an article by Catherine Cassell (Manchester Business School)and Bill Lee (Management School, University of Sheffield) published in Work, Employment & Society Volume 23 Number 2 (2009)
Abstract
The statutory rights given to trade union learning representatives (ULRs) to facilitate and organise learning in the workplace has led to the creation of a new specialised union lay official role. This article investigates how the ULR initiative is facilitating the development of learning partnerships in the workplace. Empirical data is provided from a qualitative study that draws on interviews with full-time trade union officials from a range of unions. It is argued that although the ULR initiative provides opportunities for unions to promote the ideal of learning partnerships within the workplace, rights to learning remain a contested terrain between many employers and unions.
Sunday, 30 August 2009
Saturday, 29 August 2009
Young People, Online Networks, and Social Inclusion
an article by Tanya Notley published in Journal of Computer-Mediated Communication Volume 14 Issue 4 (2009) © International Communication Association
Abstract
This paper examines the ways 9 teenage Australians – identified as being “at risk” of social exclusion – are using online networks to participate in society. The research finds that online networks provided participants with valuable opportunities for social inclusion. These findings are contextualised in relation to current Australian government education and social policies that, on the one hand, aspire to support young people’s social inclusion, and on the other restrict their ability to use online networks because of safety and health concerns. This study contends that by defining and understanding the social value of young people’s online network use we can move toward a policy framework that not only addresses potential online risks, but supports equitable digital inclusion for young people.
Abstract
This paper examines the ways 9 teenage Australians – identified as being “at risk” of social exclusion – are using online networks to participate in society. The research finds that online networks provided participants with valuable opportunities for social inclusion. These findings are contextualised in relation to current Australian government education and social policies that, on the one hand, aspire to support young people’s social inclusion, and on the other restrict their ability to use online networks because of safety and health concerns. This study contends that by defining and understanding the social value of young people’s online network use we can move toward a policy framework that not only addresses potential online risks, but supports equitable digital inclusion for young people.
Thursday, 27 August 2009
Ten trivial (i.e non-work-related) items 9
via Arts & Letters Daily – ideas, criticism, debate
"It is not Che's high cheekbones, long eyelashes and cool bomber jacket that make this photo desirable. Its appeal also lies in its spirituality"... more
via Arts & Letters Daily – ideas, criticism, debate
“Capitalism is nothing but a false religion, with Mammon as its god and Adam Smith as its high priest.” How true is this claim?... more
via Arts & Letters Daily – ideas, criticism, debate
Art has always needed patrons, as Jonathan Le Cocq explains. But taxpayer patronage means the arts are no longer being paid for by their direct audience... more
via Arts & Letters Daily – ideas, criticism, debate
"I wanted to live deep and suck out all the marrow of life." A rather carnivorous metaphor for the vegetarian Henry David Thoreau... more
via Arts & Letters Daily – ideas, criticism, debate
"Children are unconsciously the most rational beings on earth, brilliantly drawing accurate conclusions from data and doing clever experiments"... more
via Arts & Letters Daily – ideas, criticism, debate
The dot-com bubble burst by 2000. Then it was housing, which triggered the credit meltdown, followed by stocks. Will higher education be the next bubble to burst?... more
via Arts & Letters Daily – ideas, criticism, debate
Humans are genetically close to chimps and bonobos, sharing with them nearly 99% of our DNA. Yet we became master tool users and cooperators... more
How To Use WolframAlpha to Help Solve Crossword Puzzles via ResourceShelf
Does today's crossword have you puzzled? You could continue to fret, and fight the urge to check the full solution, or you could consult WolframAlpha, which has the tools you need to solve the sneakiest constructions. WolframAlpha can find words matching a pattern, words with specific beginnings and endings, and provide word definitions.
Whether you are a fan of the mind-bending New York Times Crossword Puzzle, or you enjoy a more leisurely crossword, the example we have provided can work for all crossword puzzles. We took a break with WolframAlpha today to solve one of many free online crossword puzzles. You can play along.
Access the Full Post for Examples
Source: WA
via Arts & Letters Daily – ideas, criticism, debate
No more scribbles. What we need is a "slow writing" movement that extols the virtues of neat, expressive penmanship... more
via Arts & Letters Daily – ideas, criticism, debate
American firms outsource work they used to do themselves. Why can't American college students outsource their essays or dissertations?... more
"It is not Che's high cheekbones, long eyelashes and cool bomber jacket that make this photo desirable. Its appeal also lies in its spirituality"... more
via Arts & Letters Daily – ideas, criticism, debate
“Capitalism is nothing but a false religion, with Mammon as its god and Adam Smith as its high priest.” How true is this claim?... more
via Arts & Letters Daily – ideas, criticism, debate
Art has always needed patrons, as Jonathan Le Cocq explains. But taxpayer patronage means the arts are no longer being paid for by their direct audience... more
via Arts & Letters Daily – ideas, criticism, debate
"I wanted to live deep and suck out all the marrow of life." A rather carnivorous metaphor for the vegetarian Henry David Thoreau... more
via Arts & Letters Daily – ideas, criticism, debate
"Children are unconsciously the most rational beings on earth, brilliantly drawing accurate conclusions from data and doing clever experiments"... more
via Arts & Letters Daily – ideas, criticism, debate
The dot-com bubble burst by 2000. Then it was housing, which triggered the credit meltdown, followed by stocks. Will higher education be the next bubble to burst?... more
via Arts & Letters Daily – ideas, criticism, debate
Humans are genetically close to chimps and bonobos, sharing with them nearly 99% of our DNA. Yet we became master tool users and cooperators... more
How To Use WolframAlpha to Help Solve Crossword Puzzles via ResourceShelf
Does today's crossword have you puzzled? You could continue to fret, and fight the urge to check the full solution, or you could consult WolframAlpha, which has the tools you need to solve the sneakiest constructions. WolframAlpha can find words matching a pattern, words with specific beginnings and endings, and provide word definitions.
Whether you are a fan of the mind-bending New York Times Crossword Puzzle, or you enjoy a more leisurely crossword, the example we have provided can work for all crossword puzzles. We took a break with WolframAlpha today to solve one of many free online crossword puzzles. You can play along.
Access the Full Post for Examples
Source: WA
via Arts & Letters Daily – ideas, criticism, debate
No more scribbles. What we need is a "slow writing" movement that extols the virtues of neat, expressive penmanship... more
via Arts & Letters Daily – ideas, criticism, debate
American firms outsource work they used to do themselves. Why can't American college students outsource their essays or dissertations?... more
Tuesday, 25 August 2009
Measuring effectiveness of graph visualizations: ...
A cognitive load perspective
an article by Weidong Huang (National and International Surveys Program, Australian Council for Educational Research) and Peter Eades and Seok-Hee Hong (School of Information Technologies, The University of Sydney)
Abstract
Graph visualisations are typically evaluated by comparing their differences in effectiveness, measured by task performance such as response time and accuracy. Such performance-based measures have proved to be useful in their own right. There are some situations, however, where the performance measures alone may not be sensitive enough to detect differences. This limitation can be seen from the fact that the graph viewer may achieve the same level of performance by devoting different amounts of cognitive effort. In addition, it is not often that individual performance measures are consistently in favour of a particular visualisation. This makes design and evaluation difficult in choosing one visualisation over another. In an attempt to overcome the above-mentioned limitations, we measure the effectiveness of graph visualisations from a cognitive load perspective. Human memory as an information processing system and recent results from cognitive load research are reviewed first. The construct of cognitive load in the context of graph visualisation is proposed and discussed. A model of user task performance, mental effort and cognitive load is proposed thereafter to further reveal the interacting relations between these three concepts. A cognitive load measure called mental effort is introduced and this measure is further combined with traditional performance measures into a single multi-dimensional measure called visualisation efficiency. The proposed model and measurements are tested in a user study for validity. Implications of the cognitive load considerations in graph visualisation are discussed.
an article by Weidong Huang (National and International Surveys Program, Australian Council for Educational Research) and Peter Eades and Seok-Hee Hong (School of Information Technologies, The University of Sydney)
Abstract
Graph visualisations are typically evaluated by comparing their differences in effectiveness, measured by task performance such as response time and accuracy. Such performance-based measures have proved to be useful in their own right. There are some situations, however, where the performance measures alone may not be sensitive enough to detect differences. This limitation can be seen from the fact that the graph viewer may achieve the same level of performance by devoting different amounts of cognitive effort. In addition, it is not often that individual performance measures are consistently in favour of a particular visualisation. This makes design and evaluation difficult in choosing one visualisation over another. In an attempt to overcome the above-mentioned limitations, we measure the effectiveness of graph visualisations from a cognitive load perspective. Human memory as an information processing system and recent results from cognitive load research are reviewed first. The construct of cognitive load in the context of graph visualisation is proposed and discussed. A model of user task performance, mental effort and cognitive load is proposed thereafter to further reveal the interacting relations between these three concepts. A cognitive load measure called mental effort is introduced and this measure is further combined with traditional performance measures into a single multi-dimensional measure called visualisation efficiency. The proposed model and measurements are tested in a user study for validity. Implications of the cognitive load considerations in graph visualisation are discussed.
Widening participation: what can we learn from young people?
an article by Harriet Dismore (University of Plymouth) published in the online edition of Widening Participation & Lifelong Learning Volume 11 Number 1
Abstract
The national Aimhigher initiative was introduced by the UK government to widen participation in higher education by raising the aspirations and developing the abilities of young people from low socio-economic groups. This study sought to obtain an insight into the impact that the Aimhigher interventions have had upon young people within the Kent and Medway region. It draws upon data provided by 27 young people during paired and group interviews, particularly in relation to their level of awareness of higher education, the key influences in the decision making process and the additional sources of information that inform their understanding. The findings revealed that pupils were particularly benefiting from the support of Aimhigher learning mentors and were often influenced by their parents. Many of the pupils in this study indicated that obtaining a clearer idea of what universities were like and the work that would be expected of them was paramount to alleviating their fears and anxieties. However, the expectations that some pupils expressed, that gaining a higher qualification would undoubtedly lead to a better job and more income, might prove unrealistic. Furthermore, during discussions a number of pupils demonstrated a particular view of education and learning not in keeping with the notion of lifelong learning.
Full article (pdf document)
Hazel’s comment:
Apologies for the delay in getting this interesting article to you. I had it on our journals’ list as an alert but it’s a fetch!
Abstract
The national Aimhigher initiative was introduced by the UK government to widen participation in higher education by raising the aspirations and developing the abilities of young people from low socio-economic groups. This study sought to obtain an insight into the impact that the Aimhigher interventions have had upon young people within the Kent and Medway region. It draws upon data provided by 27 young people during paired and group interviews, particularly in relation to their level of awareness of higher education, the key influences in the decision making process and the additional sources of information that inform their understanding. The findings revealed that pupils were particularly benefiting from the support of Aimhigher learning mentors and were often influenced by their parents. Many of the pupils in this study indicated that obtaining a clearer idea of what universities were like and the work that would be expected of them was paramount to alleviating their fears and anxieties. However, the expectations that some pupils expressed, that gaining a higher qualification would undoubtedly lead to a better job and more income, might prove unrealistic. Furthermore, during discussions a number of pupils demonstrated a particular view of education and learning not in keeping with the notion of lifelong learning.
Full article (pdf document)
Hazel’s comment:
Apologies for the delay in getting this interesting article to you. I had it on our journals’ list as an alert but it’s a fetch!
Minimum Wages in January 2009
via Eurostat Statistics in focus
In January 2009, 20 of the 27 Member States of the EU (Belgium, Bulgaria, Spain, Estonia, Greece, France, Hungary, Ireland, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Czech Republic and the United Kingdom), one candidate country (Turkey) and the United States had national legislation setting statutory minimum wages. The minimum wages varied widely, from 123 EUR per month in Bulgaria to 1,642 EUR per month in Luxembourg. When adjusted to take into account differences in purchasing power, the disparities between the Member States are reduced from a range of one to thirteen (in euro), to a range of one to six (in Purchasing Power Standard - PPS) with Luxembourg (1,413 PPS per month) the highest and Bulgaria (240 PPS per month) the lowest.
In January 2009, 20 of the 27 Member States of the EU (Belgium, Bulgaria, Spain, Estonia, Greece, France, Hungary, Ireland, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Czech Republic and the United Kingdom), one candidate country (Turkey) and the United States had national legislation setting statutory minimum wages. The minimum wages varied widely, from 123 EUR per month in Bulgaria to 1,642 EUR per month in Luxembourg. When adjusted to take into account differences in purchasing power, the disparities between the Member States are reduced from a range of one to thirteen (in euro), to a range of one to six (in Purchasing Power Standard - PPS) with Luxembourg (1,413 PPS per month) the highest and Bulgaria (240 PPS per month) the lowest.
Monday, 24 August 2009
Using networks to access international internship opportunities
an article by Mary Loyland and Dee Ann H Ellingson published in International Journal of Networking and Virtual Organisations Volume 6 Number 4 (2009)
Abstract
As the business world becomes more global, there is an increasing need for students to gain an international perspective and international experience. One way to accomplish this is through international internships. How do students access international internship opportunities? Networks play a key role in enabling students to obtain knowledge and advice, gain self-confidence, and access opportunities. This paper describes the networks used by four students from the University of Shanghai Science and Technology in China to study at the University of North Dakota, and then go on to do an internship with Ernst & Young, a prestigious “Big Four” international accounting firm at their headquarters in New York City. The paper goes on the describe the internship experiences the students had and the benefits gained from the experience including increased self-confidence, communication, interpersonal, and teamwork skills, and exposure to business in a different culture.
Abstract
As the business world becomes more global, there is an increasing need for students to gain an international perspective and international experience. One way to accomplish this is through international internships. How do students access international internship opportunities? Networks play a key role in enabling students to obtain knowledge and advice, gain self-confidence, and access opportunities. This paper describes the networks used by four students from the University of Shanghai Science and Technology in China to study at the University of North Dakota, and then go on to do an internship with Ernst & Young, a prestigious “Big Four” international accounting firm at their headquarters in New York City. The paper goes on the describe the internship experiences the students had and the benefits gained from the experience including increased self-confidence, communication, interpersonal, and teamwork skills, and exposure to business in a different culture.
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