Searching for "political science"

AR blockchain doritos

“Using #augmentedreality (#AR) and #blockchain technologies, the game featured ‘Vatoms’, virtual objects that players can interact with.
Due to pandemic restrictions, the game, originally developed as an outdoor activity in other markets, was adapted to allow people to hunt for the packs in and around their own homes. Packs contained either Playstation symbol chips or an instant-win prize, which would then be stored in a digital wallet.”

Imagine, if it was not Doritos, but bones to build a skeletal system (Biology, nursing, medicine, etc.), philosophers (Philosophy, political science, social sciences) and the rewards or badges in the leaderboard. #gaming and #gamification

Read more at: https://www.campaignasia.com/article/why-11-million-filipinos-went-hunting-for-virtual-doritos/470820

The Deconstruction of Literature

Hirsch, D. (1991). The deconstruction of literature : criticism after Auschwitz . Brown University Press.

https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/qoo6di/alma990010901510104318

Basement PN98.D43 H57 1991

p. 165 Anti-humanism at the American University

p. 169 Marxism, humanism, and literature in the university

Marx was a student if economic and political forces who believed he was conducting scientific inquiries into social political and economic structures; yes his works, students complain, are not taught at all in the Brown economics and political science departments. Students committed to post modern ways of thinking discover conspiracy in this phenomenon, but it is more likely that the omission is owning to the fact that professional economists do not respect marks as an economist. Those who pursue the study of economics essay science do not consider Marxist economic theories sufficiently scientific, and on the basis of what Dusty a risk of done to the economics of the Soviet union in the peoples Republic of China, which claim to be Marxist states, who can blame the process for being skeptical?

A similar situation exists with regard to Freud. Just as marks is very little taught in political science or economic departments, sort throat is not crowded these days in Department of psychology or psychiatry, and for similar reasons. Though what Freud dead in his own time may have passed for science and though he may have considered himself a scientist, he is not a scientist at all by contemporary standards. If Marxist economics has not produced utopias in Marxist states, so, by the same token, Freudian techniques of analysis have not consistently demonstrated the power to cure the more serious ( or even the most trivial) psychological disorders.

p. 170 If Marxist economics is no longer perceived is a tool that can be used to help solve economic problems, and Freudian analytics techniques are no longer applicable in helping to cure patients with mental disorders, what residue of Marxism and Freudianism remains?

p. 171 though they find an inhospitable climate in the social sciences and in the heart sciences, Marks in Freud have been given a warm home in certain humanities departments committed to postmodern ways of perceiving the world. But they have not found a home there is scientists. They have found a home, rather, as profits, or perhaps more accurately, as gods. And those who espouse Marxian in Freudian views become the “true believers.”

what happens to Marxist and Freudian ideas when they lose their empirical grounding in their power to explain events in the physical world? Free-floating Marxist and Freudian ideas have been fused to established at least one of the foundations of post modernist literature theory and to promulgate an image of the human form it’s a robot controlled by “ideology.”

p. 172. Because ideology works most effectively through its unconscious hold on subjects, it resists being made conscious or explicit. And ideology structures ‘seeing’ in ‘feeling’ before it structures ‘thinking,’ and appears to have no historical or social specificity but to be simply the natural way of perceiving reality.

Other residues of do descientizied Marx and Freud are  “the class struggle” in “sublimation.” But the class struggle is Marx conceived it never really took root in American culture.
Even know, empirical sociologists have difficulty in defining what constitutes “a class” in American culture, and in determining where one class ends and another begins.

It is well known that the vast majority of Americans define themselves as middle-class, which then makes it necessary for a sociologist interested in arriving it finally distinctions to divide the middle glass itself into upper, middle, and lower, and so on.

p. 173. Post modern Freudians are forced into similar absurdities. Freud based his theory of sublimation (neurosis-as-the-price-of-culture) on the very rigid Austro-German family, constituted by a strict, punishing, disciplinarian father, a submissive mother, and obedient son, and a subservient daughter. p. 174 Marks in Floyd analyzed Austro-German culture and thought they were analyzing the universe. For them Austro-German culture was universal culture, as it consequently becomes for believing Marxists and Freudians.

p. 179. And what are you, reader?

the humanities are in flux. Liberal democracy, on which the humanities real life for 16 ounce and which day in Torrance sustain, is under attack by ‘humanists”; literary criticism has nothing only become politicized, but politicized against the Vallas of liberal humanism.

p. 190. The Marxist-Gramscian thesis depends on a conspiracy theory according to which the “dominant classes” exert their influence over the “subordinate classes covered” the by means of educational, religious, and other institutions, and ‘ruling groups preempt the high ground of universal morality in truth.” Because the dominant classes dominate the oppressed classes in secrecy, by means of social institutions, de artist must respond to this dominance with symbolic representations.

LAK20

LAK20 – “Celebrating 10 years of LAK: Shaping the future of the field”

23-27 March 2020, Frankfurt, Germany, https://lak20.solaresearch.org

We have the pleasure to invite you to the 10th International Conference on Learning Analytics & Knowledge (LAK20)which will be held in Frankfurt, Germany between 23-27 March 2020. This year, LAK20 will feature 80 research and 12 practitioner presentations, over 60 poster presentations, and best-paper presentations from EDM and ACL EDU conferences.

We also have a great lineup of world-renowned keynote speakers:

Professor Shane Dawson, University of South Australia, Australia
Professor Milena Tsvetkova, London School of Economics and Political Science, The United Kingdom
Professor Allyson Hadwin, The University of Victoria, Canada

As it is the tenth anniversary of the LAK conference, LAK20 celebrates the past successes of the learning analytics community and poses new questions and challenges for the field. The theme for this year is “Shaping the future of the field” and focuses on thinking how we can advance learning analytics and drive its development over the next ten years and beyond.

The LAK conference is intended for both researchers and practitioners. We invite both researchers and practitioners of learning analytics to come and join a proactive dialogue around the future of learning analytics and its practical adoption. We further extend our invite to educators, leaders, administrators, government and industry professionals interested in the field of learning analytics and related disciplines.

For the details of the conference schedule, see https://lak20.solaresearch.org/schedule-overview

Register at https://lak20.solaresearch.org/registration

About the Conference

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The International Conference on Learning Analytics & Knowledge is the premier research forum in the field of learning analytics and educational technology, providing common ground for all stakeholders in the design of analytics systems to debate the state of the art at the intersection of Learning and Analytics – including researchers, educators, instructional designers, data scientists, software developers, institutional leaders and governmental policymakers. The conference is organised by the Society for Learning Analytics Research (SoLAR) and held in cooperation with ACM in association with ACM SIGCHI and SIGWEB, with the double-blind, peer-reviewed proceedings archived in the ACM Digital Library.

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more on learning analytics in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+analytics

platforms for badges

Bryan and Special Guest Nate Otto,
Director of the Badgr Platform at Concentric Sky
An interactive discussion on badges and micro-credentials
Bryan Alexander, special guest Nate Otto, and the Future Trends Forum Community will discuss badges and micro-credentials at present, their future and the challenges they face.
Nate is the Director of Open Badges Projects at Concentric Sky, where he leads development of the Badgr platform for issuing and managing verifiable digital credentials.
Nate’s background in political sciences also informs his work on open standards with a focus on building and maintaining tech ecosystems resistant to monopolies.

notes from the webinar

Nate Otto Concentration Sky @ottonomy https://badgr.com/

A Beginner’s Guide To Open Badges, https://elearningindustry.com/guide-to-open-badges-beginners

Mozilla discontinue and switch to Badgr platform. free accounts to Badgr. current integration of Mozilla backpack with other platforms such as Moddle will be preserved. Backpack solution, or issue badges.

Steve Taylor: Moodle is one of the platforms integrated with Backpack.

Xapi infrastructure. super messaging protocol https://xapi.com/ . Ryan Harrell question. Nate response, great fit for badging. Badgr Pathways https://badgr.com/en-us/badgr-pathway.html

Ryan Harrell
This is an extremely useful conversation. We’re working on building a dedicated micro-credentialing platform at our University specifically to provide continuing education material based on the material we are already creating in our various programs.
Open badges extensions for education test course. Two extensions: one describes assessment which goes to a particular badge. Second extension allows the issues to describe. Published extensions. Badgr implemented the assessment extensions: the Digital Promise project – https://digitalpromise.org/.
hurdles to prevent adoption of badges: 1. still not easy enough to start issuing badges, design principles. get ambitious what to do with badges but no ability to start the assessment process. how badges will be awarded. starting small is the way, simple tools, google forms, to help decide what to do. 2. how do we understand the achievements of badges
next week: https://www.twitterandteargas.org/

Global world affairs

Former German Foreign Minister Sigmar Gabriel‘The World Is Changing Dramatically’

Former German Foreign Minister Sigmar Gabriel speaks to DER SPIEGEL about his call for the country to take on a new global role and why Germans are underestimating the dangers posed by the current geopolitical situation.

Interview Conducted by  and Britta Sandberg September 24, 2018  04:32 PM

http://www.spiegel.de/international/germany/interview-with-former-german-foreign-minister-sigmar-gabriel-a-1229393.html

Now Trump is criticizing us for not spending enough money on our military. Part of the truth, however, is that the U.S. wanted exactly that for a very long time. They were worried that too much military power in Germany could provoke the next world war. I once told Tillerson, I don’t know what you are complaining about, you raised us for 70 years to be peaceniks. Now that’s what we are and you’re surprised. He laughed.

Some people want Germany to be something like a large Switzerland, but we are simply too big. We can’t just stand on the sidelines. Because of the Assad regime’s bombs, almost a million refugees were standing in front of our door. It’s not just about military operations, but about crisis prevention, diplomacy, economic development. Germany shouldn’t transform from a geopolitical abstainer to an influential geo-strategist. I wish that we would return to once again having strategic debates — no matter the result. It is important to prepare the public for the fact that the world has changed.

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more on political science in this IMS blog
https://blog.stcloudstate.edu/ims?s=political+science

Mapping 1968

Mapping 1968, Conflict and Change

An Opportunity for Interdisciplinary Research 

When:  Friday, September 28, 8:30am-3:00pm
Where: Wilson Research Collaboration Studio, Wilson Library
Cost: Free; advanced registration is required

1968 was one of the most turbulent years of the 20th century.  2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.

Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes.  Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.

To learn more and to register for the workshop, go here

Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.

https://www.goodreads.com/book/show/5114403-early-thematic-mapping-in-the-history-of-cartography – symbolization methods, cartographers and statisticians.

Kevin Ehrman-Solberg ehrma046@umn.edu PPT on Mapping Prejudice. https://www.mappingprejudice.org/

Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.

covenance: https://www.dictionary.com/browse/convenance

Dan Milz. Public Affairs. geo-referencing, teaching a class environmental planning, spatial analysis, dmilz@umn.edu @dcmlz

Chris ancient historian. The Tale of Mediterranean, City: Mapping the history of Premodern Carthage and Tunis.
College of Liberal Arts

from archives to special resources. archaeological data into GIS layers. ESRI https://www.esri.com/en-us/home how interactive is ESRI.

mapping for 6 months. finding the maps in the archeological and history reports was time consuming. once that data was sorted out, exciting.

Kate Carlson, U-Spatial Story Maps, An Intro

patters, we wouldn’t see if we did not bring it up spatially. interactivity and data visualization, digital humanities

making an argument, asking questions, crowdsourcing, archival and resources accessibility, civitates orbis terrarum http://historic-cities.huji.ac.il/mapmakers/braun_hogenberg.html

storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0  cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,

Awards for UMN undergrad and grad students, $1000

history, anthropology, political science,

Melinda, Kernik, Spatial Data Curator kerni016@umn.edu Jenny McBurney jmcburney@umn.edu

z.umn.edu/1968resources https://docs.google.com/presentation/d/1QpdYKA1Rgzd_Nsd4Rr8ed1cJDAX1zeG7J3exRO6BHV0/edit#slide=id.g436145dc5b_0_23

data2.nhgis.org/main

University Digital COnservancy

civil rights information from the U (migrants blog)

DASH Digital Arts, Sciences and Humanities. text mining data visualization,

data repository for the U (DRUM)

DASH director, https://dash.umn.edu/. Ben Wiggins 

Jennifer Gunn
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The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the workshop evaluation.   Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
 
Below is a list of presented workshop resources:
Best Regards-
Kate

U-Spatial | Spatial Technology Consultant
Research Computing, Office of the Vice President for Research
University of Minnesota
Office Address
Blegen Hall 420
Mailing Address
Geography
Room 414 SocSci
7163A

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more on GIS in this IMS blog
https://blog.stcloudstate.edu/ims?s=GIS

Lin Chun China expert

Chun, L. (2017). Discipline and power: knowledge of China in political science. Critical Asian Studies49(4), 501-522. doi:10.1080/14672715.2017.1362321

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d125811392%26site%3dehost-live%26scope%3dsite

Lin Chun or ResearchGate: https://www.researchgate.net/profile/Chun_Lin18

p. 501 – is political science “softer” than the other soft social sciences?
thus…  political science “may never live up to its lofty ambition of scientific explanation and prediction. Indeed, like other social sciences, it can be no more than a ‘ science in formation’ permanently seeking to surmount obstacles to objectivity.”

p. 502 disciplinary parochialism
the fetishes of pure observation, raw experience, unambiguous rationality, and one-way causality were formative influences in the genesis of the social sciences. the ‘unfortunate positivism” of such impulses, along with the illusion of a value-free science, converged to produce a behavioral revolution in the interwar period Behaviorism was then followed through an epistemological twist, by boldly optimistic leaps to an “end of ideology” and ultimately to a claimed “end of history” itself.

p. 503
early positivism was openly underpinned by an European condescension toward Asians’ “ignorance and prejudice.” Behind similar depictions lay a comprehensive Eurocentric social and political philosophy.
this is illustrated its view of China through the grand narrative of modernization.

p. 504
Robert McNamara famously reiterated that if World War I was a chemist’s war and Word War II a physicist’s, Vietnam “might well have to be considered the social scientists’ war.”

Although China nominally remains a communist state, it has doubtlessly changed color without a color revolution.

p. 505
In the fixed disciplinary eye, “China” is to specific to produce anything generalizable beyond descriptive and self-containing narratives. The area studies approach, in contrast to disciplinary approaches, is all about cultural, historical, and ethnographic specificities.

If first-hand information contradicts theoretical conclusions, redress is sought only at the former end (my note – ha ha ha, such an elegant but scathing criticism of [Western] academia).

The catch [is] that Chinese otherness is in essence not a matter of cultural difference (hence limitations of criticizing Eurocentrism and Orientalism) and does not merely reproduce itself by inertia.
Given a long omitted self-critical rethinking of the discipline’s parochial base, calling for cross-fertilizing alone would be fruitless or even lead only to a one-way colonization of seemingly particularistic histories by an illusive universal science.

p. 506
political culture, once a key concept of political science’s hope for unified theorization, has turned out to be no answer
Long after its heyday, modernization theory – now with its new face of globalization – remains a primary signifier and legitimating benchmark. To those, who use it to gauge developments since 1945, private property and liberal democracy are permanent, unquestioned norms that are to be globally homogenized.
Moreover, since modernity is assumed to be a liberal capitalists condition, the revolutionary nationalism of an oppressed people remaking itself into a new historical subject noncompliant with capitalism cannot be modernizational.

p. 507
Political scientists and historical sociologists… saw the communist in power as formidable modernizers, but distinguished the Maoist model from the Stalinist in economic management and campaign politics.
Their analyses showed how organic connections between top-down mobilization and bottom-up participation cultivated in an active citizenry and high intensity politics. My note: I disagree here with the author, since such statement can be arbitrary from a historical point of view; indeed, for a short period of time, such “organic connection” can produce positive results, but once calcitrated (as it is in China for the past 6-7 decades), it turns stagnant.

p. 510
the state’s altered support base is essentially a matter of class power, involving both adaptive cultivation of new economic elites and iron-fist approaches to protest and dissent. By the same weight of historical logic, the party’s internal decay, loss of its founding ideological vision and commitment, and collusion with capital will do more than any outside force ever could do to destroy the regime.
That the Party stays in power is not primarily because the country’s economy continues to grow, but is more attributable to a residual social reliance on its credentials and organizational capacities accumulated in earlier revolutionary and socialist struggles. This historical promise has so far worked to the extent that cracks within the leadership are more or less held in check, resentment against local wrongs are insulated from central intentions, and social policies in one way or another respond to common outcries, consultative deliberations, and pressure groups.

p. 511
The word “madness” has indeed been freely employed to describe nations and societies judged inept at modern reason, as found in contemporary academic publications on epi- sodes of the PRC history.
My note: I agree with this – the deconstructionalists: (Jaques Derrida, Tzvetan Todorov) linguistically prove the inability of Western cultures to understand and explain other cultures. In this case, Lin Chun is right; just because western political scientist cannot comprehend foreign complex societal problems and/or juxtaposing them to their own “schemes,” prompts the same western researchers to announce them as “mad.”

p. 513aa
This is the best and worst of times for the globalization of knowledge. In one scenario, an eventual completion of the political science parameters can now seal both knowledge, sophisticatedly canalized, and ideology, universally uncontested – even if the two are never separable in the foundation of political science. In another scenario, causes and effects no longer rule out atypical polities, but the differences are presented as culturally incompatible. In either case, the trick remains to let anormalies make the norms validate preexist- ing disciplinary sanctions.

p. 514
Overcoming outmoded rigidities will nurture a robust scholarship committed to universally resonant theories.

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more on China in this IMS blog
https://blog.stcloudstate.edu/ims?s=china

globalization economy democracy

Caldwell, C. (April, 2017). Sending Jobs Overseas. CRB, 27(2).

http://www.claremont.org/crb/article/sending-jobs-overseas/ 

https://en.wikipedia.org/wiki/Claremont_Institute

Caldwell’s book review of
Baldwin, Richard E. The Great Convergence: Information Technology and the New Globalization. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2016. not at SCSU library, available through ILL (https://mplus.mnpals.net/vufind/Record/008770850/Hold?item_id=MSU50008770850000010&id=008770850&hashKey=cff0a018a46178d4d3208ac449d86c4e#tabnav)

Globalization’s cheerleaders, from Columbia University economist Jagdish Bhagwati to New York Times columnist Thomas Friedman, made arguments from classical economics: by buying manufactured products from people overseas who made them cheaper than we did, the United States could get rich concentrating on product design, marketing, and other lucrative services. That turned out to be a mostly inaccurate description of how globalism would work in the developed world, as mainstream politicians everywhere are now discovering.

Certain skeptics, including polymath author Edward Luttwak and Harvard economist Dani Rodrik, put forward a better account. In his 1998 book Turbo-Capitalism, Luttwak gave what is still the most succinct and accurate reading of the new system’s economic consequences. “It enriches industrializing poor countries, impoverishes the semi-affluent majority in rich countries, and greatly adds to the incomes of the top 1 percent on both sides who are managing the arbitrage.”

In The Great Convergence, Richard Baldwin, an economist at the Graduate Institute in Geneva, gives us an idea why, over the past generation, globalization’s benefits have been so hard to explain and its damage so hard to diagnose.

We have had “globalization,” in the sense of far-flung trade, for centuries now.

ut around 1990, the cost of sharing information at a distance fell dramatically. Workers on complex projects no longer had to cluster in the same factory, mill town, or even country. Other factors entered in. Tariffs fell. The rise of “Global English” as a common language of business reduced the cost of moving information (albeit at an exorbitant cost in culture). “Containerization” (the use of standard-sized shipping containers across road, rail, and sea transport) made packing and shipping predictable and helped break the world’s powerful longshoremen’s unions. Active “pro-business” political reforms did the rest.

Far-flung “global value chains” replaced assembly lines. Corporations came to do some of the work of governments, because in the free-trade climate imposed by the U.S., they could play governments off against one another. Globalization is not about nations anymore. It is not about products. And the most recent elections showed that it has not been about people for a long time. No, it is about tasks.

his means a windfall for what used to be called the Third World. More than 600 million people have been pulled out of dire poverty. They can get richer by building parts of things.

The competition that globalization has created for manufacturing has driven the value-added in manufacturing down close to what we would think of as zilch. The lucrative work is in the design and the P.R.—the brainy, high-paying stuff that we still get to do.

But only a tiny fraction of people in any society is equipped to do lucrative brainwork. In all Western societies, the new formula for prosperity is inconsistent with the old formula for democracy.

One of these platitudes is that all nations gain from trade. Baldwin singles out Harvard professor and former George W. Bush Administration economic adviser Gregory Mankiw, who urged passage of the Obama Administration mega-trade deals TPP and Transatlantic Trade and Investment Partnership (TTIP) on the grounds that America should “work in those industries in which we have an advantage compared with other nations, and we should import from abroad those goods that can be produced more cheaply there.”

That was a solid argument 200 years ago, when the British economist David Ricardo developed modern doctrines of trade. In practical terms, it is not always solid today. What has changed is the new mobility of knowledge. But knowledge is a special commodity. It can be reused. Several people can use it at the same time. It causes people to cluster in groups, and tends to grow where those groups have already clustered.

When surgeries involved opening the patient up like a lobster or a peapod, the doctor had to be in physical contact with a patient. New arthroscopic processes require the surgeon to guide cutting and cauterizing tools by computer. That computer did not have to be in the same room. And if it did not, why did it have to be in the same country? In 2001, a doctor in New York performed surgery on a patient in Strasbourg. In a similar way, the foreman on the American factory floor could now coordinate production processes in Mexico. Each step of the production process could now be isolated, and then offshored. This process, Baldwin writes, “broke up Team America by eroding American labor’s quasi-monopoly on using American firms’ know-how.”

To explain why the idea that all nations win from trade isn’t true any longer, Baldwin returns to his teamwork metaphor. In the old Ricardian world that most policymakers still inhabit, the international economy could be thought of as a professional sports league. Trading goods and services resembled trading players from one team to another. Neither team would carry out the deal unless it believed it to be in its own interests. Nowadays, trade is more like an arrangement by which the manager of the better team is allowed to coach the lousier one in his spare time.

Vietnam, which does low-level assembly of wire harnesses for Honda. This does not mean Vietnam has industrialized, but nations like it no longer have to.

In the work of Thomas Friedman and other boosters you find value chains described as kaleidoscopic, complex, operating in a dozen different countries. Those are rare. There is less to “global value chains” than meets the eye. Most of them, Baldwin shows, are actually regional value chains. As noted, they exist on the periphery of the United States, Europe, or Japan. In this, offshoring resembles the elaborate international transactions that Florentine bankers under the Medicis engaged in for the sole purpose of avoiding church strictures on moneylending.

One way of describing outsourcing is as a verdict on the pay structure that had arisen in the West by the 1970s: on trade unions, prevailing-wage laws, defined-benefit pension plans, long vacations, and, more generally, the power workers had accumulated against their bosses.

In 1993, during the first month of his presidency, Bill Clinton outlined some of the promise of a world in which “the average 18-year-old today will change jobs seven times in a lifetime.” How could anyone ever have believed in, tolerated, or even wished for such a thing? A person cannot productively invest the resources of his only life if he’s going to be told every five years that everything he once thought solid has melted into ait.

The more so since globalization undermines democracy, in the ways we have noted. Global value chains are extraordinarily delicate. They are vulnerable to shocks. Terrorists have discovered this. In order to work, free-trade systems must be frictionless and immune to interruption, forever. This means a program of intellectual property protection, zero tariffs, and cross-border traffic in everything, including migrants. This can be assured only in a system that is veto-proof and non-consultative—in short, undemocratic.

Sheltered from democracy, the economy of the free trade system becomes more and more a private space.

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Caldwell, C. (2014, November). Twilight of Democracy. CRB, 14(4).

Caldwell’s book review of
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. SCSU Library: https://mplus.mnpals.net/vufind/Record/007359076  Call Number: JC11 .F85 2011

http://www.claremont.org/crb/article/twilight-of-democracy/

Fukuyama’s first volume opened with China’s mandarin bureaucracy rather than the democracy of ancient Athens, shifting the methods of political science away from specifically Western intellectual genealogies and towards anthropology. Nepotism and favor-swapping are man’s basic political motivations, as Fukuyama sees it. Disciplining those impulses leads to effective government, but “repatrimonialization”—the capture of government by private interests—threatens whenever vigilance is relaxed. Fukuyama’s new volume, which describes political order since the French Revolution, extends his thinking on repatrimonialization, from the undermining of meritocratic bureaucracy in Han China through the sale of offices under France’s Henri IV to the looting of foreign aid in post-colonial Zaire. Fukuyama is convinced that the United States is on a similar path of institutional decay.

Political philosophy asks which government is best for man. Political science asks which government is best for government. Political decline, Fukuyama insists, is not the same thing as civilizational collapse.

Fukuyama is not the first to remark that wars can spur government efficiency—even if front-line soldiers are the last to benefit from it.

Relative to the smooth-running systems of northwestern Europe, American bureaucracy has been a dud, riddled with corruption from the start and resistant to reform. Patronage—favors for individual cronies and supporters—has thrived.

Clientelism is an ambiguous phenomenon: it is bread and circuses, it is race politics, it is doing favors for special classes of people. Clientelism is both more democratic and more systemically corrupting than the occasional nepotistic appointment.

why modern mass liberal democracy has developed on clientelistic lines in the U.S. and meritocratic ones in Europe. In Europe, democracy, when it came, had to adapt itself to longstanding pre-democratic institutions, and to governing elites that insisted on established codes and habits. Where strong states precede democracy (as in Germany), bureaucracies are efficient and uncorrupt. Where democracy precedes strong states (as in the United States but also Greece and Italy), government can be viewed by the public as a piñata.

Fukuyama contrasts the painstaking Japanese development of Taiwan a century ago with the mess that the U.S. Congress, “eager to impose American models of government on a society they only dimly understood,” was then making of the Philippines. It is not surprising that Fukuyama was one of the most eloquent conservative critics of the U.S. invasion of Iraq from the very beginning.

What distinguishes once-colonized Vietnam and China and uncolonized Japan and Korea from these Third World basket cases is that the East Asian lands “all possess competent, high-capacity states,” in contrast to sub-Saharan Africa, which “did not possess strong state-level institutions.”

Fukuyama does not think ethnic homogeneity is a prerequisite for successful politics

the United States “suffers from the problem of political decay in a more acute form than other democratic political systems.” It has kept the peace in a stagnant economy only by dragooning women into the workplace and showering the working and middle classes with credit.

public-sector unions have colluded with the Democratic Party to make government employment more rewarding for those who do it and less responsive to the public at large. In this sense, government is too big. But he also believes that cutting taxes on the rich in hopes of spurring economic growth has been a fool’s errand, and that the beneficiaries of deregulation, financial and otherwise, have grown to the point where they have escaped bureaucratic control altogether. In this sense, government is not big enough.

Washington, as Fukuyama sees it, is a patchwork of impotence and omnipotence—effective where it insists on its prerogatives, ineffective where it has been bought out. The unpredictable results of democratic oversight have led Americans to seek guidance in exactly the wrong place: the courts, which have both exceeded and misinterpreted their constitutional responsibilities.  the almost daily insistence of courts that they are liberating people by removing discretion from them gives American society a Soviet cast.

“Effective modern states,” he writes, “are built around technical expertise, competence, and autonomy.”

http://librev.com/index.php/2013-03-30-08-56-39/discussion/culture/3234-gartziya-i-problemite-na-klientelistkata-darzhava

#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+

Williams, J. (2017, May). The Dumb Politics of Elite Condescension. NYT

https://mobile.nytimes.com/2017/05/27/opinion/sunday/the-dumb-politics-of-elite-condescension.html

the sociologists Richard Sennett and Jonathan Cobb call the “hidden injuries of class.” These are dramatized by a recent employment study, in which the sociologists Lauren A. Rivera and Andras Tilcsik sent 316 law firms résumés with identical and impressive work and academic credentials, but different cues about social class. The study found that men who listed hobbies like sailing and listening to classical music had a callback rate 12 times higher than those of men who signaled working-class origins, by mentioning country music, for example.

Politically, the biggest “hidden injury” is the hollowing out of the middle class in advanced industrialized countries. For two generations after World War II, working-class whites in the United States enjoyed a middle-class standard of living, only to lose it in recent decades.

The college-for-all experiment did not work. Two-thirds of Americans are not college graduates. We need to continue to make college more accessible, but we also need to improve the economic prospects of Americans without college degrees.

the United States has a well-documented dearth of workers qualified for middle-skill jobs that pay $40,000 or more a year and require some postsecondary education but not a college degree. A 2014 report by Accenture, Burning Glass Technologies and Harvard Business School found that a lack of adequate middle-skills talent affects the productivity of “47 percent of manufacturing companies, 35 percent of health care and social assistance companies, and 21 percent of retail companies.”

Skillful, a partnership among the Markle Foundation, LinkedIn and Colorado, is one initiative pointing the way. Skillful helps provide marketable skills for job seekers without college degrees and connects them with employers in need of middle-skilled workers in information technology, advanced manufacturing and health care. For more information, see my other IMS blog entries, such ashttps://blog.stcloudstate.edu/ims/2017/01/11/credly-badges-on-canvas/

digital citizenship bibliography

From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.

here is some general literature on digital citizenship:

Bolkan, J. V. (2014). 13 Resources to Help You Teach Digital Citizenship. T H E Journal, 41(12), 21-23. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d100209769%26site%3dehost-live%26scope%3dsite
Robb, M., & Shellenbarger, T. (2013). Promoting Digital Citizenship and Academic Integrity in Technology Classrooms. Teaching Professor, 27(8), 1-4. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d91566420%26site%3dehost-live%26scope%3dsite
Digital Citizenship: The Internet, Society, and Participation

http://groups.lis.illinois.edu/guest_lectures/cii/digcitizen.pdf

Digital Citizenship: Addressing Appropriate Technology Behavior
Ribble, Mike S.; Bailey, Gerald D.; Ross, Tweed W.
Learning & Leading with Technology, v32 n1 p6-9, 11 Sep 2004
http://eric.ed.gov/?id=EJ695788

Techné: Research in Philosophy and Technology

Volume 9, Issue 1, Fall 2005. Education and Citizenship in the Digital Age

Isman, A., & Canan Gungoren, O. (2014). Digital Citizenship. Turkish Online Journal Of Educational Technology – TOJET, 13(1), 73-77. http://eric.ed.gov/?id=EJ1018088

PR, N. (2014, April 3). MyFunCity is a revolution in digital citizenship. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201404031549PR.NEWS.USPR.BR98059%26site%3dehost-live%26scope%3dsite

Communication Studies:

Couldry, N., Stephansen, H., Fotopoulou, A., MacDonald, R., Clark, W., & Dickens, L. (2014). Digital citizenship? Narrative exchange and the changing terms of civic culture. Citizenship Studies, 18(6/7), 615-629. doi:10.1080/13621025.2013.865903
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d98053478%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)

Simsek, E., & Simsek, A. (2013). New Literacies for Digital Citizenship. Online Submission,  Contemporary Educational Technology, 4(3), 126-137. http://eric.ed.gov/?id=ED542213

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History:
Wineburg, S., & Reisman, A. (2015). Disciplinary Literacy in History: A Toolkit for Digital Citizenship. Journal Of Adolescent & Adult Literacy, 58(8), 636-639. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1059107%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)

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Human Relations and Multicultural Education (HURL):

Baumann, P., & Education Commission of the, S. (2012). Civic Engagement through Digital Citizenship: Engaging Youth in Active, Participatory Citizenship through Digital Media. The Progress of Education Reform. Volume 13, Number 1. Education Commission Of The States, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dED528864%26site%3dehost-live%26scope%3dsite
Shelat, M. (2015). Global civic engagement on online platforms: Women as transcultural citizens. Dissertation Abstracts International Section A, 75, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2015-99070-423%26site%3dehost-live%26scope%3dsite
Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge Society. Online Submission, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dED521663%26site%3dehost-live%26scope%3dsite
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Child and Family Studies (CFS)

Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., Rainie, L., & Pew Internet & American Life, P. (2011). Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of “Digital Citizenship”. Pew Internet & American Life Project, http://eric.ed.gov/?id=ED537516

ORTH, D., & CHEN, E. (2013). The Strategy FOR DIGITAL CITIZENSHIP. Independent School, 72(4), 56-63. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d87618786%26site%3dehost-live%26scope%3dsite

Ives, E. A. (2012, October 1). iGeneration: The Social Cognitive Effects of Digital Technology on Teenagers. Online Submission, http://eric.ed.gov/?id=ED543278

Monterosa, V. (2015). DEVELOPING DIGITAL CITIZENS. Leadership, 44(3), 30-32. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d109111583%26site%3dehost-live%26scope%3dsite

10 Free Interactive Lessons about Digital Citizenship. (2012). Curriculum Review, 52(1), 4-5. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d79851664%26site%3dehost-live%26scope%3dsite

Graham, G. (2013, November 20). Pupils are now ‘digital citizens’ with the right to use a mobile. Daily Mail. p. 3.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d92031070%26site%3dehost-live%26scope%3dsite

LifeLock, I. (0009, January). Free Online Tool Empowers Families to Set Technology Ground Rules as More Kids Go Digital. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3dbizwire.c63848252%26site%3dehost-live%26scope%3dsite

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Teacher Development (ED/TDEV)

Dettori, G. (2012). Digital citizenship in schools – By Ribble Mike. British Journal Of Educational Technology, 43(6), E179. doi:10.1111/j.1467-8535.2012.01378_9.x http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d82468985%26site%3dehost-live%26scope%3dsite

Ribble, M. (2012). Digital Citizenship for Educational Change. Kappa Delta Pi Record, 48(4), 148-151. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ993448%26site%3dehost-live%26scope%3dsite

(please ask for copy of the article)

Johnson, M. (2012). Shaping Digital Citizens: preparing students to work and play in the online world. School Libraries In Canada (17108535), 30(3), 19-22. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d95316041%26site%3dehost-live%26scope%3dsite

Enabling digital citizenship programs within your district’s network infrastructure. (2012). District Administration, 48(9), 54-55.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d82747791%26site%3dehost-live%26scope%3dsite

ORECH, J. (2012). HOW IT’S DONE: Incorporating Digital Citizenship Into Your Everyday Curriculum. Tech & Learning, 33(1), 16-18.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d82590138%26site%3dehost-live%26scope%3dsite

Petrucco, C. (2013). Fostering digital literacy between schools and the local community: Using service learning and project-based learning as a conceptual framework. International Journal Of Digital Literacy And Digital Competence, 4(3), 10-18. doi:10.4018/ijdldc.2013070102 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2014-29004-002%26site%3dehost-live%26scope%3dsite

======================

Educational Leadership and Higher Education (ELHE)

Acosta, D. M. (2014). Tweet Up? Examining Twitter’s Impact on Social Capital and?Digital Citizenship in Higher Education. About Campus, 18(6), 10-17. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1027263%26site%3dehost-live%26scope%3dsite

Suppo, C. A. (2013, January 1). Digital Citizenship Instruction in Pennsylvania Public Schools: School Leaders Expressed Beliefs and Current Practices. ProQuest LLC, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dED553014%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)

Noonoo, S. (2014). Digital Citizenship for the Real World. T H E Journal, 41(4), 17-19. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103335802%26site%3dehost-live%26scope%3dsite

Ribble, M. (2014). The importance of digital citizenship. District Administration, 50(11), 88. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103369941%26site%3dehost-live%26scope%3dsite

MURLEY, S. F. (2014). Engaging With a Digital Citizenry. School Administrator, 71(10), 30-31 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dtfh%26AN%3d102610780%26site%3dehost-live%26scope%3dsite

Ahlquist, J. (2014). Trending Now: Digital Leadership Education Using Social Media and the Social Change Model. Journal Of Leadership Studies, 8(2), 57-60. doi:10.1002/jls.21332 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbuh%26AN%3d99008045%26site%3dehost-live%26scope%3dsite

Neustar, I. (0001, September). Neustar Launches Social Media Digital Citizenship Program for  Kentucky Schools. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3dbizwire.c38975001%26site%3dehost-live%26scope%3dsite

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Special Education (SPED)

Farmer, L. (2012). Digital Citizenship for Youth with Autism Spectrum Disorders. CSLA Journal, 35(2), 12-13. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d91822779%26site%3dehost-live%26scope%3dsite

Common Sense Media. (2011). Common Sense Media Partners with Nickelodeon’s the Big Help on Digital Citizenship and Anti-Bullying Campaign. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3dbizwire.c32997597%26site%3dehost-live%26scope%3dsite

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Sociology:

Lyons, R. (2012, January 1). Investigating Student Gender and Grade Level Differences in Digital Citizenship Behavior. ProQuest LLC, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dED546058%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)

NOONAN, K. (2013). DIGITAL CITIZENS RISE TO DISASTERS. Government News, 33(1), 16. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbuh%26AN%3d86153161%26site%3dehost-live%26scope%3dsite

Buente, W. (2012). Modeling citizenship offline and online: Internet use, information, and political action during the 2008 election campaign. Dissertation Abstracts International Section A, 73, 1222. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2012-99190-595%26site%3dehost-live%26scope%3dsite

Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge Society. International Journal On E-Learning, 10(2), 145-167. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ926545%26site%3dehost-live%26scope%3dsite

Hill, A. M. (2015). The kids are all right online: Teen girls’ experiences with self-presentation, impression management & aggression on Facebook. Dissertation Abstracts International Section A, 76, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2015-99170-479%26site%3dehost-live%26scope%3dsite

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Criminal Justice

NPR. (2015, April 13). National Cyber Security Alliance Aligns with RSA Conference to Empower Digital Citizens to Stay Current in the Ever-changing Cybersecurity Environment. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201504131030PR.NEWS.USPR.DC78336%26site%3dehost-live%26scope%3dsite

NPR. (2014, February 11). Digital Citizens Alliance Calls Prosecution of Apps Content Thieves Important Step to Protect Internet. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3d201402111145PR.NEWS.USPR.DC63074%26site%3dehost-live%26scope%3dsite

 

NPR. (2015, May 18). Public Officials, Business Leaders and Cybersecurity Experts Gather at “Two Steps Ahead: Protect Your Digital Life” Event in Brooklyn. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201505180600PR.NEWS.USPR.DC10064%26site%3dehost-live%26scope%3dsite

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Political Science

NOONAN, K. (2013). DIGITAL CITIZENS RISE TO DISASTERS. Government News, 33(1), 16. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbuh%26AN%3d86153161%26site%3dehost-live%26scope%3dsite

Buente, W. (2012). Modeling citizenship offline and online: Internet use, information, and political action during the 2008 election campaign. Dissertation Abstracts International Section A, 73, 1222. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2012-99190-595%26site%3dehost-live%26scope%3dsite

Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge Society. International Journal On E-Learning, 10(2), 145-167. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ926545%26site%3dehost-live%26scope%3dsite

Education Commission of the State. (2012, September). Education Commission of the States Releases Brief on Civic Engagement and Digital Citizenship. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3dbizwire.c39665781%26site%3dehost-live%26scope%3dsite

NPR. (2015, May 18). Public Officials, Business Leaders and Cybersecurity Experts Gather at “Two Steps Ahead: Protect Your Digital Life” Event in Brooklyn. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201505180600PR.NEWS.USPR.DC10064%26site%3dehost-live%26scope%3dsite

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Library:

Lofton, J. (2015). Blogging with Students: A Vehicle for Writing, Digital Citizenship, and More. School Librarian’s Workshop, 35(5), 13-15. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d103585593%26site%3dehost-live%26scope%3dsite
Oxley, C. (2011). Digital citizenship: developing an ethical and responsible online culture. Access (10300155), 25(3), 5-9. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dlxh%26AN%3d65543466%26site%3dehost-live%26scope%3dsite

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