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Niva Elkin-Koren 《Ethics and Information Technology》2001,2(4):201-209
Copyright law in recent years has undergone a process of privatization. While weakening the enforceability of conventional legislation (copyright rules), cyberspace facilitates alternative types of regulation such as contracts and technical self-help measures. Regulation by the code is significantly different from traditional types of public ordering (copyright law) and private ordering (contracts). Norms that technically regulate the use of information are not merely self-made they are also self-enforced. Furthermore, the law was recruited to uphold the superiority of such technical self-help measures. The recently adopted U.S. Digital Millenium Copyright Act (DMCA) 1998 prohibits the development and use of technologies designed to circumvent copyright management systems. The underlying assumption of this legislation is that in Cyberspace, the target of regulation should become the technologies that affect users' behavior rather than the behaviors themselves. This paper critically examines this regulatory approach and highlights its shortcomings. 相似文献
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A growing body of research has linked emotional intelligence (EI) to different life aspects, including personal well-being, quality of social relationships and professional effectiveness. In the field of education, EI has been linked to different aspects of school life, such as learning, academic achievements and pro-social behaviours among students and more recently, to effective teaching. The paper reports the qualitative findings of a comprehensive research project which followed a two-year emotional intelligence development programme, as part of teacher-targeted professional development training in one school in Israel. Data is based on 26 in-depth interviews with school teachers. The focus of the study was to explore what impacts an EI training programme might have upon the participants. The findings indicate that EI can be developed in teachers and that the EI training programmes may be effective in bringing about positive EI shifts and related behaviours which may positively impact upon teachers' practice, their sense of meaningfulness and their relations with students. 相似文献
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Victor Makarenkov Ido Guy Niva Hazon Tamar Meisels Bracha Shapira Lior Rokach 《Information processing & management》2019,56(5):1880-1893
In the process of online storytelling, individual users create and consume highly diverse content that contains a great deal of implicit beliefs and not plainly expressed narrative. It is hard to manually detect these implicit beliefs, intentions and moral foundations of the writers.We study and investigate two different tasks, each of which reflect the difficulty of detecting an implicit user’s knowledge, intent or belief that may be based on writer’s moral foundation: (1) political perspective detection in news articles (2) identification of informational vs. conversational questions in community question answering (CQA) archives. In both tasks we first describe new interesting annotated datasets and make the datasets publicly available. Second, we compare various classification algorithms, and show the differences in their performance on both tasks. Third, in political perspective detection task we utilize a narrative representation language of local press to identify perspective differences between presumably neutral American and British press. 相似文献
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This study examined teachers' perceptions of transactional distance in different teaching environments. The independent variable was the teaching environment, which was divided into three: entirely distance environment (Distance-E), blended distance environment (Distance-B), and the traditional environment (Traditional). The dependent variable was teachers' perceptions of the transactional distance, which pertains to their feelings as a result of the teaching process and indicates their evaluation of their ability to communicate with the students and explain the content and to determine their satisfaction from teaching in the different environments. One hundred sixty educators who teach in distance environments (Distance-E, n?=?66; Distance-B, n?=?94) and 160 who teach in a traditional environment completed a study questionnaire (Teachers' Transactional Distance Scale). The teachers' perceptions of the transactional distance were found to be sensitive to the seniority of the teachers, the number of students per class, and Distance-E. These findings show that the teacher's role should be redefined and that teachers should be trained for this new role in order to reduce the perceived transactional distance. Teaching a large number of students in a course transmitted entirely at a distance must also be reconsidered, despite clear economic advantages of large classes. 相似文献
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Niva Wengrowicz Yehudit Judy Dori Dov Dori 《Assessment & Evaluation in Higher Education》2017,42(4):607-624
Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requiring conceptual modelling of complex systems. Next, individual students assessed their peer team projects. Finally, the course staff assessed students individually, based on the content knowledge that was reflected in students’ comments to their peers, by using the new meta-assessment tool. The research findings validated the meta-assessment tool which can serve for assessing various PBL courses. Our contribution is twofold: a new approach for assessing project-based undergraduate engineering courses, and classification of meta-assessment methods into three types, where a student-oriented meta-assessment as one of the three meta-assessment methods is our newly introduced and validated method. 相似文献
6.
Niva Elkin-Koren 《Ethics and Information Technology》2000,2(4):201-209
Copyright law in recent years has undergone a process of privatization. While weakening the enforceability of conventional
legislation (copyright rules), cyberspace facilitates alternative types of regulation such as contracts and technical self-help
measures. Regulation by the code is significantly different from traditional types of public ordering (copyright law) and
private ordering (contracts). Norms that technically regulate the use of information are not merely self-made they are also
self-enforced. Furthermore, the law was recruited to uphold the superiority of such technical self-help measures. The recently
adopted U.S. Digital Millenium Copyright Act (DMCA) 1998 prohibits the development and use of technologies designed to circumvent
copyright management systems. The underlying assumption of this legislation is that in Cyberspace, the target of regulation
should become the technologies that affect users' behavior rather than the behaviors themselves. This paper critically examines
this regulatory approach and highlights its shortcomings. 相似文献
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