This study uses an experimental approach to examine whether disaster information sourced to the Federal Emergency Management Agency (FEMA) influences intentions to adopt hazard adjustments. Survey questions are also used to determine whether individuals rely more on FEMA or local governments when preparing for disasters. Using an online sample of 2008 US employees, the results indicate that information sourced to FEMA is no more influential than information sourced to local governments and that individuals rely less on FEMA than on local agencies during disaster preparedness. These results have significant implications for practice and future research on natural hazard preparedness.
In this paper we take an in-depth look at the curation of a large longitudinal survey and activities and procedures involved in moving the data from its generation to the state that is needed to conduct scientific analysis. Using a case study approach, we describe how large surveys generate a range of data assets that require many decisions well before the data is considered for analysis and publication. We use the notion of active curation to describe activities and decisions about the data objects that are “live,” i.e., when they are still being collected and processed for the later stages of the data lifecycle. Our efforts illustrate a gap in the existing discussions on curation. On one hand, there is an acknowledged need for active or upstream curation as an engagement of curators close to the point of data creation. On the other hand, the recommendations on how to do that are scattered across multiple domain-oriented data efforts.
In describing the complexities of active curation of survey data and providing general recommendations we aim to draw attention to the practices of active curation, stimulate the development of interoperable tools, standards, and techniques needed at the initial stages of research projects, and encourage collaborations between libraries and other academic units.
This paper examines the results of student reflections of their interactions in Second Life (SL) which were prompted by required class related activities. The research methodology used was qualitative meta-analysis based on a grounded theory approach. A theoretical framework based in a constructivist epistemology was used to examine cultural and pedagogical implications of introducing students to a virtual environment as part of a classroom experience. Data was gathered from two different populations, one consisting of undergraduate students utilizing SL as a pedagogical tool for learning visual literacy elements in an introductory photo class, the other consisting of graduate students in a Learning Technology course exploring SL to understand its potential for teaching and training. Examination of student reflections revealed remarkably similar results between groups with respect to their immersion into the SL environment and related culture. Analysis of the student reflections provide insight into pedagogical preparations that should be considered before introducing students into a Multiple User Virtual Environment (MUVE).
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