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Article
Publication date: 3 May 2016

Rachael E. Elrod

Three-dimensional (3D) printing, also known as additive manufacturing, is a growing field for many professionals, including those in education. The purpose of this paper is to…

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Abstract

Purpose

Three-dimensional (3D) printing, also known as additive manufacturing, is a growing field for many professionals, including those in education. The purpose of this paper is to briefly review various ways in which 3D printing is being used to enhance classroom learning in the K-12 environment and to highlight how one academic library is supporting that endeavor.

Design/methodology/approach

According to “3D Printing Market in Education”, which reports on the anticipated development of 3D printing in the educational market for 2015-2019, 3D printing is expected to grow at a compound annual growth rate of 45 per cent (Business Wire).

Findings

In 2012, an article in The Economist declared 3D printing “the third industrial revolution”. The following year, President Obama, in his State of the Union address lauded 3D printing saying, “A once shuttered warehouse is now a state-of-the-art lab where new workers are mastering the 3D printing that has the potential to revolutionize the way we make almost everything” (Gross, 2013).

Originality/value

In China, 3D printer manufacturer Tiertime estimates that “90 per cent of its domestic market share comes from school laboratories, which need desktop 3D printers so students can learn, experience and design” (China taps 3D printing consumer market, 2015).

Details

Library Hi Tech News, vol. 33 no. 3
Type: Research Article
ISSN: 0741-9058

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Publication date: 4 November 2021

Christopher Cyr

This chapter examines the impact of information digitization on the rise of misinformation, and the broader implications that this has for democracy. It is based on the…

Abstract

This chapter examines the impact of information digitization on the rise of misinformation, and the broader implications that this has for democracy. It is based on the Researching Students Information Choices (RSIC) project, which looks at how students evaluate scientific information on the internet.1 Part of this study looked at container collapse.

In previous decades, information was contained in a physical book, newspaper, journal, magazine, or the like. These containers offered important contextual information about the origin and validity of the information. With information digitized, this context is lost. This can facilitate misinformation, as people might make incorrect judgments about information credibility because of the lack of context.

It is vital that citizens have the information literacy skills to initially evaluate information correctly. One possibility for misinformation being pervasive is that, once encoded, it becomes resistant to correction. This underscores the importance of teaching students to evaluate the credibility of information prior to the point of encoding.

To combat misinformation, librarians can teach students to evaluate containers and the indicators of credibility that they provide. Information containers can be evaluated prior to consuming information within a resource, while fact-checking only can happen after. Because of this, container evaluation can help prevent misinformation from being encoded. Our research demonstrates that this requires thoughtful engagement with the information resources and critical evaluation of the sources that produced them, and that students cannot accurately identify containers when they rely on heuristics like the URL and Google snippet.

Details

Libraries and the Global Retreat of Democracy: Confronting Polarization, Misinformation, and Suppression
Type: Book
ISBN: 978-1-83982-597-2

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Book part
Publication date: 10 May 2017

Maya Manian

As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to…

Abstract

As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to pregnancy care and medical treatment for her child, and even to give up her child for adoption, all without notice to her parents, but require parental notice or consent for abortion. This chapter argues that this oft-noted contradiction in the law on teenage reproductive decision-making is in fact not as contradictory as it first appears. A closer look at the law’s apparently conflicting approaches to teenage abortion and teenage childbirth exposes common ground that scholars have overlooked. The chapter compares the full spectrum of minors’ reproductive rights and unmasks deep similarities in the law on adolescent reproduction – in particular an undercurrent of desire to punish (female) teenage sexuality, whether pregnant girls choose abortion or childbirth. It demonstrates that in practice, the law undermines adolescents’ reproductive rights, whichever path of pregnancy resolution they choose. At the same time that the law thwarts adolescents’ access to abortion care, it also fails to protect adolescents’ rights as parents. The analysis shows that these two superficially conflicting sets of rules in fact work in tandem to enforce a traditional gender script – that self-sacrificing mothers should give birth and give up their infants to better circumstances, no matter the emotional costs to themselves. This chapter also suggests novel policy solutions to the difficulties posed by adolescent reproduction by urging reforms that look to third parties other than parents or the State to better support adolescent decision-making relating to pregnancy and parenting.

Details

Studies in Law, Politics, and Society
Type: Book
ISBN: 978-1-78714-344-9

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Article
Publication date: 8 February 2013

Rachel Davey, Colm Fearon and Heather McLaughlin

The purpose of this paper is to analyze the role of organizational grief in understanding employee reactions to redundancy, managing change and personal development in the UK…

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Abstract

Purpose

The purpose of this paper is to analyze the role of organizational grief in understanding employee reactions to redundancy, managing change and personal development in the UK public sector.

Design/methodology/approach

In today's UK public sector, learning and managing the realities of redundancy and organizational change is explored using a case study of a civil service/ public sector agency. The authors use the lens of the Kübler‐Ross grief cycle to examine employee reactions to organizational change.

Findings

There is no easy way of managing this type of change, and many employees were at different stages of coming to terms with organizational closure and eventual redundancy. Some employees were reacting to change progressively and accepting their new organizational reality, whilst others had not yet reached acceptance. Nevertheless, an important finding has been that a number of staff did appear to be moving on, readjusting and thinking about their future career aspirations and wider life options.

Originality/value

The article uses a unique narrative style to examine common employee emotions and behaviours associated with organizational change in a redundancy and closure situation. It offers unique insight for senior managers in public sector administrations, in both the UK and elsewhere.

Details

Development and Learning in Organizations: An International Journal, vol. 27 no. 2
Type: Research Article
ISSN: 1477-7282

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