Going Critical: Perspective and Proportion in the Epistemology of Rob Kling 1

One foundational element of Rob Kling's research and writing is his critical perspective on the nature, role, and dynamics of computerization. His main argument was that one should view as dubious any statements that are not grounded in empirical evidence or theoretical analysis. Rob's work was replete with critical refutation, in which he challenged assumptions or statements about computerization and provided alternative interpretations. Much of his work delivered indictments against hyperbolic statements that claimed either utopian or dystopian outcomes from computerization. However, some of his own writings on emerging technologies tended to be dismissive and marginalizing, revealing in his own work some of the weaknesses he pointed out in others' rhetoric and writing. This article identifies intellectual traps inherent in critical perspectives that can catch even the most acute practitioners. The objective is to help elucidate and stabilize the epistemological foundations for Rob's critical perspective on the role of computerization.     

Digital Media and Disciplinarity

Browsing the Web gives one the heady feeling of walking without footprints in cyberspace. Yet data surveillance can be both ubiquitous and transparent to the user. Can those who browse the Web protect their privacy? And does it matter if they cannot? I offer answers to these questions from the American legal tradition. The American legal tradition focuses on a right to privacy, rather than a need for data protection. To answer these questions I begin by delineating the differences among privacy, security, and anonymity. I then discuss what information is transferred during Web browsing. I describe some of the available technology for privacy protection, including public and private key cryptography and Web proxies. I then describe the American tradition of privacy in common, statutory, and constitutional law. With the support of this tradition, I close by arguing that although privacy in Web browsing has no current legal protection in the United States, the right to privacy in the analogue equivalents has been recognized in the American legal tradition.     

Demand for Live Theater with Market Segmentation and Seasonality

Using performance level box-office receipts from the PacificConservatory of the Performing Arts over eight years, we analyzeperformance-level demand for live theater. The disaggregated data allowsus to estimate demand at a particular venue and to characterize theseasonality of demand for live theater. We examine whether the supply ofshows matches the differentiated tastes of theater-goers at each of thethree locations and the sensitivity of demand to critical reviews andprior attendance.     

在网格世界里我们正在超越IBM Sun COO撰写的网络日志

我们确实做到了!网格计算已经展露出勃勃生机!我曾10多次请教该领域的技术人员,是否存在一种流行趋势,然而答案是否定的.谢天谢地,今天我们已经看到网格之火正在越烧越猛.     

The Teaching/Learning Relationship in the First Years of School: Some Revolutionary Implications of Vygotskya's Theory

During the last twenty years, Vygotsky's theory has increasingly been cited when considering aspects of early education. Most commonly, however, a single concept (the zone of proximal development) has been used to represent the theory, and treated as synonymous with the view that a teacher's job is to scaffold the children's learning. By contrast, in this paper we stress the fact that Vygotsky's theory is one that requires attending to what individuals bring to interactions, what goes on during those interactions, and the cultural contexts (as they have developed over historical time) of the individuals involved. Equally important, we stress that Vygotsky's view of interactions between teachers and children involves the concept of obuchenie, a Russian term meaning both teaching and learning, rather than scaffolded instruction. To take this position seriously involves making dramatic changes in the process of education as typically practiced. For this reason Vygotsky's theory has revolutionary implications, examples of which we discuss in the final section.     

Using narrative fiction as a means of assessing and learning in a history of social welfare module

This article describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not formally assessed but aligned closely with the summative assessment for the module. Students were expected, in their narratives, to identify and make explicit reference to legislation, social policy information and sociological/anthropological concepts pertinent to the period and chosen character. Most students played an active part in the construction of the narratives and were encouraged to consider aspects of meta-learning, including how they can work with others and cooperate as a member of a team. As a result of the success of this form of assessment, the project has been developed into the core mode of assessment for this module in future years of delivery.