Understanding Nonuse of Interactivity in Online Newspapers: Insights From Structuration Theory     

Anders Olof Larsson 《The Information Society》2013,29(4):253-263

While some online newspapers have embellished their online presence with a variety of interactive features, most online newspapers still appear to take on the role of cautious traditionalists, adopting a mostly conservative stance toward the new medium. Correspondingly, most audience members appear to act in a similar way. This article shows how concepts related to structuration theory can be utilized to further our theoretical understanding of the use (and nonuse) of interactive features in the online newspaper context. It employs concepts from the structuration theory to provide another interpretation of the existing empirical research. The paper concludes by suggesting that “nonuse” in this regard can be understood as part of reproducing what might be called a “structure of audiencehood” rather than a “structure of prosumerism.”  相似文献   

Teaching Determinants Using Rook Arrangements     

Anders O. F. Hendrickson 《PRIMUS》2018,28(2):153-165

Teaching determinants poses significant challenges to the instructor of a proof-based undergraduate linear algebra course. The standard definition by cofactor expansion is ugly, lacks symmetry, and is hard for students to use in proofs. We introduce a visual definition of the determinant that interprets permutations as arrangements of non-attacking rooks on an n × n chessboard. We show that under this definition, many of the usual lemmas about determinants admit natural, insightful proofs that students themselves can readily discover.  相似文献   

Brainjacking in deep brain stimulation and autonomy     

Jonathan?PughEmail author  Laurie?Pycroft  Anders?Sandberg  Tipu?Aziz  Julian?Savulescu 《Ethics and Information Technology》2018,20(3):219-232

'Brainjacking’ refers to the exercise of unauthorized control of another’s electronic brain implant. Whilst the possibility of hacking a Brain–Computer Interface (BCI) has already been proven in both experimental and real-life settings, there is reason to believe that it will soon be possible to interfere with the software settings of the Implanted Pulse Generators (IPGs) that play a central role in Deep Brain Stimulation (DBS) systems. Whilst brainjacking raises ethical concerns pertaining to privacy and physical or psychological harm, we claim that the possibility of brainjacking DBS raises particularly profound concerns about individual autonomy, since the possibility of hacking such devices raises the prospect of third parties exerting influence over the neural circuits underpinning the subject’s cognitive, emotional and motivational states. However, although it seems natural to assume that brainjacking represents a profound threat to individual autonomy, we suggest that the implications of brainjacking for individual autonomy are complicated by the fact that technologies targeted by brainjacking often serve to enhance certain aspects of the user’s autonomy. The difficulty of ascertaining the implications of brainjacking DBS for individual autonomy is exacerbated by the varied understandings of autonomy in the neuroethical and philosophical literature. In this paper, we seek to bring some conceptual clarity to this area by mapping out some of the prominent views concerning the different dimension of autonomous agency, and the implications of brainjacking DBS for each dimension. Drawing on three hypothetical case studies, we show that there could plausibly be some circumstances in which brainjacking could potentially be carried out in ways that could serve to enhance certain dimensions of the target’s autonomy. Our analysis raises further questions about the power, scope, and necessity of obtaining prior consent in seeking to protect patient autonomy when directly interfering with their neural states, in particular in the context of self-regulating closed-loop stimulation devices.  相似文献   

Apprentice or Student? The Structures of Construction Industry Vocational Education and Training in Denmark and Sweden and their Possible Consequences for Safety Learning     

Regine Grytnes  Martin Grill  Anders Pousette  Marianne Törner  Kent J. Nielsen 《Vocations and Learning》2018,11(1):65-87

There is a notable difference in occupational injury rates in the two Scandinavian countries, Sweden and Denmark, with the latter having a 40% higher rate of fatal occupational injuries in the construction industry. This study explored differences in the vocational education and training (VET) systems between Sweden and Denmark that may be important for students’ safety learning and practice during VET. In both countries, students participate in full-time education, and the curriculum includes school-based as well as company- based training. However, during company- based training Swedish students retain their student status, whereas Danish students are employed as apprentices. From a perspective of viewing safety as a social practice developed through interactions of different social and institutional bodies, the analysis points to this difference in employment status as important for their safety practices and also for the teachers’ position to influence safety learning and practices during company-based training. An analysis of interview and survey data focusing on how VET students enact safety ‘knowings’ across learning sites, suggest how different forms of connectivity models in VET promote various forms of safety learning among students.  相似文献   

Erratum to: Apprentice or Student? The Structures of Construction Industry Vocational Education and Training in Denmark and Sweden and their Possible Consequences for Safety Learning     

Regine Grytnes  Martin Grill  Anders Pousette  Marianne Törner  Kent J. Nielsen 《Vocations and Learning》2018,11(1):89-90

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INTELLECTUALS AND POWER OR THE POWER OF INTELLECTUALS∗     

Anders Björnsson 《Higher Education in Europe》1984,9(4):83-93

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Transforming academia: The role of education     

Joakim Juhl  Anders Buch 《Educational Philosophy and Theory》2019,51(8):803-814

Scientific research is usually presented as the driver that provides progress and meaning to the academic ecosystem. Higher education on the other hand, is typically imagined as something that naturally follows scientific research. In the academic ecosystem, education often retains a more marginalized position than scientific research and in many of the predominant accounts of the academic ecosystem it is even neglected. As a result, higher education and teaching tends to be treated as duty work that retracts resources away from research. In response to such accounts the present article proposes an alternative perspective in which higher education can assume a proactive role that affects institutions’ research. The article presents a case that demonstrates how social scientists at the Technical University of Denmark, in response to new demands for autonomous economy within Danish universities, invented the controversial, yet successful, ‘Design and Innovation’ engineering program. Design and Innovation’s controversial curricular composition brought together: creativity, social awareness, and product innovation and heralded the salvation for the declining status of engineering in Danish higher education. The article contributes to contemporary discussions on transformations within the university system by illustrating educational development as a transformative practice whereby the value and purpose of scientific disciplines get rearticulated in conversation with contemporary understandings of social needs.  相似文献   

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?     

Anders D. Olofsson  J. Ola Lindberg  Göran Fransson 《Education and Information Technologies》2017,22(6):2897-2914

This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and open-ended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of ‘technological pedagogical content knowledge’ only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers’ expressed research interests and the design and implementation of a formative intervention group interview.  相似文献   

No particular way to go     

Lisbeth Lundahl  Michael Lindblad  Anders Lovén  Gunilla Mårald  Gudrun Svedberg 《Journal of Education & Work》2017,30(1):39-52

This article aims to deepen understanding of the trajectories through school and into adulthood of people who did not attain valued qualifications from upper secondary school (‘non-completers’), and explore the fruitfulness of careership theory for such analysis. It is based on interviews with 100 young Swedes: 81 non-completers and 19 who had attended special upper secondary schools catering for young people with mild cognitive disability. Their narratives portray sparse socio-economic resources and difficult family situations, learning problems and marginalisation processes in school. They commonly learned to perceive themselves as failures and ‘different’. Framed by narrow horizons of action, these young people’s careers were mostly characterised by enforced rather than self-initiated turning points. Often leading to unemployment and economic problems, leaving secondary school was less of a turning point than a continuation of failure, even if completing adult education and getting a job were regarded as self-initiated, positive shifts. We conclude that careership theory was useful for analysing and understanding the careers of the young people concerned. However, distinguishing between ‘routines’ and ‘turning points’ became especially difficult when studying lives of these young people hemmed in by sparser resources, fewer choices and less stable career trajectories than their peers.  相似文献   

Geometrical optimization of microstripe arrays for microbead magnetophoresis     

Anders Dahl Henriksen  Noemi Rozlosnik  Mikkel Fougt Hansen 《Biomicrofluidics》2015,9(5)

Manipulation of magnetic beads plays an increasingly important role in molecular diagnostics. Magnetophoresis is a promising technique for selective transportation of magnetic beads in lab-on-a-chip systems. We investigate periodic arrays of exchange-biased permalloy microstripes fabricated using a single lithography step. Magnetic beads can be continuously moved across such arrays by combining the spatially periodic magnetic field from microstripes with a rotating external magnetic field. By measuring and modeling the magnetophoresis properties of thirteen different stripe designs, we study the effect of the stripe geometry on the magnetophoretic transport properties of the magnetic microbeads between the stripes. We show that a symmetric geometry with equal width of and spacing between the microstripes facilitates faster transportation and that the optimal period of the periodic stripe array is approximately three times the height of the bead center over the microstripes.  相似文献