From Practice to Culture on Usenet

1994 ◽  
Vol 42 (1_suppl) ◽  
pp. 29-52 ◽  
Author(s):  
Nancy K. Baym
Keyword(s):  
World Wide ◽  
Practice Theory ◽  
Computer Mediated Communication ◽  
Discussion Groups ◽  
Ethnographic Research ◽  
Soap Operas ◽  
Cultural Meaning ◽  
Scholarly Work ◽  
Mediated Communication ◽  
Computer Mediated

Usenet distributes thousands of topically-oriented discussion groups, reaching millions of readers world-wide. Newsgroup participants often create distinctive sub-cultures, which have been all but ignored in scholarly work on computer networks and computer-mediated communication. I illustrate how Usenet discourse can operate as a culture-creating force, and how practice theory can be used to approach Usenet cultures, with a deep analysis of one message in the group ‘rec.arts.tv.soaps.’ This group, which discusses television soap operas, is one of the most prolific on Usenet. The use of a single message demonstrates the potential of all Usenet talk as a locus of cultural meaning. The specific claims I make about such meanings in rec.arts.tv.soaps are grounded in my ethnographic research on this group over the last two years.

Discovered outdoors: typification of names of taxa described from Italy outside their native range

Phytotaxa ◽  
2015 ◽  
Vol 212 (2) ◽  
pp. 133 ◽  
Author(s):  
Nicola M.G. Ardenghi ◽  
Gabriele Galasso ◽  
Enrico Banfi
Keyword(s):  
20Th Century ◽  
World Wide ◽  
Computer Mediated Communication ◽  
Early 20Th Century ◽  
Native Range ◽  
Mediated Communication ◽  
Fast Computer ◽  
Computer Mediated ◽  
Alien Flora ◽  
Shed Light

Between the 18th and the early 20th century, a number of naturalized neophytes were described in Europe, outside their area of origin. Although most of the names of these taxa, discovered in a period without fast computer-mediated communication and world-wide electronic availability of taxonomic papers, today are treated as synonyms, their existence allows to shed light on a peculiar taxonomic phenomenon connected to the early stages of the European alien flora studies. In this paper we select two lectotypes and one neotype for three neophytes described in Italy, belonging to the critical graminoid genera Cyperus (C. aristatus var. boeckeleri), Echinochloa (Panicum erectum), and Eleocharis (Scirpus erraticus). The selected types are conserved at PAV-Erbario Lombardo and RO.

Issues Surrounding Use of Online Discussion Groups on Traditional Undergraduate Psychology Modules

2007 ◽  
Vol 6 (2) ◽  
pp. 130-138 ◽  
Author(s):  
Jane Guiller ◽  
Alan Durndell ◽  
Anne Ross ◽  
Karen Thomson
Keyword(s):  
Small Groups ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Journal Article ◽  
Discussion Groups ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Level 1 ◽  
Large Groups

This paper discusses issues relating to the use of online discussion groups on psychology modules, drawing on the results from three studies investigating Level 1 students' use of asynchronous computer mediated communication (CMC). The first study examined the language use of large groups of students using CMC to discuss essay topics. The second study compared the online and face-to-face discourse of small groups of students evaluating a journal article, in terms of critical thinking. The third study investigated the use of CMC to support small groups of students engaged in problem based learning (PBL). The paper concludes with some recommendations for practitioners.

Expanding the Classroom

2011 ◽  
pp. 68-87
Author(s):  
Shawn McIntosh
Keyword(s):  
Online Discussion ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Discussion Group ◽  
Discussion Groups ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Discussion Group ◽  
Instructor Interaction ◽  
Collaborative Learning Environment

Traditional classroom environments can benefit from using asynchronous computer-mediated communication (CMC) such as an online discussion group (Yahoo! Groups). An online discussion group can “expand the classroom” in a number of ways, such as allowing for student and instructor interaction throughout the week at times convenient to all participants, shifting learning from a teacher-oriented to a network-oriented, collaborative learning environment, and providing rapid teacher feedback to homework that lets students immediately apply what they have learned. This chapter offers concrete advice on techniques to best use online discussion groups in a variety of class types and sizes, and warns of potential pitfalls to be aware of when using them. Evolving functions of Yahoo! Groups and other asynchronous online formats that can further complement the learning experience outside the classroom are also examined.

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