserl, pode-se vislumbrar a possibilidade de uma teoria integrativa de como o vivente pode estruturar seu mundo de modo imanente, usando seus próprios recursos de atribuição de sentido em vez de ex...

Prenons une photo de mes vacances de l'année dernière. Il est évident que ce ne sont pas mes vacances ni un de leurs moments que je retrouve sur la photo que je contemple maintenant, malgré ce que suggère le langage courant. Ce que je vois sur cette photo n'est que l'effet ou le refl et d'un moment de mes vacances, fi xé sur une pellicule exposée pendant un certain laps de temps à la lumière. Cet effet ou ce refl et, je le reconnais comme la représentation de certains traits d'un instant qui a été prélevé du fl ux des journées qui se sont écoulées l'année dernière, lors de mes vacances. Comment se produit cette reconnaissance de l'effet produit, dans le cas de l'image de mes vacances, prise par un dispositif technique comme celui de l'appareil photographique ou d'une caméra ? Est-ce le même processus qui est à l'oeuvre dans les cas des images mentales et des images du discours? Dès 1889, dans l'Essai sur les Données Immédiates de la Conscience, Bergson faisait la distinction entre deux sens de l'expérience : d'un côté, l'expérience de la durée, de ce fl ux continu de la conscience, et de l'autre l'expérience monothétique, constituée d'unités discrètes que l'on découpe de ce fl ux et que l'on représente après coup, grâce à l'activité réfl échissante 2. Il attirait ainsi l'attention sur la nature ouverte des relations que la conscience entretient avec le fl ux continu

Higher Education Institutions (HEI) are facing great challenges nowadays related with funding, with the discussion of its own mission but, above all, related with answers that are needed in order to cope with new learning contexts and new typologies of students. However, despite these challenges being traditionally framed within an economical, social and political discussion, they are also a result of technological evolution and new usages of technology. Following this line of thought we will present a social media platform-Sapo Campus-launched at University of Aveiro (UA) in the fall of 2009 and some preliminary results of a first questionnaire that was recently applied to the university community. SAPO Campus is a technological platform that results from a R&D partnership between UA and SAPO (the major Internet portal and ISP in Portugal) that aims to launch and assess an integrated Web 2.0 services platform based on SAPO core technologies in order to promote communication, sharing and collaboration skills in Portuguese HEI students and promote and support the use of these services in Higher Education contexts. This first questionnaire allowed us to obtain an accurate technological profile and Web services usage overview from the community and also to understand their opinions about Sapo Campus evolution and its present and future potential impact as far as learning, social and institutional dimensions are concerned. In this paper we argue that, inside HEI, technology is not neutral and may perform a major role in a disruptive innovation process of learning practices.

The blogs as the platform for a virtual personality construction are considered in the article on the assumption of the positions of Lev S. Vygotsky's cultural-historical approach. Internet journalism practices are considered as the example for the processes of virtual "I" formation. The authors affirm that the appearance of consecutive and stable "I-representation" in Internet is the necessary condition for a change in dynamics of social nets development from motives which are out of Internet in physical space towards situation when a virtual personality is enough full-fledged to be a motive for new social interactions creation not leaving Internet. As a result a virtual personality turns into a net-creating factor and Internet loses its unoriginality in relation to physical space. Using Lev Vygotsky's "internal speech" concept, the article suggests to consider this interaction as a dairy discourse-"A dialog of internal voices", which turns a virtual personality from the product of self representation into the product of social interaction. The authors affirm that the ability to construct a virtual personality is the integral part for personality formation in the new information society and propose to regard journalism practices as one of the methods of effective self representation in Internet.

A number of questionnaire based psychometric testing frameworks are globally for example OCEAN (Five factor) indicator, MBTI (Myers Brigg Type Indicator) etc. However, questionnaire based psychometric tests have some known shortcomings. This work explores whether these shortcomings can be mitigated through computer-based gaming platforms for evaluating psychometric parameters. A computer based psychometric game framework called Antarjami has been developed for evaluating OCEAN (Five factor) indicators. It investigates the feasibility of extracting psychometric parameters through computer-based games, utilizing underlying improvements in the area of modern artificial intelligence. The candidates for the test are subjected to a number scenarios as part of the computer based game and their reactions/responses are used to evaluate their psychometric parameters. As part of the study, the parameters obtained from the game were compared with those evaluated using paper based tests and scor...

Adult enrollment in online programs has increased over the last decade despite problems with learner engagement. As there is a dearth of formal research on the impact of relationships in the online context, this inquiry provides evidence for the importance of relationships in adult online learning contexts by analyzing the literature on online adult learners through the lens of transformative learning theories. Relationship has been defined in multiple ways and researchers have explored their transformative impact. Key strategies that foster online relationships have been documented. Adult learners generally perceive online relationships as indispensable to achieving their learning goals. Findings suggest that interactivity is a significant variable in the equation of online adult learning because it affects participation. Though preferences for types of online interactivity vary according to learners’ profiles, the student–to–instructor interaction emerged as the major component in online relationships. Findings also suggest the need for multifaceted and multimedia approaches to facilitating the social and emotional needs of online learners. Transformative learning takes places at high levels in professional programs that have been designed to foster critical self-reflection and professional expertise. Understanding the impact of relationships may provide stakeholders in adult learning with insightful considerations to mitigate against isolation, alienation, and exclusion in adult online learning contexts. Because relationships matter, their negative impact might undermine the learning experiences.

Key words: online relationships in adult learning, interactivity/interaction, building community, social presence, connections, student–to–instructor interaction, transformative learning

The paper discusses interdiscursivity as a specifying feature of journalism on blogs Journalistic blogs represent new communicative strategies of interaction with its audience and new approaches to construct its content. It is claimed in the paper that these innovations affect meaning structures of journalistic messages, since they are regarded as a combinative result of different discursive practices (visual, verbal and aural, political, journalistic, recreational, advertising etc., suggestive, informational, persuasive)ye

Place is the most fundamental form of embodied experience-the site of a powerful fusion of self, space and time (Feld and Basso 1996: 9)." In the last year and a half, since the pandemic struck, our places have radically changed from whence we conduct business, teach, and socialize with others. Most of us have been zoom-bound in our homes, affecting how we interact with others in business negotiations, teaching students, classroom materials, and even socializing. How has our displacement in moving from live classrooms, boardrooms, and conference rooms to home screen interactions on Zoom, Google Meet, Microsoft Teams, and other video-communication platforms affected our relations with students and business clients through changed notions of place? This change of place, moreover, was not just a one-off week of distance, as we might experience traveling to remote locations but occurred over an extended time of 18 months. I've since learned about the profound effects of place on interactions of perception, thought and emotions, and the ways it influences how we relate, perform, engage, and succeed in our social relations with others. I reflect in this brief essay on the importance of place in my life as an anthropologist who both teaches in a business school and works as a

Drawing from theory and research on participatory practices, fan communities and their role in the identity and social work of teenagers, the paper contributes to the debate by analyzing how Italian teenagers take part in a writing-oriented social network such as Wattpad. These practices of authorship and readership have been explored through a mixed method approach, including participatory workshops, interviews and netnography, with a sample of 103 Italian students. Findings show several different ways to approach to digital narration and also different competences connected to such practices, that could be exploited in educational contexts. Different approaches to authorship are thus identified, spanning from an “industry” oriented to an “identity” oriented approach. Also several typologies of social readership emerge, since fans, peers and supporters are different cognitive, emotional and social shapes that teens give to their relation and participation online. The paper aims at ...

Three-dimensional (3-D) virtual worlds differ from other learning environments in their similarity to real life, providing opportunities for more effective communication and interaction. With these features, 3-D virtual worlds possess considerable potential to enhance learning opportunities. For effective learning, the users' motivation levels and social presence are important. In this study, the motivation and social presence levels of 42 prospective teachers were measured as they engaged in an Open Simulator 3-D virtual world. Related factors affecting motivation and social presence levels were also examined. An explanatory mixed method design was used in this study. Interviews and three different questionnaires were employed. The quantitative results show that the motivation and social presence levels of the participants were high. The qualitative results also revealed several pertinent factors that are related to motivation and social presence. These factors, which include t...

The study shared the experience of an academic library during the COVID-19 pandemic in a Nigerian University. The study was a descriptive survey to purposively sample 2687 subscribers to the library social media platform "the Telegram" used to disseminate library services. The findings revealed that there were more males (83%) than female (17%) subscribers, a total of 446 information resources were disseminated through provision of their links (402), as pdf (31) and Jpeg (8). Applications, documents and videos were the least formats used which was challenged by inadequacies of working from home, poor infrastructure and lack of working space, as well as data subscription was paid from staff pockets. In conclusion, the global pandemic was acknowledged to affect the academic library positively and negatively. Recommended was that demographic elements of the telegram group should be expanded, institutional repository hosted by the library should be leveraged on and acquisition of electronic gadgets should be done immediately.

HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

In Spring 1997, Hunter College offered the first asynchronous learning course in the City University of New York (CUNY), the largest urban university system in the United States enrolling 200,000 students in undergraduate and graduate programs. This graduate course, entitled Administration and Supervision of the Public Schools - The Principalship, was offered in theDivision of Programs in Education. Funded by the Alfred P. Sloan Foundation, this course was intended to serve as a model for other courses at Hunter College and CUNY.While many colleges have begun to offer asynchronous learning courses, the model presented here may be of special interest since it takes into consideration several variables of importance in large urban environments. First, all of the students in this course were adult, part-time students who delicately balance studies, careers, and families in their daily lives. In this respect, theyrepresented a typical urban commuter population that would benefit from th...

feedback process that may occur as a result of the self interacting in a CVE, in addition we expanded this framework to integrate an anthropological viewpoint of the self. In this paper our intention is to provide further understanding of the relationship between the Proteus effects and the conceptual model of multiple virtual personalities interacting in CVE using the Wittgensteinian language games framework, we expand our earlier paper to suggest that the notions of a "virtual personality" and "virtual game grammar" may hopefully bring a refreshing approach to examining the Proteus effect.

Shanghai International Studies University has hosted an intercultural Massive Open Online Course (MOOC) course for several years. Course facilitators, mentors, and learners from all over the world are invited to enroll in the class. However, conversations between mentors and learners revealed that most were superficial. Thus, a pilot study was undertaken to improve mentor and learner interactions undertaken. The main focus of the research was to analyze the content of nine sustained conversations in the MOOC. The threads were selected for analysis from the first, third, and final week of the intercultural course. Initial analysis indicated responses made within the same day, and even within the early hours of initial postings, were conducive to sustained conversations. Within the discussion section, several suggestions were given to improve online interactions between mentors and learners. Training and orientation of mentors were suggested. Mentors could be encouraged to use the MOO...

Although a fair amount of research around older adults' perception of digital technology exists, there is only a moderate amount of research investigating older people's reactions and sense-making in real-world contexts with emerging digital tools. This paper reports on the constructivist research approach used by the author, which initiated co-production with participants to gather older and younger adults' reactions towards digital video connectivity during a series of design research interventions. For this, the author had built a research tool, the Teletalker kiosks (TT), which connected two locations using digital live video to provide a 'window into the other space'. Participants, if they wished, could activate the volume with a designed mechanism aimed at non-computer literate people, which was used in order to speak to each other. The three connections were between an older people's charity day centre and the university, between two locations at the university, and between two-day centres in the U.K. The returns collected revealed overall positive reactions towards video connectivity by younger adults and mixed reactions by older adults. The design for the volume mechanism did not work as expected for both groups. The interventions also brought out opinions and conformity dynamics within groups of older adults and attitudes by younger audiences towards older people. More research is needed to understand these reactions and attitudes in comparable contexts.

Several factors contribute to an individual's experiences in computer-based environments. Previous research shows one such fact or, the degree to which users feel connected to a virtual environment, influences the actions of individuals within the environment . Additional factors, such as people's personality and the personality of their avatar, influence behaviors in virtual environments . The current study focused on the role of presence as it affects behavior within the virtual environment. Presence has been defined as the psychological state where virtual experiences feel authentic. However, the degree to which presence acts as a mediating variable in virtual environments is not well understood. The current study employed a combination of survey instruments and direct observ ation to explore the relationships among personality of self and avatar, presence, and behaviors within a virtual environment. Findings indicated that participant scores in the domain of agreeableness were a significant predictor of agreeable behavior in the virtual environment. However, with the exception of negat ive effect s (e.g., dizziness), presence does not appear to influence behavior. Overall implication s for these findings are discussed.

WebDAV needs awareness support in order to be a full-fledged collaboration system, This paper introduces AwareDAV, a new Web-DAV extension framework enabling shared awareness through event notification. By extending the WebDAV protocol with seven new request-methods and an extensible XML based event subscription scheme, AwareDAV supports fine grained event subscriptions over a range of transport mechanisms and enables a wide range of collaboration scenarios. This paper describes the design of Aware-DAV, its API, experiences with its initial implementation, as well as a comparison with Microsoft Exchange and WebDAV-notify.

Compartmentalizing our distinct personal identities is increasingly difficult in big data reality. Pictures of the person we were on past vacations resurface in employers’ Google searches; LinkedIn which exhibits our income level is increasingly used as a dating web site. Whether on vacation, at work, or seeking romance, our digital selves stream together. One result is that a perennial ethical question about personal identity has spilled out of philosophy departments and into the real world. Ought we possess one, unified identity that coherently integrates the various aspects of our lives, or, incarnate deeply distinct selves suited to different occasions and contexts? At bottom, are we one, or many? The question is not only palpable today, but also urgent because if a decision is not made by us, the forces of big data and surveillance capitalism will make it for us by compelling unity. Speaking in favor of the big data tendency, Facebook’s Mark Zuckerberg promotes the ethics of an...

Several factors contribute to an individual's experiences in computer-based environments. Previous research shows one such fact or, the degree to which users feel connected to a virtual environment, influences the actions of individuals within the environment (Banos et al., 2008; Welch, 1999). Additional factors, such as people's personality and the personality of their avatar, influence behaviors in virtual environments (McCreery, Krach, Schrader, & Boone, 2012). The current study focused on the role of presence as it affects behavior within the virtual environment. Presence has been defined as the psychological state where virtual experiences feel authentic. However, the degree to which presence acts as a mediating variable in virtual environments is not well understood. The current study employed a combination of survey instruments and direct observ ation to explore the relationships among personality of self and avatar, presence, and behaviors within a virtual environment. Findings indicated that participant scores in the domain of agreeableness were a significant predictor of agreeable behavior in the virtual environment. However, with the exception of negat ive effect s (e.g., dizziness), presence does not appear to influence behavior. Overall implication s for these findings are discussed.

Through comparative analysis of United States, English, German and European Court of Human Rights jurisprudence, this article considers the viability of relying exclusively on either speaker or audience interests to underpin a free speech right within the context of anonymous and pseudonymous social media and online speech. It argues that this approach, which has hitherto been applied in these jurisdictions, can lead to a ‘double-edged sword’: on the one side, pursuant to audience interests, people may be dissuaded from participating in the exchange of information and ideas, because their anonymity or pseudonymity is not protected; on the other side, a constitutionally protected right to free speech based entirely on speaker interests could inadvertently protect unwanted and damaging speech.

Place is the most fundamental form of embodied experience-the site of a powerful fusion of self, space and time (Feld and Basso 1996: 9)." In the last year and a half, since the pandemic struck, our places have radically changed from whence we conduct business, teach, and socialize with others. How has our displacement in moving from live classrooms, boardrooms, and conference rooms to home screen interactions on Zoom, Google Meet, Microsoft Teams, and other video-communication platforms affected our relations with students and business clients through changed notions of place?  I reflect in this brief essay on the importance of place in my life as an anthropologist who both teaches in a business school and works as a consultant. The issues I explore are: How have our perceptions and sense of self modified our thoughts in these settings – what is lost and what is gained. How do we create a sense of ‘togetherness’ in the different places we occupy? What happens to our sense of presence when cues of context are absent, or controlled by select zoom images or home places? Do places have a hold on us, or give back in some way?

The Romanian case study presents data on the mental health and well-being of Romanian youth from the 2006 HBSC survey, describes the socioeconomic context of public policies and intervention programmes, provides information on the “Health education in Romanian ...

The Romanian case study presents data on the mental health and well-being of Romanian youth from the 2006 HBSC survey, describes the socioeconomic context of public policies and intervention programmes, provides information on the “Health education in Romanian ...