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61.
My avatar,my self: Virtual harm and attachment 总被引:1,自引:0,他引:1
Jessica Wolfendale 《Ethics and Information Technology》2007,9(2):111-119
Multi-user online environments involve millions of participants world-wide. In these online communities participants can use
their online personas – avatars – to chat, fight, make friends, have sex, kill monsters and even get married. Unfortunately
participants can also use their avatars to stalk, kill, sexually assault, steal from and torture each other. Despite attempts
to minimise the likelihood of interpersonal virtual harm, programmers cannot remove all possibility of online deviant behaviour.
Participants are often greatly distressed when their avatars are harmed by other participants’ malicious actions, yet there
is a tendency in the literature on this topic to dismiss such distress as evidence of too great an involvement in and identification
with the online character. In this paper I argue that this dismissal of virtual harm is based on a set of false assumptions
about the nature of avatar attachment and its relation to genuine moral harm. I argue that we cannot dismiss avatar attachment
as morally insignificant without being forced to also dismiss other, more acceptable, forms of attachment such as attachment
to possessions, people and cultural objects and communities. Arguments against according moral significance to virtual harm
fail because they do not reflect participants’ and programmers’ experiences and expectations of virtual communities and they
have the unintended consequence of failing to grant significance to attachments that we take for granted, morally speaking.
Avatar attachment is expressive of identity and self-conception and should therefore be accorded the moral significance we
give to real-life attachments that play a similar role.
A shorter version of this paper was presented at the Cyberspace 2005 Conference at Masaryk University, Brno, Czech Republic 相似文献
62.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
63.
Eagan MK Sharkness J Hurtado S Mosqueda CM Chang MJ 《Research in higher education》2011,52(2):151-177
Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs,
few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research
projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging
undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey,
we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics
(STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory
relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive
government funding for their research are more likely to involve undergraduates in their research project(s). In addition,
faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in
research. Implications for advancing undergraduate research opportunities are discussed. 相似文献
64.
Susan Trostle Brand Jessica Marchand Elizabeth Lilly Martha Child 《Early Childhood Education Journal》2014,42(3):163-170
Combining home–school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children’s literacy development. Using home–school literacy bags, children and parents learned how to combine expressive arts and emergent literacy strategies including alphabet recognition, phonemic and phonological awareness, and oral language fluency. State-of-the-art activities designed for each of the multiple intelligences met the needs of diverse students with many different learning styles and interests. As families participated in fall and spring school-based Festivals in which they shared the literacy bags in small group family literature circles, they demonstrated children’s emerging literacy skills in a relaxed, yet highly engaging atmosphere. 相似文献
65.
Prof. Dr. Sigrid Blömeke Prof. Dr. Johannes König Dr. Andreas Busse Dr. Ute Suhl Jessica Benthien Prof. Dr. Martina Döhrmann Prof. Dr. Gabriele Kaiser 《Zeitschrift für Erziehungswissenschaft》2014,17(3):509-542
The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills. 相似文献
66.
Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
67.
Jessica Bushey 《档案与原稿》2014,42(1):33-47
The recent convergence of digital cameras into mobile phones with Internet connectivity has provided the opportunity for individuals and organisations to adopt new image-making practices. The widespread use of photo-sharing and social networking platforms for sharing, accessing and storing digital photographs is presenting scholars in the social sciences with new areas of research that address the nature of digital photography. By examining the technological, social and cultural factors involved in contemporary image-making practices, scholars are presenting new concepts regarding the characteristics of digital photographs that impact archival activities aimed at managing and preserving trustworthy digital records. This article identifies and discusses the key concepts emerging from social science research on digital photography that are most relevant to the archival field. Analysis of the findings of these studies suggests that new technologies and social practices are changing how people use digital photographs and their expectations of permanence. Therefore, archivists need to be engaged in interdisciplinary discussions regarding the evolution of photographic practices and emerging characteristics of digital photographs in order to anticipate the management and preservation activities required to protect contemporary visual records for future use. 相似文献
68.
This article reports on a study of the awareness, perceptions and use of e-books by academic staff in Further Education (FE) colleges throughout Northern Ireland (NI). It is the first comprehensive study of e-book use by FE faculty in NI and fills a significant gap in the research literature on e-books in education, which has tended to focus on Higher Education and the university setting. Data was collected through an online survey which was distributed to FE faculty across NI. The findings show that although FE academic staff are receptive to e-books and welcome them as a resource, poor reading experience and lack of awareness of relevant titles have had an impact. In particular, the research found that 40% of academic staff, in post less than five years, had not used e-books. Greater availability of titles, promotion, and better integration within teaching and learning emerge as key requisites for effective service delivery and enhancement of e-books within FE, as does the need for better targeted instruction and training aimed at academic staff. Understanding patrons' views, awareness, needs, habits and expectations in relation to e-books is crucial to help direct collection content while budgets remain tight and physical space limited. 相似文献
69.
70.