provides links to information management, information sources and other "useful stuff" with a strong bias towards the management of information in a careers guidance context.
As of 17 July 2017 I include mental health information and comment.
I tweet as @careersinfo and am on LinkedIn and Facebook as Hazel Edmunds
Disinformation is not always ideologically motivated. Most fake news websites serve primarily to make money. The disinformation economy relies heavily on Facebook and Google Ads, a report on five eastern European countries shows.
an article by Jenny Lloyd and Carlene Firmin (University of Bedfordshire, Luton, UK) published in Youth Justice Volume 20 Issue 1-2 (April 2020)
Abstract
England’s child protection system is intended to safeguard young people at risk of significant harm – physical, sexual, emotional abuse and neglect.
When young people are physically assaulted, stabbed or groomed into drugs trafficking they experience significant harm. To this extent they are entitled to support from statutory child protection services.
Using findings from one component of a mixed method multi-site study, data from referrals and assessments into children’s social care is examined to identify the extent to which the right support and protection is realised.
Such analysis indicates that despite being at risk of significant harm, young people abused in community or peer, rather than familial, settings will most likely receive a ‘no further action’ decision from social workers following referrals for support.
This article suggests that to a certain extent no further action decisions are aligned to the legal and cultural parameters of social work and child protection practice, thus raising questions about the sufficiency of such for safeguarding young people abused in extra-familial settings.
an article by Elena Tuparevska, Rosa Santibáñez and Josu Solabarrieta (University of Deusto, Bilbao, Spain) published in International Journal of Lifelong Education Volume 39 Issue 1 (January/Februart 2020)
Abstract
The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are.
It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992.
The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts.
The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable.
We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances
David Houghton, Andrew Pressey and Doga Istanbulluoglu (University of Birmingham, UK) published in Computer in Human Behavior Volume 104 (March 2020)
Highlights
Investigation into the fulfilment of human needs through Facebook use.
SEM to assess human needs, Facebook use and Satisfaction with Life.
Facebook fulfils needs, and continued use is associated with satisfaction with life.
Abstract
Social Network Sites (SNS) have been the topic of much scholarly and public debate for the most part of the 21st century. A number of studies have investigated the benefits and drawbacks to using SNS, with Facebook the largest example boasting billions of active monthly users.
In recent months, media commentary has raised a number of concerning cases surrounding Facebook's use of data, its connection with other organisations and its legitimacy, making a number of open public calls to abandon the platform.
However, active users still number in the billions, raising the question, “does Facebook achieve something on a fundamental human and social level that users are willing to overlook the potential drawback to its use?”.
Using Maslow's needs hierarchy, this study adopts a survey approach (n = 316) and explores the capacity for Facebook to satisfy human needs.
Findings identify Facebook as a useful tool to fulfil human needs, which predict continued Facebook use intentions of participants, and further, satisfaction with life.
These findings offer a broad-based view of use and its resonance with key motivators of behaviour, supporting both Maslow's needs hierarchy and highlighting the importance of need fulfilment for continued service use and satisfaction with life.
an article by Emma Dahlin (Linköping University, Sweden and University of California, Santa Cruz) published in First Monday Volume 25 Number 4 (April 2020)
Abstract
In times when new means of communication are emerging, it becomes increasingly relevant to revisit and reconsider media studies’ main concerns, and how contemporary media can be understood and studied.
This paper draws attention to how the presumption of characteristics belonging to certain entities may elevate problems in a datafied age when streaming services, texts, content, producers, audiences, social media sites, and television are always intensely entangled. Here, the paper argues that it might no longer make sense, or even be possible, to make clear-cut distinctions between such entities.
The paper further elaborates on the relevance and possibilities for media studies to draw upon actor-network theory (ANT). The paper argues that ANT, through its ideas of approaching objects as situated and local, can be a useful alternative theoretical approach when studying media phenomena in a datafied age.
an article by Nicholas R. Golledge (Victoria University of Wellington, New Zealand) published in WIREs Climate Change Volume 11 Issue 2 (March/April 2020)
Abstract
Under future climate change scenarios it is virtually certain that global mean sea level will continue to rise. But the rate at which this occurs, and the height and time at which it might stabilise, are uncertain.
The largest potential contributors to sea level are the Greenland and Antarctic ice sheets, but these may take thousands of years to fully adjust to environmental changes.
Modelled projections of how these ice masses will evolve in the future are numerous, but vary both in complexity and projection timescale. Typically, there is greater agreement between models in the present century than over the next millennium. This reflects uncertainty in the physical processes that dominate ice‐sheet change and also feedbacks in the ice-atmosphere-ocean system, and how these might lead to nonlinear behaviour.
Satellite observations help constrain short‐term projections of ice‐sheet change but these records are still too short to capture the full ice‐sheet response. Conversely, geological records can be used to inform long‐term ice‐sheet simulations but are prone to large uncertainties, meaning that they are often unable to adequately confirm or refute the operation of particular processes.
Because of these limitations there is a clear need to more accurately reconstruct sea level changes during periods of the past, to improve the spatial and temporal extent of current ice sheet observations, and to robustly attribute observed changes to driving mechanisms. Improved future projections will require models that capture a more extensive suite of physical processes than are presently incorporated, and which better quantify the associated uncertainties.
Visual abstract
The sea‐level contribution of the Antarctic ice sheet continues to increase through time even under a stabilized climate, according to simulations forced with CMIP5 ensemble mean climatologies (N. R. Golledge et al., 2015).
an article by Michael Donnelly (University of Bath, UK) and Sol Gamsu (Durham University, UK) published in Population, Space and Place Volume 26 Issue 3 (April 2020)
Abstract
There now exists a growing literature on educational mobilities, and this paper contributes to understanding the way contemporary youth imagine the geography of the United Kingdom and how this translates to their mobility intentions.
Using Giddens and Massey and drawing on a unique multi‐sited qualitative dataset, we examine how these flows can be understood as embedded within narratives of the self that are situated within a particular spatial structuring of social, economic, and ethnic difference. The multi‐sited dataset provides a unique opportunity to see the simultaneity of these social relations across space, mutually shaping, and reshaping each other over time.
We illustrate how embedded within imagined mobility narratives are deeply unequal structures of economic power, (re)producing oppressed and dominant positions across social and geographic space. Geometries of race and ethnicity are also shown to structure the ways in which different ethnic groups look upon the geography of their university choices.
The patterning of these imagined spatial flows around the United Kingdom at the point of university entry can be interpreted as one further manifestation of deep‐seated geometries of power that pervade social life.
My career in information management started back in 1987 working on the Training Access Points project. Nearly thirty years later I am still concerned to ensure that end users, and their mediators, have access to appropriate, relevant information in a form that they can understand, at a time and in a place that is right for them. The Internet seems to be for everyone and everywhere but the digital divide gets bigger. By pointing advisers in the direction of resources I hope to increase what can be done to help clients/customers.
I ran my own company for 16 years but am now a semi-retired freelancer.
