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Article
Publication date: 16 November 2015

Ahmed Abdeen Hamed, Alexa A. Ayer, Eric M. Clark, Erin A. Irons, Grant T. Taylor and Asim Zia

The purpose of this paper is to test the hypothesis of whether more complex and emergent hashtags can be sufficient pointers to climate change events. Human-induced climate change…

776

Abstract

Purpose

The purpose of this paper is to test the hypothesis of whether more complex and emergent hashtags can be sufficient pointers to climate change events. Human-induced climate change is one of this century’s greatest unbalancing forces to have affected our planet. Capturing the public awareness of climate change on Twitter has proven to be significant. In a previous research, it was demonstrated by the authors that public awareness is prominently expressed in the form of hashtags that uses more than one bigram (i.e. a climate change term). The research finding showed that this awareness is expressed by more complex terms (e.g. “climate change”). It was learned that the awareness was dominantly expressed using the hashtag: #ClimateChange.

Design/methodology/approach

The methods demonstrated here use objective computational approaches [i.e. Google’s ranking algorithm and Information Retrieval measures (e.g. TFIDF)] to detect and rank the emerging events.

Findings

The results shows a clear significant evidence for the events signaled using emergent hashtags and how globally influential they are. The research detected the Earth Day, 2015, which was signaled using the hashtag #EarthDay. Clearly, this is a day that is globally observed by the worldwide population.

Originality/value

It was proven that these computational methods eliminate the subjectivity errors associated with humans and provide inexpensive solution for event detection on Twitter. Indeed, the approach used here can also be applicable to other types of event detections, beyond climate change, and surely applicable to other social media platforms that support the use of hashtags (e.g. Facebook). The paper explains, in great detail, the methods and all the numerous events detected.

Details

International Journal of Web Information Systems, vol. 11 no. 4
Type: Research Article
ISSN: 1744-0084

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Article
Publication date: 1 June 2002

Barrie O. Pettman and Richard Dobbins

This issue is a selected bibliography covering the subject of leadership.

29793

Abstract

This issue is a selected bibliography covering the subject of leadership.

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Equal Opportunities International, vol. 21 no. 4/5/6
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 1 January 1954

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

120

Abstract

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

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Aslib Proceedings, vol. 6 no. 1
Type: Research Article
ISSN: 0001-253X

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Article
Publication date: 1 January 1980

Hannelore B. Rader

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from…

169

Abstract

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1979. A few items from 1978 were included because information about them had not been available in time for the 1978 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item. The bibliography includes publications on user instruction in all types of libraries and for all types of users from children to adults. To facilitate the use of the list, it has been divided into categories by type of library. Even though the library literature includes many citations to items on user instruction in foreign countries, this bibliography includes only publications in the English language.

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Reference Services Review, vol. 8 no. 1
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 March 1992

Bonnie Gratch

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including…

180

Abstract

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.

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Reference Services Review, vol. 20 no. 3
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 March 1992

Nancy M. Stanley

A project was undertaken to determine the appropriateness of providing subject‐based courseware in an academic library's software center or microcomputer lab. The courseware was…

72

Abstract

A project was undertaken to determine the appropriateness of providing subject‐based courseware in an academic library's software center or microcomputer lab. The courseware was intended to provide remedial instructional support to re‐entry students in selected subjects. For this project, college algebra became the chosen subject because there appeared to be widespread local agreement that a number of adult students needed remedial instruction in college algebra. The question of the appropriateness of CAI in the library remains open. This service seems to be a viable one for academic libraries to offer. Success would be dependent on wide ranging cooperation involving the library, teaching faculty, computing staff, and instructional technologists.

Details

Library Hi Tech, vol. 10 no. 3
Type: Research Article
ISSN: 0737-8831

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Book part
Publication date: 23 June 2022

Kelly Kolodny and Mary-Lou Breitborde

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Teacher Preparation in the United States
Type: Book
ISBN: 978-1-80071-688-9

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Article
Publication date: 1 February 1981

Hannelore B. Rader

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from…

41

Abstract

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1980. Several items from 1979 were included because information about them had not been available in time for the 1980 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item.

Details

Reference Services Review, vol. 9 no. 2
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 30 August 2021

Emma Mecham, Eric J. Newell, Shannon Rhodes, Laura J. Reina and Darren Parry

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah…

252

Abstract

Purpose

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

Design/methodology/approach

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

Findings

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

Research limitations/implications

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

Practical implications

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

Social implications

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Originality/value

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

Details

Social Studies Research and Practice, vol. 16 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Available. Content available
Book part
Publication date: 19 December 2016

Radha R. Sharma and Sir Cary Cooper

Free Access. Free Access

Abstract

Details

Executive Burnout
Type: Book
ISBN: 978-1-78635-285-9

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