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Which clippings match 'Real World' keyword pg.1 of 2
21 JANUARY 2014

The Online Disinhibition Effect: the psychology of online oversharing

"Sometimes people reveal suppressed emotions, fears, and wishes; they show unusual acts of kindness and generosity, or go out of their way to help others. We may call this 'benign disinhibition.' On the other hand, people may be rude, critical, angry, hateful, and threatening, or they visit places of perversion, crime, and violence – territory they would never explore in the 'real' world. We may call this 'toxic disinhibition.'"

(John Suler, p.184)

Suler, J. (2005). "The Online Disinhibition Effect." International Journal of Applied Psychoanalytic Studies 2(2).

Fig.1 Katie Shimel "Very Sad Right Now" [http://www.youtube.com/watch?v=p3q–dqAvIgI]

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TAGS

anonymity • asynchronicity • attenuated status • behaviour • benign disinhibition • catharsisconcealment • courage • cyberspacedetachmentdisclosure • disinhibition • disinhibition effect • dissociative anonymity • dissociative imagination • I share therefore I amidentity performance • intrapsychic world • introjected character • introjection • invisibility • John Suler • minimisation of authority • narcissismnormalising over-sharing • offline identity • online behaviour • online disinhibition • online disinhibition effect • online environment • outpouringsoversharingpersonal identitypersonal performancepsychepsychoanalysis • psychological presence • psychologyreal world • self-boundaries • self-disclosing • self-disclosure • solipsistic introjection • superego • suppressed emotions • text communication • toxic disinhibition • transference expectations • true self • typed-text conversation • unusual acts • wishes and needs

CONTRIBUTOR

Simon Perkins
21 JULY 2013

Validity Concepts in Research: an Integrative Approach

"Research involves drawing upon elements and relations from three basic domains: (a) a conceptual domain, which includes concepts and relations considered in abstract form, (b) a methodological domain, which includes instruments and techniques for obtaining observations and for relating sets of observations; and (c) a substantive domain, which includes events, processes, and phenomenon in the 'real' world.

Any research project must contain elements and relations from each of these domains. Thus, it is not possible to conduct research, without some method, some concept (or set of concepts), and some event or process. Elements and relations from each of these domains are not all combined simultaneously. Research generally proceeds by combining two of the domains, to form some structure, and subsequently incorporating (i.e., integrating) the third domain with the developed structure. With three domains, there are at least three patterns for combining the domains. Those three ways represent three distinct research paths; and they pose different advantages and limitations for the investigator."

(David Brinberg, 1982)

David Brinberg (1982) ,"Validity Concepts in Research: an Integrative Approach", in NA – Advances in Consumer Research Volume 09, eds. Andrew Mitchell, Ann Abor, MI : Association for Consumer Research, Pages: 40–44.

TAGS

1982 • abstract form • academic research • advantages and limitations • analytic technique • Association for Consumer Research • concepts and ideas • concepts and relations • conceptual domain • David Brinberg • events • forms of validity • instruments and techniques • integrative scholarshipintegrative techniqueinterrelationships • investigator • knowledge domain • measuring device • methodological domain • obtaining observations • phenomenon • processes • real world • relating observations • relationsresearch designresearch method • research paths • research processresearch projectresearch strategiesresearcher • substantive domain • theory buildingUniversity of Marylandvalid knowledgevalid scholarshipvalidity

CONTRIBUTOR

Simon Perkins
10 JULY 2012

KAOSPilot: enterprising leader creating value for you and others

"The KaosPilots was founded in 1991 in Århus, Denmark. It grew out of a youth organization called the Front Runners, a truly novel initiative, who worked with cultural and social projects.

The KaosPilots is a self–governing institution comprised of two parts: the school and a consultancy. The purpose of the KaosPilots is 'positive social change through personal growth'.

The consultancy offers the same capabilities that are offered to the students to companies, NGO's and public organizations, but adapted to suit their specific need. For examples of clients please click here.

The program is a three–year long education where the focus lies upon learning by doing through client assignments, from entrepreneurs, consultants, leaders and thought leaders.

The program consists of the disciplines Creative Enterprising Design, Creative Project Design, Creative Process Design and Creative Leadership Design and the education is designed around and operates according to the values Streetwise, Risk–taking, Balance, Compassion, Real World and Playful.

Based on the written application approximately 70 individuals are invited to attend a unique three–day workshop in the spring every year. Through a variety of assignments the applicant provides information to the staff and students who in the end will select a diverse team of about 35 aspiring KaosPilots to begin the program in the fall.

According to a comprehensive survey conducted in 2005 approximately 30% of the graduated KaosPilots work as an entrepreneur.

A KaosPilot is an enterprising leader who creates value for themselves and others."

(Christer Windeløv–Lidzélius)

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1991action learning • alternative action • Arhus • autonomousbusiness leaderschange • Chaos Pilots • classical education system • compassionconsultancyconsultant • create value • creative enterprise • creative enterprising design • creative leadership • creative leadership design • creative process • creative process design • creative project design • creative projectscreative thinkingcreativity in the classroom • cultural projects • Denmarkdesign thinkingdivergent thinkingeducation • educational programme • enterprising leader • entrepreneurship • Front Runners (organisation) • information and communication • innovative educational programme • KAOSPilot • Kaospilot Aarhus • knowledge constructionleadershiplearning by doing • live clients • management education • network of professionals • new jobs • new pressures • novel initiative • personal development • personal growth • playfulness • private educational programme • project management • rapidly changing society • real worldrisk-takingschools • self-designed projects • self-governing institution • social changesocial construction of knowledge • social inventiveness • social projects • streetwise • thought leaders • ways of thinkingyoung peopleyouth organisation

CONTRIBUTOR

Simon Perkins
15 MAY 2011

The Horizon Digital Economy Research research centre

"Horizon will undertake a series of complementary experience projects to envision, create, deploy and study radical new services. Each experience project will involve a multidisciplinary team of technologists, human–scientists, domain experts and innovation facilitators working with users to explore technology, human and business issues in the real world.

The experience projects will include: Creative Visiting; The Connected Journey; Exposing the Footprint

The experience projects will bring into focus the fundamental principles of the underlying technologies, methods and theoretical understandings required to elaborate future services and develop sustainable systems for a digital economy.

Horizon will undertake research in the cross–cutting challenges underlying the digital economy–these will include: The Innovation Challenge; The Human Challenge; The Infrastructural Challenge."

(Horizon Research Institute)

Fig.1 Ben Bedwell VIPR2009 [http://www.flickr.com/photos/vipr2009/4405438963/sizes/l/in/photostream/]

[The Horizon Digital Economy Research is based at the University of Nottingham, UK]

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applied research • business issues • connected journey • creative visiting • devicedigital economydiscoverydomain expertseconomic changeengineeringenvisioningexperience project • exposing the footprint • fundamental principles • future services • Horizon Digital Economy Research • human challenges • human issues • human-scientists • infrastructural challenge • innovation • innovation challenge • innovation facilitators • interdisciplinarymultidisciplinarypervasive computing • radical new services • real worldresearch centresolution • sustainable systems • technologiestechnologists • technology issues • ubiquitous computingUKUniversity of Nottingham

CONTRIBUTOR

Simon Perkins
14 NOVEMBER 2010

The new definition of scholarship: how will it change the professoriate?

"Several scholars have begun to see change in the definition of scholarship as demanding a change in our understanding of epistemology. Eugene Rice constructs a matrix of knowledge based on dichotomies of active practice vs. reflective observation, and concrete, connected knowing vs. abstract, analytic knowing. He points out that the push for a more concrete, connected way of knowing requires a multidimensional pedagogy. He quotes Cornell West as saying, 'To put it crudely, ideas, words, and language are not mirrors which copy the 'real' or 'objective' world but rather tools with which we cope with 'our' world' (Rice, 1996, p. 16). The stuff of scholarship is all intertwined within itself and connected to real life, not separate from it. The faculty who would engage this pedagogy must have grounding in a rich model of scholarship in order to become what Rice calls a complete scholar:

The complete scholar would have a sense of the way in which different forms of scholarly work interrelate and enrich one another, and would be capable of moving with ease from one scholarly task to another. The tensions between connected knowing and analytical capabilities, on the one hand, and reflection and active practice, on the other, would be nurtured and built upon rather than resisted and minimized (p. 22)."

(Arthur L. Dirks, 4 December 1998)

Rice, R. E. (1996. ). Making a place for the new American scholar (Working paper No. 1). Washington, D.C.: American Association for Higher Education. In Forum on Faculty Roles and Rewards).

Dirks, Arthur L. (1998). The new definition of scholarship: How will it change the professoriate? Published on–line by author (http://webhost.bridgew.edu/adirks/ald/papers/skolar.htm). Bridgewater, Mass. Boston.

Fig.1 A Community Concern, 'Bronx Youth Forum to End School Overcrowding'.

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1998 • abstract knowing • active practice • analytic knowing • analytical capabilities • complete scholar • concrete knowing • connected knowing • connected way of knowing • Cornell West • dichotomyepistemologyErnest Boyer • Eugene Rice • faculty members • intertwined • matrix of knowledge • multidimensional pedagogy • objective worldour worldpedagogyreal lifereal worldreflection • reflective observation • scholarly work • scholarship • scholarship model • the definition of scholarship • tools

CONTRIBUTOR

Simon Perkins
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