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A discussion of the impact of the internet on the provision of education. Starts by looking at how, in the music industry, control of property rights has been taken over by what the internet can offer and then moves on to look at how similar effects can be seen in education. In particular it looks at the effects on the outsourcing of services within education and at distance learning.

This ethnographic study of school food service employees at an elementary, middle, and high school in the Midwest introduces “feeding labor,” a concept to signify a form of gendered labor that entails emotional and bodily feeding activities.

This chapter is based on 18 months of participant-observation and 25 in-depth interviews.

I illustrate three characteristics of feeding labor: (1) the physical labor of attending to the feeding needs of customers, (2) the emotional labor of managing feelings to create and respond to customers, and (3) variations in the gendered performance of feeding labor as explained through the intersection of race, class, and age. These dimensions vary across different field sites and emerge as three distinct patterns of feeding labor: (1) motherly feeding labor involves physical and emotional attentiveness and nurturing with mostly middle- and upper-class young white customers, (2) tough-love feeding labor involves a mix of tough, but caring respect and discipline when serving mostly working- and lower-middle class racially mixed young teens, and (3) efficient feeding labor involves fast, courteous service when serving mostly working- and middle-class predominantly white teenagers.

These findings show that a caring and nurturing style of emotional and physical labor is central in schools with white, middle-class, young students, but that other forms of gendered feeding labor are performed in schools composed of students with different race, class, and age cohorts that emphasize displaying tough-love and efficiency while serving students food. Examining this form of labor allows us to see how social inequalities are maintained and sustained in the school cafeteria.

Course redesign follows a four-stage process organized around key sets of considerations related to design, interaction, media, and evaluation. In this chapter, we introduce the DIME model of course redesign, a systematic approach to creating and implementing online experiences. We argue that new mental models are needed to move away from simply digitizing the in-class experience for online delivery. Online teaching and learning is unique and requires new approaches. The model puts technology in a supporting role, privileging pedagogy, and human interaction. The principal role of the instructor is explored.

The purpose of this paper is to explore the experiences of vulnerable people during flood events, impacts of changes in mobility on well-being and the extent to which frontline services, emergency planning officers and other service providers allocate resources for vulnerable members of the community to meet the challenges posed by floods.

In-depth qualitative interviews carried out with 15 vulnerable residents, seven community representatives and eight service providers.

Vulnerable people’s well-being was negatively affected by the disruption to travel caused by floods, though support from the community to some extent redressed these negative feelings. Whilst there seems to be a strong response from both the community and the local authorities to the mobility needs of vulnerable people during floods, what seems to be missing is an equal response from the private sector in terms of provision of transport services to access goods such as food and money.

More needs to be done to make sure that communication and support networks are formalised to address the potential unevenness of informal networks. Private companies need to engage more with customers. Improved information and more resilient services such as 4×4 vehicles and doorstep provision of goods and money would directly support vulnerable people who are highly dependent on their services.

This study is the first in the UK to explore and compare the private experiences of vulnerable people with the views of stakeholders who could support them during floods.

Building defects are notoriously difficult to identify, even by the most experienced surveyor. Traditional training methods of identifying defects in buildings involved the physical visiting of a property. This has become more difficult as insurance and organisational issues have made this practice unsafe and costly. Methods of training surveyors can be brought up to date with the introduction of desktop technology to provide learners with a rich set of learning resources in a much easier format. Defects generated from real life cases using digital cameras are stored in a format that can be transformed into QuickTime VR movies and then used to train inexperienced surveyors. This paper describes a prototype application using case‐based‐reasoning virtual reality and multimedia authoring technologies. The architecture of the system is described and some details of the methodology used are discussed. An iterative approach is used to develop the system and validate it.

This article is about the implications of the different uses of the concept of care in the research and debate on home care. It can be read as a comment on the British debate, seen with Norwegian eyes, and from a starting point where care is a positively loaded concept. The article begins with a definition of care, in order to try to identify some core elements, and then proceeds to examine two main lines of attack on care in the British debate. A distinction between care as an ideal and as practice is introduced, and the article tries to demonstrate how the outcome of caring can be seen as a result both of political attitudes and of different forms of organisation. The article concludes by discussing why we need to save ‘care’ as a positive concept in the evaluation of formal systems providing care as a social service.

The boom in online products and services is radically changing many aspects of both the economy and everyday life, and will increasingly affect individuals’ learning needs. This article examines how education systems see their role in the “new economy”, and the means by which they can prepare students for the new tasks, challenges and opportunities they will encounter, while still having to cope with the constraints and contradictions affecting how they operate today.

MANAGING URBAN DISASTERS

Palladio's Children

A SAFE AND SUSTAINABLE WORLD

FRAME & GENERIC SPACE