Inclusive Design of a Web-Based Resource to Assist Public Librarians with Providing Government Information to Library Patrons in the United States

2014 ◽  
pp. 259-268
Author(s):  
B. Wentz ◽  
J. Lazar
Keyword(s):  
United States ◽  
The United States ◽  
Inclusive Design ◽  
Government Information ◽  
Web Based ◽  
Public Librarians

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 1771-1779
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

Mo1318 PREVALENCE OF SELF-REPORTED FOOD INTOLERANCES AMONG WEB-BASED SURVEY RESPONDENTS IN THE UNITED STATES

2020 ◽  
Vol 158 (6) ◽  
pp. S-847
Author(s):  
Mattie White ◽  
Claire Jansson-Knodell ◽  
Carolyn J. Lockett ◽  
Huiping Xu ◽  
Andrea S. Shin
Keyword(s):  
United States ◽  
The United States ◽  
Web Based

The Promise of All Things E? Expectations and Challenges of Emergent Electronic Government

2002 ◽  
Vol 1 (2) ◽  
pp. 193-212 ◽  
Author(s):  
Jeffrey Seifert ◽  
R. Eric Petersen
Keyword(s):  
United States ◽  
Information Technology ◽  
Service Delivery ◽  
Citizen Participation ◽  
The United States ◽  
Electronic Government ◽  
Government Information ◽  
The Cost

AbstractThe ambiguous nature of electronic government (e-government) has resulted in hype and confusion, with little systematic consideration of the expectations and limitations of taking government online. This paper seeks to examine the role of e-government in the United States as an evolving process that manifests itself in three distinct sectors: government-to-government, government-to-business, and government-to-citizen. Using this typology as an organizing principle, we show how information technology has the potential to enhance government accessibility and citizen participation. We also show how the move toward a market-focused conceptualization of government information and service delivery raises the potential for blurring citizen and consumer roles, possibly at the cost of a robust, informed, and engaged citizenry.

Development and Pilot Test of a Commercial Sexual Exploitation Prevention Tool: A Brief Report

2016 ◽  
Vol 31 (1) ◽  
pp. 103-110 ◽  
Author(s):  
Molly Murphy ◽  
Nicole Bennett ◽  
Melissa Kottke
Keyword(s):  
United States ◽  
Sexual Exploitation ◽  
The United States ◽  
Commercial Sexual Exploitation ◽  
Pilot Test ◽  
Web Based ◽  
Persistent Problem ◽  
Qualitative And Quantitative ◽  
Knowledge And Attitudes ◽  
Quantitative Results

Commercial sexual exploitation of children (CSEC) is a persistent problem in the United States, yet few youth-oriented CSEC prevention tools exist. The objectives of this project were to develop an educational website about CSEC for adolescents and evaluate it through pre- and posttests of adolescents’ knowledge and attitudes about CSEC. Results demonstrated increases in participants’ CSEC knowledge and decreases in their tolerance of CSEC after navigating the website and viewing an embedded video. Qualitative and quantitative results suggest that CSEC is deemed an important issue by adolescents and web-based content is a relevant and useful mode through which to educate adolescents about CSEC. Consideration should be given to further exploration of this and other tools for CSEC prevention tailored to adolescents’ needs and preferences.

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