Individualism and community in historical perspective

Author(s):  
Jon Lawrence

This chapter argues that we need to stop seeing individualism and community as irreconcilable opposites, and stop fixating on idealised and nostalgic models of face-to-face community. Commentators tend to romanticise local, face-to-face forms of community at the expense of looser forms of social relationship that may be equally rewarding and equally likely to strengthen social cohesion. They also tend to gloss over the darker-side of forced community, ignoring the fact that people actively sought to escape such environments once the opportunity arose. As lived experience community has changed rather than diminished. New technologies, from the car and the telephone to web-based social networking, have made it easier to sustain relationships rooted in genuine affection rather than simply in proximity. Indeed, it has never been easier to reconcile the urge for privacy and personal freedom with social connectedness. It is not that we have suddenly become individualist – the historic roots of individualism run deep in British culture. Rather, in recent decades many of the important corporate and communal facets of society and polity have been hollowed out, leaving individualistic impulses much less constrained. We should read the widespread nostalgia for community that runs through our culture as resistance to this process; as evidence that people want to find a way to reconcile personal freedom – the right not to have to conform to others’ expectations – with a deeper sense of social connection. Instead of lamenting the world that is lost, we need to focus our energies on maximizing the opportunities for people to enjoy both personal freedom and fulfilling, socially connected lives.

Author(s):  
Miladin Stefanovic ◽  
Milan Matijevic ◽  
Vladimir Cvjetkovic

Blended learning is a mixture of online learning and face-to-face activities. Online learning suffers from a lack of practical and laboratory work which is mandatory for learning in many specific fields. Adult training is also mainly focused on knowledge related to specific useful competencies and practical skills so practical training is an inseparable part of adult learning and training. Web laboratories with remotely controlled laboratory experiments should provide a necessary practical component in the concept of online learning. There are many different classifications, implementations and usages of web laboratories. This chapter deals with web laboratories, trying to define a framework for the development of web laboratories, to define pre-requests, architecture and software realization of web based laboratories and to find the right blend. This chapter also presents the contribution of web laboratories in blended learning and other possible benefits for the concept of blended learning for adults.


Author(s):  
Arindam Basu ◽  
Billy O’ Steen ◽  
Mary Allan

Education is essentially a social phenomenon. As such, a social constructivist approach to teaching and learning is highly applicable to all disciplines and especially medicine where most graduates are required to deeply engage with society and need to communicate with a diverse array of people as part of their professional responsibilities. While traditional models of medical education are predicated on the establishment of face-to-face interactions, particularly within teaching hospital settings and residencies, there may be some opportunities to utilize current developments in online social networking technologies to enhance students’ and instructors’ experiences {references}. A review of social networking in the professional preparation of medical students and their subsequent practices would be helpful in determining the viability of such an approach. In this chapter, we provide a review of two key concepts of online social learning (social presence and media richness), explore how they can be implemented in the current wave of web based collaboration tools, and indicate their place in medical education. We provide a few examplars of how educators are incorporating web based or online social tools in student learning in the context of medical education and indicate some ways to extend this approach further.


Author(s):  
E. V. Elnikova

The article deals with issues related to the exercise of the right to participate in the General meeting of participants (shareholders) of economic companies through the use of digital technologies. The Russian corporate legislation provides for the possibility of voting at the General meeting using electronic means. The conclusion is made that it is necessary to expand the dispositive regulation, which provides corporations with more opportunities to determine the directions necessary for them to implement new technologies. The advantages of using electronic voting forms in joint-stock companies with a large number of shareholders are considered. The risks associated with the use of digital technologies when voting at the General meeting are highlighted. Attention is drawn to the need to develop ways to ensure the evidence base for the Commission member of the Corporation’s actions by voting in electronic form. It was suggested that the introduction of digital technologies in the voting procedures at the General meeting of participants (shareholders) leads to a gradual leveling of the differences between decision-making in face-to-face and absentee voting.


2010 ◽  
Vol 16a (2) ◽  
pp. 43-48
Author(s):  
Kristin Noiles ◽  
Richard Thomas

The idea that social support networks can positively influence health has been well-documented. Face-to-face support groups and group therapy arose in the early 1900s as a means of providing psychological encouragement, and more recently online social networks have become available. Web-based disease representation is rapidly expanding, and virtual groups are now available for patients with psoriasis. Although these networks currently offer many helpful resources to patients and provide a medium by which individuals can communicate, they may also help to optimize psoriasis management and improve adherence to medications. These online communities may also provide a means of collecting data for research. As an adjunct to clinical management with numerous benefits, online forums will likely continue to gain popularity within the psoriasis community.


2014 ◽  
Vol 13 (2) ◽  
pp. 401 ◽  
Author(s):  
Ali H. Al-Badi ◽  
Wafa S. Al-Qayoudhi

Web 2.0 technologies have become effective tools in recent years, being used by people everywhere for everything. One of the most effective types of Web 2.0 technology is online social networks. Social networks, like Facebook and Twitter, are being used in communication and for building social capital between people. However, they have become important tools in the business world, and business people have realized that social networks are applicable tools in their daily business tasks. There is a belief that social networking and social media are going to transform peoples live styles, change their cultures, revolutionize communication, and reform the existing business models. From this standpoint, this research investigates and attempts to understand the adoption of social networks in business. This research raises three main questions: 1) What is the impact of utilizing social networks in business?, 2) How does business increase opportunities by adopting social networks?, and 3) What are the obstacles that discourage certain organizations from utilizing social networks in their business? The main theoretical objectives of this research are to investigate and explore the opportunities and reasons behind adopting social networks in business, to investigate the impacts of social networks on business and what the consequences are for individual businesses, and to discover the reasons which are preventing certain businesses from adopting social networks. In order to achieve the researchs objectives about 130 questionnaires were distributed to different private organizations in Oman. Some of the initial findings of this exploratory study are that the majority of organizations that participated fall into the services category; 57% of the respondents have face-to-face meetings as well as online/email to communicate with their customers, and 81% of these organizations allow their employees to access/browse the Internet during working hours; 31% of the organizations said that the main gain from utilizing social networking is to encourage and empower employees to discuss ideas, post news, ask questions, and share links; 62% of the organizations agreed that one of the obstacles preventing them from adopting social networking is the lack of quantifiable business benefits. This study is expected to help businesses that are trying to gain competitive advantage by deploying these new technologies and ideas for the enhancement of their operations.


2018 ◽  
Author(s):  
Raphael Schuster ◽  
Raffaela Pokorny ◽  
Thomas Berger ◽  
Naira Topooco ◽  
Anton-Rupert Laireiter

BACKGROUND Web-based and blended (face-to-face plus Web-based) interventions for mental health disorders are gaining significance. However, many licensed psychotherapists still have guarded attitudes toward computer-assisted therapy, hindering dissemination efforts. OBJECTIVE The objective of this study was to provide a therapist-oriented evaluation of Web-based and blended therapies and identify commonalities and differences in attitudes toward both formats. Furthermore, it aimed to test the impact of an information clip on expressed attitudes. METHODS In total, 95 Austrian psychotherapists were contacted and surveyed via their listed occupational email address. An 8-minute information video was shown to half of the therapists before 19 advantages and 13 disadvantages had to be rated on a 6-point Likert scale. RESULTS The sample resembled all assessed properties of Austrian psychotherapists (age, theoretical orientation, and region). Therapists did not hold a uniform overall preference. Instead, perceived advantages of both interventions were rated as neutral (t94=1.89, P=.06; d=0.11), whereas Web-based interventions were associated with more disadvantages and risks (t94=9.86, P<.001; d=0.81). The information clip did not excerpt any detectable effect on therapists’ attitudes (r95=−.109, P=.30). The application of modern technologies in the own therapeutic practice and cognitive behavioral orientation were positively related to the given ratings. CONCLUSIONS This study is the first to directly compare therapists’ attitudes toward Web-based and blended therapies. Positive attitudes play a pivotal role in the dissemination of new technologies, but unexperienced therapists seem to lack knowledge on how to benefit from technology-aided treatments. To speed up implementation, these aspects need to be addressed in the development of new interventions. Furthermore, the preference of blended treatments over Web-based interventions seems to relate to avoidance of risks. Although this study is likely to represent therapists’ attitudes in countries with less advanced electronic health services, therapists’ attitudes in more advanced countries might present differently.


2009 ◽  
Author(s):  
Martin Fenner

Reference managers are essential tools to read and write scholarly papers. In the last few years we have seen both a number of new reference managers (most of them web-based), but also a trend for the established reference managers to gain social networking features. ...


2018 ◽  
pp. 153-164
Author(s):  
Melissa Barnes

Over the last decade, our society has embraced social networking and web-based and mobile technologies. In an attempt to stay current with social trends, educators have become increasingly interested in how best to harness social media tools to enhance their teaching practices. This paper will explore the use of social media tools, such as Edmodo and Glogster, with 30 Japanese high school exchange students in Sydney, Australia. Given that the classes were homogenous, the teachers' biggest challenge was to create a classroom environment that encouraged students to use English rather than Japanese to communicate with one another. By using social media tools, students were given the opportunity to embrace and explore different technologies while creating a space to communicate with their peers and teachers in English. This article will discuss the types of activities and tasks employed and student and teacher feedback. New technologies continue to emerge and evolve, shaping how our society communicates, works and learns. Educators, in particular, have attempted to harness various aspects of technology to enhance teaching and learning. Given that social networking and web-based and mobile technologies have become an integral part of young people's everyday lives, educators have become increasingly aware of the need to incorporate these social media tools in the learning process. The impetus for the action research presented in this paper was born from a desire to promote English language communication through introducing social media tools, such as Edmodo and Glogster. The aim was to explore how a variety of tasks and activities are employed and received by both students and teachers.


Author(s):  
Melissa Barnes

Over the last decade, our society has embraced social networking and web-based and mobile technologies. In an attempt to stay current with social trends, educators have become increasingly interested in how best to harness social media tools to enhance their teaching practices. This paper will explore the use of social media tools, such as Edmodo and Glogster, with 30 Japanese high school exchange students in Sydney, Australia. Given that the classes were homogenous, the teachers' biggest challenge was to create a classroom environment that encouraged students to use English rather than Japanese to communicate with one another. By using social media tools, students were given the opportunity to embrace and explore different technologies while creating a space to communicate with their peers and teachers in English. This article will discuss the types of activities and tasks employed and student and teacher feedback. New technologies continue to emerge and evolve, shaping how our society communicates, works and learns. Educators, in particular, have attempted to harness various aspects of technology to enhance teaching and learning. Given that social networking and web-based and mobile technologies have become an integral part of young people's everyday lives, educators have become increasingly aware of the need to incorporate these social media tools in the learning process. The impetus for the action research presented in this paper was born from a desire to promote English language communication through introducing social media tools, such as Edmodo and Glogster. The aim was to explore how a variety of tasks and activities are employed and received by both students and teachers.


Author(s):  
Markus Ebner ◽  
Herbert Mühlburger ◽  
Martin Ebner

Graz University of Technology has a long tradition in doing technology-enhanced courses. Following the latest trends, as mentioned in the NMC Horizon Report [32], we reviewed the possibility to use a wearable technology, in our case the Google GlassTM, in courses to improve the interaction between the lecturer and the audience with a special focus on huge classes. The lack of interaction in traditional face-to-face lectures is a well-known problem with a long research history [4], [12]. New technologies in Audience Response Systems (ARS) offer new ways to improve the interaction between teacher and student by enabling to ask questions to the audience [5] to get instant feedback during a lecture. Currently many types of web-based ARSs are available on the market [15]. Our research focused on finding an ARS suitable for the visualization in the Google Glass display. Further we developed a prototype and described first practical experiences.


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