Roughly half of U.S. teens say they spend too much time on their cellphones, according to research from Pew. About the same proportion of teens report taking steps to limit their use of the devices. Another survey found that about two-thirds of parents also worry their children spend too much time in front of screens; nearly 60% of parents report setting screen time restrictions for their children. The findings come as some technology companies introduce features to cut back on phone addiction.
Amid roiling debates about the impact of screen time on teenagers, roughly half of those ages 13 to 17 are themselves worried they spend too much time on their cellphones. Some 52% of U.S. teens report taking steps to cut back on their mobile phone use, and similar shares have tried to limit their use of social media (57%) or video games (58%), a new Pew Research Center survey finds.
Overall, 56% of teens associate the absence of their cellphone with at least one of these three emotions: loneliness, being upset or feeling anxious. Additionally, girls are more likely than boys to feel anxious or lonely without their cellphone.
The vast majority of teens in the United States have access to a smartphone, and 45% are online on a near constant basis. The ubiquity of social media and cellphones and other devices in teens’ lives has fueled heated discussions over the effects of excessive screen time and parents’ role in limiting teens’ screen exposure. In recent months, many major technology companies, including Google and Apple, have announced new products aimed at helping adults and teens monitor and manage their online usage.
Girls are somewhat more likely than boys to say they spend too much time on social media (47% vs. 35%).
Meanwhile, 31% of teens say they lose focus in class because they are checking their cellphone – though just 8% say this often happens to them, and 38% say it never does.
Girls are more likely than boys to express feelings of anxiety (by a 49% to 35% margin) and loneliness (by a 32% to 20% margin) when they do not have their phone with them.
in December 1944: Nazi troops were still resisting the Allies, which were making slow progress in Italy and being pushed back in the Ardennes faced with the Wehrmacht’s final counter-offensive. Yet the “bands” here targeted by Churchill were not groups of collaborators, but the partisans of the great National Liberation Front (EAM), which had for three years mounted mass resistance against the German occupiers.
Throughout the nineteenth century, the eastern Mediterranean had been the center of a rivalry between Britain and Russia. The Bolshevik Revolution of October 1917 having put an end to the latter country’s ambitions in the region, in the early 1940s, Greece was under unchallenged British influence. In this context, the country was of some strategic importance.
during the Quadrant Conference with Roosevelt in Quebec (August 17-24, 1943), Churchill saw his last hopes of an Allied landing in Greece vanish. Meanwhile, the Red Army’s advance beyond the USSR’s own frontiers was no longer in doubt. Churchill now took matters directly in hand, despite his advisers’ reticence, blocking off any possibility of negotiation and sending the EAM delegates home. At the same time, in a note to his high command, he drafted what would later become the MANNA plan: namely, to send an expeditionary corps to Greece after the German troops’ withdrawal.
The EAM-ELAS nonetheless succeeded in liberating a large part of the country. It established popular institutions which formed a counter-state. The worries among the British peaked in March 1944, when a “government of the mountains” was created that organized elections. Conversely, this approach awakened the enthusiasm of the Greek armed forces in Egypt, who immediately demanded that the Resistance be included in the exile government. Churchill replied with pitiless repression. He had “rebellious” elements deported to camps in Africa, and set up a praetorian guard prepared to return to Greece with the King and the British troops upon Liberation.
Everything was set for the application of the MANNA plan, which had been prepared the previous year. The victorious Red Army offensive in Bulgaria in September 1944 forced the Wehrmacht to withdraw from Greece, under attack from ELAS partisans. It was after this retreat that the British expeditionary corps arrived, accompanied by Papandreou and Scobie. Establishing themselves in the capital on October 18, the two men demanded that ELAS lay down its weapons, even as they rejected the disarming of the praetorian guard that had been formed in Egypt and, conveniently enough, transferred to Athens in early November.
December 3, 1944, saw a monster demonstration in Syntagma Square to demand Papandreou’s resignation and the constitution of a new government. The massacre that followed — the police opened fire on unarmed civilians, leaving over twenty dead and more than a hundred wounded — triggered the insurrection of the people of Athens. This was the pretext that Churchill had sought in order to be able to break the Resistance.
While the ELAS was still present across the rest of Greece’s territory, its leaders dreaded imposing new trials on an exhausted and famished population: 1,770 villages had been burned, more than a million people did not have a roof over their heads, and grain production had fallen by 40 percent. Meanwhile, the Allies’ aid only reached those who collaborated with them. With the Varkiza accord signed on February 12, 1945, the ELAS agreed unilaterally to give up its weapons. At the same time at Yalta, Churchill, together with Roosevelt and Stalin, solemnly proclaimed “the right of all peoples in liberated Europe to choose their own form of government.”
In breaking the Greek Resistance, the British had precipitated a civil war that would last — in open or latent forms — for some thirty years, with a brief lull between 1963 and 1965. It would only end with the fall of the colonels’ dictatorship in 1974. This “coup in Athens” reminds us that through its history, modern Greece has only enjoyed a very limited sovereignty.
Blockchain will have the biggest value in higher education in areas where trust is essential to the value chain in institutional operations, such as evaluation of student transcripts, processing of applications and maintenance of articulation agreements, said Oral Roberts University CIO Michael Mathews, at The Blockchain in Education Conference hosted by the institution in May, reports Campus Technology.
From an infrastructure standpoint, Mathews said institutions have to establish a secure digital identity by investing in software that allows the credential recipient and granter to have a seamless and trusted connection, allowing for students to have a diploma that is stored safely within their digital wallet. This could mean working with a third-party application developer or developing the capability in-house.
But before fully investing in blockchain, higher education leaders must take these steps, said Mathews:
Spend a significant amount of time researching how the technology is impacting the industry and educate staff about it;
test the technology to see if it follows validation and security procedures; and
collaborate with other institutions to share best tips and practices.
Kiwi enhances learning experiences by encouraging active participation with AR and social media. A student can use their smartphone or tablet to scan physical textbooks and unlock learning assistance tools, like highlighting, note creation and sharing, videos and AR guides—all features that encourage peer-to-peer learning. (my note, as reported at the discussion at the QQLM conference in Crete about Zois Koukopoulos, Dimitrios Koukopoulos Augmented Reality Dissemination and Exploitation Services for Libraries: https://blog.stcloudstate.edu/ims/2018/05/21/measuring-learning-outcomes-of-new-library-initiatives/
Street Smarts VR is a startup that is working to provide solutions for a major issue facing America’s communities: conflicts between police officers and citizens.
NYC Media Lab recently collaborated with Bloomberg and the augmented reality startup Lampix on a fellowship program to envision the future of learning in the workplace. Lampix technology looks like it sounds: a lamp-like hardware that projects AR capabilities, turning any flat surface into one that can visualize data and present collaborative workflows.
Calling Thunder: The Unsung History of Manhattan, a project that came out of a recent fellowship program with A+E Networks, re-imagines a time before industrialization, when the City we know now was lush with forests, freshwater ponds, and wildlife.
Arshad, M., & Akram, M. S. (2018). Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries. The International Review of Research in Open and Distributed Learning, 19(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3500
Building on the social constructivist paradigm and technology acceptance model, we propose a conceptual model to assess social media adoption in academia by incorporating collaboration, communication, and resource sharing as predictors of social media adoption, whereas perceived ease of use and perceived usefulness act as mediators in this relationship.
According to the latest social media statistics, there are more than 2 billion Facebook users, more than 300 million Twitter users, more than 500 million Google+ users, and more than 400 million LinkedIn users (InternetLiveStats, 2018).
although social media is rapidly penetrating into the society, there is no consensus in the literature on the drivers of social media adoption in an academic context. Moreover, it is not clear how social media can impact academic performance.
Social media platforms have significant capability to support the social constructivist paradigm that promotes collaborative learning (Vygotsky, 1978).
Perceived usefulness (PU) – This was defined by Fred Davis as “the degree to which a person believes that using a particular system would enhance his or her job performance“.
Perceived ease-of-use (PEOU) – Davis defined this as “the degree to which a person believes that using a particular system would be free from effort” (Davis 1989).
proposing a Social Media Adoption Model (SMAM) for the academic community
Social media platforms provide an easy alternative, to the academic community, as compared to official communications such as email and blackboard. my note: this has been established as long as back as in 2006 – https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169. Around the time, when SCSU announced email as the “formal mode of communication).Thus, it is emerging as a new communication and collaboration tool among the academic community in higher education institutions (Roblyer, McDaniel, Webb, Herman, & Witty, 2010). Social media has greatly changed the communication/feedback environment by introducing technologies that have modified the educational perspective of learning and interacting (Prensky, 2001).
the Theory of Reasoned Action (Fishbein & Ajzen, 1975) and the Technology Acceptance Model (Davis, 1989) have been used to assess individuals’ acceptance and use of technology. According to the Technology Acceptance Model, perceived usefulness and perceived ease are the main determinants of an individual’s behavioral intentions and actual usage (Davis, 1989).
Perceived usefulness, derived from the Technology Acceptance Model (TAM), is the particular level that an individual perceives that they can improve their job performance or create ease in attaining the targeted goals by using an information system. It is also believed to make an individual free from mental pressure (Davis, 1989).
Perceived ease of use can be defined as the level to which an individual believes that using a specific system will make a task easier (Gruzd, Staves, & Wilk, 2012) and will reduce mental exertion (Davis, 1989). Venkatesh (2000) posits this construct as a vital element in determining a user’s behavior toward technology. Though generally, there is consensus on the positive effect of perceived ease of use and perceived usefulness on users’ attitude towards social media, it is not yet clear which one of these is more relevant in explaining users’ attitude towards social media in the academic community (Lowry, 2002). Perceived ease of use is one of the eminent behavioral beliefs affecting the users’ intention toward technology acceptance (Lu et al., 2005). The literature suggests that perceived ease of use of technology develops a positive attitude toward its usage (Davis, 1989).
Collaborative learning is considered as an essential instructional method as it assists in overcoming the communication gap among the academic community (Bernard, Rubalcava, & St-Pierre, 2000). The academic community utilizes various social media platforms with the intention to socialize and communicate with others and to share common interests (Sánchez et al., 2014; Sobaih et al., 2016). The exchange of information through social media platforms help the academic community to develop an easy and effective communication among classmates and colleagues (Kaplan & Haenlein, 2010). Social media platforms can also help in developing communities of practice that may help improve collaboration and communication among members of the community (Sánchez et al., 2014). Evidence from previous work confirms that social media platforms are beneficial to college and university students for education purposes (Forkosh-Baruch & Hershkovitz, 2012). Due to the intrinsic ease of use and usefulness of social media, academics are regularly using information and communication technologies, especially social media, for collaboration with colleagues in one way or the other (Koh & Lim, 2012; Wang, 2010).
!*!*!*!*! — this article was pitched by Mark Vargas in the fall of 2013, back then dean of LRS and discussed at a faculty meeting at LRS in the same year—- !*!*!*!
New Roles for New Times: Transforming Liaison Roles in Research Libraries
(p. 4) Building strong relationships with faculty and other campus professionals, and establishing collaborative partnerships within and across institutions, are necessary building blocks to librarians’ success. In a traditional liaison model, librarians use their subject knowledge to select books and journals and teach guest lectures.
“Liaisons cannot be experts themselves in each new capability, but knowing when to call in a colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.
six trends in the development of new roles for library liaisons
user engagement is a driving factor
what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction). In addition, an ALA-accredited master’s degree in library science is no longer strictly required.
In a networked world, local collections as ends in themselves make learning fragmentary and incomplete. (p. 5)
A multi-institutional approach is the only one that now makes sense.
Scholars already collaborate; libraries need to make it easier for them to do so.
but they also advise and collaborate on issues of copyright, scholarly communication, data management, knowledge management, and information literacy. The base level of knowledge that a liaison must possess is much broader than familiarity with a reference collection or facility with online searching; instead, they must constantly keep up with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing policies that facilitate and inform teaching, learning, and research in their assigned disciplines.
In many research libraries, programmatic efforts with information literacy have been too narrowly defined. It is not unusual for libraries to focus on freshman writing programs and a series of “one-shot” or invited guest lectures in individual courses. While many librarians have become excellent teachers, traditional one-shot, in-person instructional sessions can vary in quality depending on the training librarians have received in this arena; and they neither scale well nor do they necessarily address broader curricular goals. Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments and provide online instructional materials that are built into key courses within a curriculum and provide scaffolding to help students develop library research skills over the course of their academic careers.
And many libraries stated that they lack instructional designers and/or educational technologists on their staff, limiting the development of interactive online learning modules and tutorials. (my note: or just ignore the desire by unites such as IMS to help).
(p. 7). This move away from supervision allows the librarians to focus on their liaison responsibilities rather than on the day-to-day operations of a library and its attendant personnel needs.
effectively support teaching, (1.) learning, and research; (2.) identify opportunities for further development of tools and services; (3.) and connect students, staff, and faculty to deeper expertise when needed.
At many institutions, therefore, the conversation has focused on how to supplement and support the liaison model with other staff.
At many institutions, therefore, the conversation has focused on how to supplement and support the liaison model with other staff.
the hybrid exists within the liaison structure, where liaisons also devote a portion of their time (e.g., 20% or more) to an additional area of expertise, for example digital humanities and scholarly communication, and may work with liaisons across all disciplinary areas. (my note: and at the SCSU library, the librarians firmly opposed the request for a second master’s degree)
functional specialists who do not have liaison assignments to specific academic departments but instead serve as “superliaisons” to other librarians and to the entire campus. Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies, user experience, instructional design, and bioinformatics. (everything in italics is currently done by IMS faculty).
divided into five areas of functional specialization: information resources and collections management; information literacy, instruction, and curriculum development; discovery and access; archival and special collections; scholarly communication and the research enterprise.
E-Scholarship Collaborative, a Research Support Services Collaborative (p. 8).
p. 9. managing alerts and feeds, personal archiving, and using social networking for teaching and professional development
p. 10. new initiatives in humanistic research and teaching are changing the nature and frequency of partnerships between faculty and the Libraries. In particular, cross-disciplinary Humanities Laboratories (http://fhi.duke.edu/labs), supported by the John Hope Franklin Humanities Institute and the Andrew W. Mellon Foundation-funded Humanities Writ Large project, have allowed liaisons to partner with faculty to develop and curate new forms of scholarship.
consultations on a range of topics, such as how to use social media to effectively communicate academic research and how to mark up historical texts using the Text Encoding Initiative (TEI) guidelines
p. 11. Media literacy, and facilitating the integration of media into courses, is an area in which research libraries can play a lead role at their institutions. (my note: yet still suppressed or outright denied to IMS to conducts such efforts)
Purdue Academic Course Transformation, or IMPACT (http://www.lib.purdue.edu/infolit/impact). The program’s purpose is to make foundational courses at Purdue more student-centered and participatory. Librarians are key members of interdepartmental teams that “work with Purdue instructors to redesign courses by applying evidence-based educational practices” and offer “learning solutions” that help students engage with and critically evaluate information. (my note: as offered by Keith and myself to Miguel, the vice provost for undergrads, who left; then offered to First Year Experience faculty, but ignored by Christine Metzo; then offered again to Glenn Davis, who bounced it back to Christine Metzo).
p. 15. The NCSU Libraries Fellows Program offers new librarians a two-year appointment during which they develop expertise in a functional area and contribute to an innovative initiative of strategic importance. NCSU Libraries typically have four to six fellows at a time, bringing in people with needed skills and working to find ongoing positions when they have a particularly good match. Purdue Libraries have experimented with offering two-year visiting assistant professor positions. And the University of Minnesota has hired a second CLIR fellow for a two-year digital humanities project; the first CLIR fellow now holds an ongoing position as a curator in Archives and Special Collections. The CLIR Fellowship is a postdoctoral program that hires recent PhD graduates (non-librarians), allowing them to explore alternative careers and allowing the libraries to benefit from their discipline-specific expertise.
Beyond The Buzz Phrase: Social Learning And LMS Gamification In Real Life
When: Thursday 26 July 2018, 11:00 PM – 12:00 PM
Adobe’s Senior Learning Evangelist, Katrina Marie Baker in our webinar, and find out how you can easily transform your learning by taking a deep dive into the 2 smartest learning breakthroughs of the decade: Social Learning & Gamification 🚀
During this session, you will:
• Learn how to blend social learning into existing courses using an LMS
• Discover how gamification can be aligned with your business objectives
• Come upon the latest learning tech tips to help you drive engagement
• See examples of how gamification and social learning can be both employed in Captivate Prime LMS
Are social learning and gamification the new fashion that will dominate the future of eLearning? Let’s find out together!
Researchers have studied managerial derailment — or the dark side of leadership — for many years. The key derailment characteristics of bad managers are well documented and fall into three broad behavioral categories: (1) “moving away behaviors,” which create distance from others through hyper-emotionality, diminished communication, and skepticism that erodes trust; (2) “moving against behaviors,” which overpower and manipulate people while aggrandizing the self; and (3) “moving toward behaviors,” which include being ingratiating, overly conforming, and reluctant to take chances or stand up for one’s team. The popular media is full of examples of bad leaders in government, academia, and business with these characteristics.
Absentee leadership rarely comes up in today’s leadership or business literature, but research shows that it is the most common form of incompetent leadership.
Absentee leaders are people in leadership roles who are psychologically absent from them. They were promoted into management, and enjoy the privileges and rewards of a leadership role, but avoid meaningful involvement with their teams. Absentee leadership resembles the concept of rent-seeking in economics — taking value out of an organization without putting value in. As such, they represent a special case of laissez-faire leadership, but one that is distinguished by its destructiveness.
Having a boss who lets you do as you please may sound ideal, especially if you are being bullied and micromanaged by your current boss. However, a 2015 survey of 1,000 working adults showed that eight of the top nine complaints about leaders concerned behaviors that were absent; employees were most concerned about what their bosses didn’t do.
Research shows that being ignored by one’s boss is more alienating than being treated poorly. The impact of absentee leadership on job satisfaction outlasts the impact of both constructive and overtly destructive forms of leadership. Constructive leadership immediately improves job satisfaction, but the effects dwindle quickly. Destructive leadership immediately degrades job satisfaction, but the effects dissipate after about six months. In contrast, the impact of absentee leadership takes longer to appear, but it degrades subordinates’ job satisfaction for at least two years. It also is related to a number of other negative outcomes for employees, like role ambiguity, health complaints, and increased bullying from team members. Absentee leadership creates employee stress, which can lead to poor employee health outcomes and talent drain, which then impact an organization’s bottom line.
Because absentee leaders don’t actively make trouble, their negative impact on organizations can be difficult to detect, and when it is detected, it often is considered a low-priority problem. Thus, absentee leaders are often silent organization killers. Left unchecked, absentee leaders clog an organization’s succession arteries, blocking potentially more effective people from moving into important roles while adding little to productivity. Absentee leaders rarely engage in unforgivable bouts of bad behavior, and are rarely the subject of ethics investigations resulting from employee hotline calls. As a result, their negative effect on organizations accumulates over time, largely unchecked.
Constructive leadership creates high engagement and productivity, while destructive leadership kills engagement and productivity.
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more on what makes “great leader” in this IMS blog
https://www-wired-com.cdn.ampproject.org/c/s/www.wired.com/story/187-things-the-blockchain-is-supposed-to-fix/amp
Blockchains, which use advanced cryptography to store information across networks of computers, could eliminate the need for trusted third parties, like banks, in transactions, legal agreements, and other contracts. The most ardent blockchain-heads believe it has the power to reshape the global financial system, and possibly even the internet as we know it.
Now, as the technology expands from a fringe hacker toy to legitimate business applications, opportunists have flooded the field. Some of the seekers are mercenaries pitching shady or fraudulent tokens, others are businesses looking to cash in on a hot trend, and still others are true believers in the revolutionary and disruptive powers of distributed networks.
Mentions of blockchains and digital currencies on corporate earnings calls doubled in 2017 over the year prior, according to Fortune. Last week at Consensus, the country’s largest blockchain conference, 100 sponsors, including top corporate consulting firms and law firms, hawked their wares.
Here is a noncomprehensive list of the ways blockchain promoters say they will change the world. They run the spectrum from industry-specific (a blockchain project designed to increase blockchain adoption) to global ambitions (fixing the global supply chain’s apparent $9 trillion cash flow issue).
Things Blockchain Technology Will Fix
Bots with nefarious intent
Skynet
People not taking their medicine
Device storage that could be used for bitcoin mining