Survey of Web–based educational resources in selected U.S. art museums

First Monday ◽  
2005 ◽  
Author(s):  
Robert Varisco ◽  
Ward Cates
Keyword(s):  
United States ◽  
World Wide ◽  
The United States ◽  
Art Museums ◽  
Educational Materials ◽  
Educational Mission ◽  
Web Based ◽  
Museum Learning ◽  
The World ◽  
The Web

Art museums in the United States share a common mission to educate many people — from families to teachers to researchers. But how do these museums use the World Wide Web to extend their educational mission? More specifically, what kinds of educational materials do U.S. art museums offer to online visitors, and how broadly available are such resources across the Web? This study set out to answer these questions and to tie the findings to the contextual model of museum learning. Conclusions are drawn about how museums from the sample fit within a technology adoption curve.

Classifying Web Usage Behavior in the Workplace

2011 ◽  
pp. 211-234
Author(s):  
Murugan Anandarajan
Keyword(s):  
United States ◽  
World Wide Web ◽  
World Wide ◽  
The United States ◽  
The Internet ◽  
Web Usage ◽  
The World ◽  
International Data ◽  
Data Group ◽  
The Web

The ubiquitous nature of the World Wide Web (commonly known as the Web) is dramatically revolutionizing the manner in which organizations and individuals alike acquire and distribute information. Recent reports from the International Data Group indicate that the number of people on the Internet will reach 320 million by the year 2002 (Needle, 1999). Studies also indicate that in the United States alone, Web commerce will account for approximately $325 billion by the year 2002.

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).

Adaptive Web-Based Learning Framework

2011 ◽  
pp. 44-52
Author(s):  
Man-Hua Wu ◽  
Herng-Yow Chen
Keyword(s):  
World Wide ◽  
Learning Systems ◽  
The Internet ◽  
Knowledge Level ◽  
Educational Materials ◽  
Web Based ◽  
Course Content ◽  
Learning Framework ◽  
Web Based Learning ◽  
The World

With the rapid growth of the Internet and the increasing popularity of the World Wide Web, web-based learning systems have become more and more popular. However, in general Web-based learning systems, learners may often get lost in the enormous educational materials (Eirinaki & Vazirgiannis, 2003; Murray, 2002). This kind of situation refers to a disorientation problem. In addition to the disorientation problem, general Web-based learning systems provide every learner with uniform course content and presentation without considering the different knowledge level of learners. Therefore, the course content may be insufficient or unnecessary for learners with different knowledge level. This kind of situation was referred to as cognitive-overhead problem by Murray (2002).

Los Romeros

2018 ◽  
Author(s):  
Walter Aaron Clark
Keyword(s):  
United States ◽  
The United States ◽  
Classical Guitar ◽  
Educational Materials ◽  
Musical Culture ◽  
The World

Spanish émigré guitarist Celedonio Romero gave his American debut performance on a June evening in 1958. In the sixty years since, the Romero family—Celedonio, his wife Angelita, sons Celín, Pepe, and Angel, as well as grandsons Celino and Lito—has become preeminent in the world of Spanish flamenco and classical guitar in the United States. Walter Aaron Clark’s in-depth research and unprecedented access to his subjects have produced the consummate biography of the Romero family. Clark examines the full story of their genius for making music, from their outsider's struggle to gain respect for the Spanish guitar to the ins and outs of making a living as musicians. As he shows, their concerts and recordings, behind-the-scenes musical careers, and teaching have reshaped their instrument’s very history. At the same time, the Romeros have organized festivals and encouraged leading composers to write works for guitar as part of a tireless, lifelong effort to promote the guitar and expand its repertoire. Entertaining and intimate, Los Romeros opens up the personal world and unfettered artistry of one family and its tremendous influence on American musical culture. It features a gallery of forty photographs as well as appendices providing a chronology, genealogy, list of albums, and a summary of Romero publications, editions, and educational materials.

ORGANIZATION OF GEOPHYSICAL PARTIES FOR FOREIGN EXPLORATION

Geophysics ◽  
1945 ◽  
Vol 10 (2) ◽  
pp. 137-159
Author(s):  
C. H. Dresbach
Keyword(s):  
United States ◽  
World Wide ◽  
The United States ◽  
Accurate Information ◽  
The World ◽  
Preliminary Planning

Current and future requirements of petroleum have produced a strong demand for American personnel, equipment and techniques to be employed in the world‐wide search for oil. Different, and sometimes much more difficult conditions are frequently encountered from those customarily met in the exploration for oil in the United States. A brief consideration of some of these factors is the purpose of this paper. It is concluded that while careful preliminary planning and the design of equipment in the light of accurate information on conditions to be encountered are highly vital factors, the demonstrated and trustworthy character of the personnel conducting the operations is the biggest guarantee of success in the undertaking.

scholarly journals The Modern Way to Menstruate in Latin America: Consolidation and Fractures in the Twenty-First Century

2020 ◽  
pp. 813-831
Author(s):  
Eugenia Tarzibachi
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Latin America ◽  
Latin American ◽  
The United States ◽  
First Century ◽  
Educational Materials ◽  
American Perspective ◽  
The World ◽  
Mainstream Culture

Abstract The introduction of commercialized disposable pads and tampons during the twentieth century changed the experience of the menstrual body in many (but not all) countries of the world. From a Latin-American perspective, this new way to menstruate was also understood to be a sign of modernization. In this chapter, Tarzibachi describes and analyzes how the dissemination and proliferation of disposable pads and tampons have unfolded first in the United States and later in Latin America, with a particular focus on Argentina. She pays particular attention to how the Femcare industry shaped the meanings of the menstrual body through discourses circulated in advertisements and educational materials. Tarzibachi explores how the contemporary meanings of menstruation are contested globally, as the traditional Femcare industry shifts its rhetoric in response to challenges from new menstrual management technologies, new forms of menstrual activism, and the increasing visibility of menstruation in mainstream culture.

GEOPHYSICAL ACTIVITY IN 1954

Geophysics ◽  
1955 ◽  
Vol 20 (3) ◽  
pp. 654-670 ◽  
Author(s):  
Sigmund Hammer
Keyword(s):  
United States ◽  
Middle East ◽  
World Wide ◽  
Far East ◽  
Geophysical Methods ◽  
The United States ◽  
Global Scale ◽  
The Far East ◽  
Almost Everywhere ◽  
The World

Geophysical activity in explorations for petroleum on a global scale in 1954 was 6.3% lower than the record high of 1953. Notable increases in geophysical effort in Europe, the Middle East, and the Far East were not sufficient to overcome the very substantial decreases in the United States and Canada. The reduction occurred mainly in seismic operations, which decreased globally by 8.4%. Gravity activity was on the increase almost everywhere with the world‐wide rise of 7.1%. Magnetic and miscellaneous other geophysical methods also showed moderate increases in the neighborhood of one percent.

SMEs Amidst Global Technological Changes

2011 ◽  
pp. 3492-3495
Author(s):  
Nabeel A.Y. Al-Qirim
Keyword(s):  
United States ◽  
The United States ◽  
Small Enterprises ◽  
Full Time ◽  
Technological Changes ◽  
Recent Emergence ◽  
Small Countries ◽  
The World ◽  
Media Hype ◽  
The Web

In small countries such as New Zealand, small to mediumsized enterprises (SMEs) are defined as enterprises employing 19 or fewer employees. Small enterprises are defined as those employing zero to five full-time employees (FTEs) (often called microbusinesses), and medium-sized enterprises as those employing six to nineteen FTEs. Other countries, such as the United States and European countries, define their SMEs as having a much larger number of employees (200–500 or fewer). SMEs contribute significantly to the economies and to the employment levels of different countries in the world. For example, SMEs constitute around 95 percent of enterprises and account for 60–70 percent of employment within the countries of the Organisation for Economic Cooperation and Development (OECD, 1997) and other countries across the globe, including the United States. Not to forget that SMEs are usually the source of most of the profound inventions and innovations (Iacovou, Benbasat, & Dexter, 1995). Historically, SMEs have been accused of being uncritical about the strategic importance of IT and its use in their businesses. This laggardness in adopting or using IT in business was attributed to various organisational, technological, and environmental deficiencies in SMEs. The recent emergence of the Internet, in general, and the Web, in particular, revolutionises business activities (Abell & Lim, 1996) and promises to provide unprecedented opportunities to SMEs to expand in scope and in market reach. However, despite the apparent media hype (Premkumar & Roberts, 1999) and the enthusiasm among academicians (Adam & Deans, 2000; Abell & Lim, 1996; Infotech Weekly, 1997; Poon & Swatman, 1999a) and professionals (Deloitte, 2000; IDC, 1998; PWHC, 1999) about electronic commerce (EC), the published EC research portrayed a gloomy picture about EC uptake and use by SMEs. Thus, investigating reasons behind such laggardness in adopting and in using EC effectively is essential. This research attempts to highlight some of the important issues that could assist in bridging the existing divide between SMEs and EC. These issues could be of interest to SMEs and to other stakeholders interested in SMEs and EC.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 2266-2272
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).

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