Social impacts of road traffic: perceptions and priorities of local residents

The assessment of the social impacts of road traffic is usually based on objective indicators or on expert judgement, without input from the affected communities. This paper considers the perceptions and priorities of local residents about traffic impacts and possible mitigation measures, using as a case study a rural area that will be affected by traffic associated with the construction of a nuclear power station. The study consisted of a qualitative phase followed by a stated preference survey. Econometric models were used to measure the relative priority of different impacts and mitigation measures. The most impactful aspects were noise, vibration and increased car or bus travel times. The most preferred measures were night-time restrictions to HGVs, parking restrictions and safety measures for pedestrians and cyclists. There were significant differences in preferences according to residence location, gender, employment status and household composition. The results provide information about aspects that tend to be aggregated in existing assessment frameworks, separating the reduction in the utility of some activities (like walking and driving) and the suppression of those activities.     

Knowledge context,learning and innovation: an integrating framework

Abstract

In this conceptual paper, we develop a framework which identifies those elements of firms’ knowledge context which are important for innovation, and the mechanisms through which that knowledge impacts on firms’ innovation performance. We make four main contributions to the existing literature. First, our characterisation of knowledge context provides the basis for a more specific identification of which elements of firms’ knowledge environment are important for innovation, discriminating between spatial, sectoral and network influences. Second, we reflect the role of innovation ambition in shaping firms’ knowledge search strategies. Third, we differentiate between firms’ interactive and non-interactive knowledge search activities and recognise that these may be complemented by unanticipated and serendipitous knowledge spillovers. Finally, we employ the notion of encoding capacity to reflect firms’ internal ability to assimilate and apply external knowledge, and clarify its distinctiveness from the more general concept of absorptive capacity. Our framework provides an integrating mechanism for existing empirical studies, and suggests a number of new research directions related to the determinants of innovation performance and the heterogeneity of innovation outcomes.     

The use of social media in impact assessment: experiences among national infrastructure developers in Denmark

Social media plays an increasingly prominent role in the interaction between impact assessments and society. Impact assessment is thus becoming part of social networks that are claimed to be able to improve interaction between actors in impact assessment processes. By investigating the use of social media in impact assessment and planning processes of national linear infrastructure development, we explore how social media impinge on participatory practices and how the potential of social media is realized in the current use related to public participation processes. The study focuses on experiences among national developers working in road, rail, electricity, gas, and metro infrastructures in Denmark. The article shows that the current use of social media in public participatory practices is limited to branding and on-way communication and that the increasing use of social media in linear infrastructure planning gives rise to a variety of concerns among developers that are related to especially organizational cultures, perception of the target groups, and prioritization of resources.     

Theories of Social Media: Philosophical Foundations

Although many different views of social media coexist in the field of information systems (IS), such theories are usually not introduced in a consistent framework based on philosophical foundations. This paper introduces the dimensions of lifeworld and consideration of others. The concept of lifeworld includes Descartes’ rationality and Heidegger’s historicity, and consideration of others is based on instrumentalism and Heidegger’s “being-with.” These philosophical foundations elaborate a framework where different archetypal theories applied to social media may be compared: Goffman’s presentation of self, Bourdieu’s social capital, Sartre’s existential project, and Heidegger’s “shared-world.” While Goffman has become a frequent reference in social media, the three other references are innovative in IS research. The concepts of these four theories of social media are compared with empirical findings in IS literature. While some of these concepts match the empirical findings, some other concepts have not yet been investigated in the use of social media, suggesting future research directions.     

Augmented body surveillance: Human microchip implantations and the omnipresent threat of function creep

Implanted microchips can store users' medical, financial, and other personal information, and provide users with easy and quick access to various locations and items. While adopted for their convenience outside of the healthcare sector, these invasive, semi-permanent implantable devices create augmented bodies that can be subject to ubiquitous surveillance. Situating human microchip implantations within surveillance literature, we draw from neoliberal perspectives of surveillance to examine augmented bodies, particularly as sources for market activity and as subjects of social control and sorting when these bodies are used as access control mechanisms, payment methods, and tracking means in employment, residential, commercial, and transportation sectors. History has demonstrated time and time again how unfettered technology applications and uses have led to real and/or perceived misuse by private and public sectors. Through the lens of function creep, we identify a pattern of expansion of applications and uses of technology beyond those originally intended across new technologies, such as DNA genetic genealogy databases, IoT wearables, and COVID-19 contact tracing apps, and provide illustrative examples of function creep, particularly the use of these technologies in criminal investigations and prosecutions despite not being intended or marketed for such use. By demonstrating the lack of clearly defined boundaries in the applications and uses of various new technologies and their associated data, and the ways they were misused, we demonstrate how human microchip implantations are headed on a similar path. The current and potential future uses of this technology raise concerns about the absence of regulation, law, and policy barring or limiting its application and use in specific sectors, and the impact of this technology on users’ security, data protection, and privacy. Undeniably, the present and potential future functions, applications, uses, and extensions of human microchip implantations in various sectors warrant a proactive examination of their security, privacy, and data protection consequences and the implementation of proactive policies to regulate new and currently unregulated uses of this technology and its associated data within these sectors.     

Japanese educational and learning systems in the post-industrial society: A value chain of educational and learning systems

Japan's educational system has some major problems. The most important among these concerns is the basic concept of the educational process and the goal of education. The old concept of public educational systems has become outdated in today's Japanese society, although this concept had supported social and spiritual faith, economic success and selfless devotion to one's country for more than 100 years. Now, Japanese people need a new concept of the educational process and the goal of education for the twenty-first century. The paper proposes a value chain of educational and learning systems aimed at building a network consisting of multiple fields for fostering future human resources.     

Why Teachers Must Learn: Student Innovation as a Driving Factor in the Future of the Web

User innovation is the key to the development and vitality of technology. As Huatong Sun wrote, “expanding the scope of localization practices and linking user localization efforts” to design cycles—including pedagogical design—will help bridge the gap between what teachers/designers create and what skills users/students need and want. This article theorizes the role of modern composition students and teachers as co-constructors of productive spaces for learning critical inquiry based on students’ statuses as digital natives. It focuses on a class of first-year composition students who reshaped an assignment to fit their own needs within the physical classroom and also enacted a shift to a virtual classroom. While doing so, they provided ways for each class member to individualize space within that digital environment, and they focused their project on examining the ways in which social networking forums colonize their daily lives. This article argues that by letting student innovation drive pedagogical practice—just as social media creators let user innovation drive the digital structures they produce—composition teachers can be assured of having a text for critique that blurs the lines between “private” student underlife and “public” classroom practice and legitimizes the creation of student-produced learning spaces. Using critical and cyberfeminist theories as lenses, this article draws conclusions about the future of computer usage in composition pedagogy based on students’ abilities to re-appropriate physical and digital classroom space.     

Modeling and mining of dynamic trust in complex service-oriented systems

The global scale and distribution of companies have changed the economy and dynamics of businesses. Web-based collaborations and cross-organizational processes typically require dynamic and context-based interactions between people and services. However, finding the right partner to work on joint tasks or to solve emerging problems in such scenarios is challenging due to scale and temporary nature of collaborations. Furthermore, actor competencies evolve over time, thus requiring dynamic approaches for their management. Web services and SOA are the ideal technical framework to automate interactions spanning people and services. To support such complex interaction scenarios, we discuss mixed service-oriented systems that are composed of both humans and software services, interacting to perform certain activities. As an example, consider a professional online support community consisting of interactions between human participants and software-based services. We argue that trust between members is essential for successful collaborations. Unlike a security perspective, we focus on the notion of social trust in collaborative networks. We show an interpretative rule-based approach to enable humans and services to establish trust based on interactions and experiences, considering their context and subjective perceptions.     

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment – The pilot study

Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their social interaction. Specifically, it primitively explores social competence in collaborative virtual learning environment (CVLE) systems, and behavioral performance in social and cognitive interactions. Thus, this CVLE-social interaction system involves a 3D expressive avatar, an animated social situation, and verbal as well as text-communication. A preliminary empirical study involved CVLE-social interaction systems. Three participants who had been diagnosed with ASCs were conducted using a multiple baseline research for evidence of improved social competence through usage of the system. The experimental study consisted of 17 days; and the results showed that using the CVLE-social interaction system had significant positive effects on participants’ performance, both within the CVLE-social interaction system and in terms of reciprocal social interaction learning.