Journal articles on the topic 'Bitstream access'

In order to enables the video to be displayed on a multitude of different terminals, Multi-view video coding (MVC) demands high compression rates as well as view scalability. A new the inter-view prediction structure with flexibility, MVC compatibility and view scalability is proposed. The proposed scheme first correct views. It then uses the position of the cameras and the relation of inter-views to divide all views into base view and enhancement views. Finally, the views quire by the viewers use scalable Multi-view Video Coding (SMVC). The main bitstream is the same as a H.264/AVC mono-sequence bitstream for H.264/AVC compatibility. The auxiliary bitstream come from enhancement views coding. We proposed SMVC scheme is tested with two Multi-view sequences to determine its flexibly view scalability, high coding efficiency and random access performance.

IPTV video services are increasingly being considered for delivery to mobile devices over broadband wireless access networks. The IPTV streams or channels are multiplexed together for transport across an IP core network prior to distribution across the access network. According to the type of access network, prior bandwidth constraints exist that restrict the multiplex data-rate. This paper presents a bandwidth allocation scheme based on content complexity to equalize the overall video quality of the IPTV sub-streams, in effect a form of statistical multiplexing. Bandwidth adaptation is achieved through a bank of bit-rate transcoders. Complexity metrics serve to estimate the appropriate bandwidth share for each stream, prior to distribution over a wireless or ADSL access network. These metrics are derived after entropy decoding of the input compressed bit-streams, without the delay resulting from a full decode. Fuzzy-logic control serves to adjust the balance between spatial and temporal coding complexity. The paper examines constant and varying bandwidth scenarios. Experimental results show a significant overall gain in video quality in comparison to a fixed bandwidth allocation.

Most of the high definition video content are still produced in a single-layer MPEG-2 format. Multiple-layers Scalable Video Coding (SVC) offers a minor penalty in rate-distortion efficiency when compared to single-layer coding MPEG-2. A scaled version of the original SVC bitstream can easily be extracted by dropping layers from the bitstream. This paper proposes a parallel transcoder from MPEG-2 to SVC video with Graphics Processing Unit (GPU), named PTSVC. The objective of the transcoder is to migrate MPEG-2 format video to SVC format video such that clients with different network bandwidth and terminal devices can seamlessly access video content. Meanwhile, the transcoded SVC videos are encrypted such that only authorized users can access corresponding SVC layers. Using various scalabilities SVC test sequences, experimental results on TM5 and JSVM indicate that PTSVC is a higher efficient transcoding system compared with previous systems and only causes little quality loss.

The Internal Configuration Access Port (ICAP) is the core component of any dynamic partial reconfigurable system implemented in Xilinx SRAM-based Field Programmable Gate Arrays (FPGAs). We developed a new high speed ICAP controller, named AC_ICAP, completely implemented in hardware. In addition to similar solutions to accelerate the management of partial bitstreams and frames, AC_ICAP also supports run-time reconfiguration of LUTs without requiring precomputed partial bitstreams. This last characteristic was possible by performing reverse engineering on the bitstream. Besides, we adapted this hardware-based solution to provide IP cores accessible from the MicroBlaze processor. To this end, the controller was extended and three versions were implemented to evaluate its performance when connected to Peripheral Local Bus (PLB), Fast Simplex Link (FSL), and AXI interfaces of the processor. In consequence, the controller can exploit the flexibility that the processor offers but taking advantage of the hardware speed-up. It was implemented in both Virtex-5 and Kintex7 FPGAs. Results of reconfiguration time showed that run-time reconfiguration of single LUTs in Virtex-5 devices was performed in less than 5 μs which implies a speed-up of more than 380x compared to the Xilinx XPS_HWICAP controller.

Secure booting within a field-programmable gate array (FPGA) environment is traditionally implemented using hardwired embedded cryptographic primitives and non-volatile memory (NVM)-based keys, whereby an encrypted bitstream is decrypted as it is loaded from an external storage medium, e.g., Flash memory. A novel technique is proposed in this paper that self-authenticates an unencrypted FPGA configuration bitstream loaded into the FPGA during the start-up. The internal configuration access port (ICAP) interface is accessed to read out configuration information of the unencrypted bitstream, which is then used as input to a secure hash function SHA-3 to generate a digest. In contrast to conventional authentication, where the digest is computed and compared with a second pre-computed value, we use the digest as a challenge to a hardware-embedded delay physical unclonable function (PUF) called HELP. The delays of the paths sensitized by the challenges are used to generate a decryption key using the HELP algorithm. The decryption key is used in the second stage of the boot process to decrypt the operating system (OS) and applications. It follows that any type of malicious tampering with the unencrypted bitstream changes the challenges and the corresponding decryption key, resulting in key regeneration failure. A ring oscillator is used as a clock to make the process autonomous (and unstoppable), and a novel on-chip time-to-digital-converter is used to measure path delays, making the proposed boot process completely self-contained, i.e., implemented entirely within the re-configurable fabric and without utilizing any vendor-specific FPGA features.

Hybrid architectures integrating a processor with an SRAM-based FPGA fabric—for example, Xilinx ZynQ SoC—are increasingly being used as a single-chip solution in several market segments to replace multi-chip designs. These devices not only provide advantages in terms of logic density, cost and integration, but also provide run-time in-field reconfiguration capabilities. However, the current reconfiguration capabilities provided by vendor tools are limited to the module level. Therefore, incremental run-time configuration memory changes require a lengthy compilation time for off-line bitstream generation along with storage and reconfiguration time overheads with traditional vendor methodologies. In this paper, an internal configuration access port (ICAP) controller that provides a versatile fine-grain resource-level incremental reconfiguration of the programmable logic (PL) resources in ZynQ SoC is presented. The proposed controller implemented in PL, called VR-ZyCAP, can reconfigure look-up tables (LUTs) and Flip-Flops (FF). The run-time reconfiguration of FF is achieved through a reset after reconfiguration (RAR)-featured partial bitstream to avoid the unintended state corruption of other memory elements. Along with versatility, our proposed controller improves the reconfiguration time by 30 times for FFs compared to state-of-the-art works while achieving a nearly 400-fold increase in speed for LUTs when compared to vendor-supported software approaches. In addition, it achieves competitive resource utilization when compared to existing approaches.

Al analizar los aportes sectoriales sobre la recaudación de impuestos, en este caso el análisis de la patente municipal evidenció que las organizaciones poseen escasos conocimientos sobre este tributo. Por tal razón, el objetivo del estudio es determinar su incidencia en el presupuesto de los Gobiernos Autónomos Descentralizados. La investigación posee un orden cuantitativo de alcance correlacional, pues se determinó la relación de la recaudación presupuestada frente la recaudada e ingresos totales en el año 2017. Mediante el coeficiente de correlación de Pearson se midió la relación de las variables y se identificó una relación lineal directa. Se concluye que, si existe incidencia entre la recaudación del impuesto de patentes y el presupuesto de los municipios. De igual forma, los sectores que han contribuido en la recaudación han sido el sector financiero y comercial.
 Palabras Clave: patente municipal, ingresos tributarios, presupuesto.
 Referencias
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El portafolio digital educativo, es una herramienta virtual que combina recursos tecnológicos con el objeto de fortalecer los procesos de enseñanza-aprendizaje, permitiendo desarrollar criterios activos y participativos en circunstancia de docente y estudiante. La investigación describe los procesos de enseñanza- aprendizaje proponiendo nuevos sistemas pedagógicos y mejoramientos de la metodología académica. Así mismo, se proponen estrategias para contribuir con el desarrollo educativo como fuente fundamental para la solución de los graves problemas que afectan a la educación actual; además se pudo determinar que el uso de herramientas virtuales durante los procesos académicos motivará los aprendizajes de los estudiantes de forma activa, dinámica e interactiva, considerando que es de trascendental importancia que las unidades académicas, cuenten con un sistema informático que organice su documentación formativa con el propósito de administrar los procesos didácticos pedagógicos de forma óptima. Finalmente, los resultados muestran que es fundamental el uso del portafolio digital educativo, como una herramienta virtual que facilita al docente evaluar las competencias del estudiante durante el proceso de enseñanza-aprendizaje, utilizando metodologías acordes a la educación actual con la finalidad de potencializar las habilidades con criterio de desempeño.
 Palabras Clave: Herramientas digitales, proceso de enseñanza-aprendizaje, portafolio digital educativo.
 Referencias
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Even though it is acknowledged culture pervades learning and that emotions and context play a significant role in the learning process, Eurocentric instructional design models are based solely on cognitive, social and pedagogical approaches. These approaches do not contextualize the learning experience, i.e. they do not address cultural conceptuality (Cliver, 2013). Knowing a wide range of cultural influences impact on the engagement and success of adult learners, learning environments need to encourage learners to acknowledge and validate their cultural being. This identity – knowing who they are, where they come from and what factors influence their engagement – provides learners with a positive setting they feel comfortable in. These context sensitive, learner centric environments provide the fundamental confidence needed for learners to believe they can succeed in achieving their educational goals (Johnson, 2012). Therefore, designers need to provide context sensitive learning experiences, performance tasks and assessments that build familiarity, confidence and trust (Kennedy, 2013). 
 This presentation will describe how Te Whare Wananga o Awanuiārangi has integrated the theories of cognitive load, social cognition, transformative learning and the processes of holistic assessment, the Ranga Framework, personal learning planning and noho delivery into a holistic cultural-self learning design platform. This integration of theory and process provides the foundation for a unique learning design approach, based on the concepts of feedforward, feedback, assessment and reflection, to be established (Clayton et al, 2019). 
 The presentation will demonstrate how this approach can be applied in a learning management system segmented into seven interwoven but discrete spaces,
 
 Welcome / Mihi Whakatau: This space is focused on participants cultural self-enabling them to become familiar and comfortable with the approach to be used.
 Induction / Rangatahi: During this stage opportunities are provided for learners to clarify and understand these learning outcomes and performance criteria associated with the micro-credential.
 Engagement / Rangahau: During this stage learning activities are designed to build upon, rather than be independent of, learner’s current knowledge and beliefs.
 Mātauranga /Performance: During this stage opportunities will be provided for learners to engage in assessment tasks that confirm their capabilities.
 Rangatira / Capstone: During this stage participants will, with the guidance of tutors and peers, reflect on the outcomes of their learning activities and identify the learning strategies that were successful for them.
 Arotakenga: Evaluation: During this stage evidence will be collected on the impact of the micro-credential on stakeholders.
 
 NB: Participants are encouraged to bring their own devices as they will be provided with editing access to a working demonstrator within a Learning Management System.
 References
 
 Clayton, J., Gao, Y., Elliott, R., Geng, F. & Yang, J. (2019) Micro-credentials in professional and technical vocational education and training: A cultural self-approach, Positional Paper, Awanuiārangi Press, Whakatane, New Zealand
 Cliver, C., (2013), Comparison of Instructional Design Models, Course Notes - MEDT 7461, The University of West Georgia.
 Johnson, T. (2012). Self-assessment: A means to enhance academic self-efficacy in year 12 mathematics, (Masters Thesis). Massey University, Manawatu, New Zealand. Retrieved from https://mro.massey.ac.nz/bitstream/handle/10179/3310/02_whole.pdf?sequence=1&isAllowed=y
 Kennedy, C. P. (2013). Indigenizing student-centred learning: A western approach in an indigenous educational institution. Journal of International Education Research, 9(1), 1. Retrieved from https://search.proquest.com/docview/1433387182?accountid=33567


 
 
 This 21st century is known as a period in which access to information and communi- cation technology (ICT) are widely open. This brings good in various fields, one of which is educa- tion. In relation to the use of technology in education sector, Kurniawan developed a learning model based on ICT that is a combination of the components of animation technology with aspects of Eng- lish learning specifically reading comprehension. The model is called Creative Reading Learning Model aiming to increase vocabulary understanding, concept and the use of previously owned knowledge. The model emphasizes the role of educators in preparing learning and students in under- standing learning through the help of animation technology that can arise prior knowledge to under- stand learning materials. This study aims to complete the Research and Development phase until the product is complete and analyze the pedagogical implications of the application of Creative Reading as a form of triggering metalinguistic awareness in the test group. Data obtained through observation. The results of this study indicate that children understand most of the vocabulary presented. Related to metalinguistic awareness, there are children who have used English intentionally with an under- standing of form and meaning as the basis.
 Keywords: Creative Reading, English, Learning Models, Reading Comprehension, Vocabulary
 Reference
 
 
 
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 Timothy, A. E. (2019). English Language Components Preference of Students in Calabar, Cross River State, Nigeria: Implications for Teaching English as a Second Language. SSRN Electronic Journal, (November). https://doi.org/10.2139/ssrn.3483857
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 U.S. Department of Education. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. In Office of Educational Technology. https://doi.org/10.1080/09637498108430973
 
 
 
 
 

Encryption is an important step for secure data transmission, and a true random number generator (TRNG) is a key building block in many encryption algorithms. Static random-access memory (SRAM) chips can be easily available sources of true random numbers, benefiting from noisy SRAM cells whose start-up values flip between different power-on cycles. Embarking from this phenomenon, a novel performance (i.e., randomness and throughput) improvement method of SRAM-based TRNG is proposed, and its implementation can be divided into two phases: irradiation exposure and hardware postprocessing. As the randomness of original SRAM power-on values is fairly low, ionization irradiation is utilized to enhance its randomness, and the min-entropy can increase from about 0.03 to above 0.7 in the total ionizing irradiation (TID) experiments. Additionally, while the data remanence effect hampers obtaining random bitstreams with high speed, the ionization irradiation can also weaken this impact and improve the throughput of TRNG. In the hardware postprocessing stage, Secure Hash Algorithm 256 (SHA-256) is implemented on a Field Programmable Gate Array (FPGA) with clock frequency of 200 MHz. It can generate National Institute of Standards and Technology (NIST) SP 800-22 compatible true random bitstreams with throughput of 178 Mbps utilizing SRAM chip with 1 Mbit memory capacity. Furthermore, according to different application scenarios, the throughput can be widely scalable by adjusting clock frequency and SRAM memory capacity, which makes the novel TRNG design applicable for various Internet of Things (IOT) devices.

Las continuas aplicaciones de fungicidas químicos en los cultivos a menudo son cada vez dañinas tanto para la salud de las personas y animales como para el ambiente. De acuerdo a esta problemática se realizó una investigación para evaluar el efecto de extractos naturales a partir de Azaridachta indico y Eucaliptus spp, frente a Aspergillus terreus como medida de protección ambiental. Se realizaron 5 tratamientos, (1) A. indico (2) Eucaliptus spp. (3) Mezcla de extractos (4) Testigo Control y (5) fungicida químico Skul. El fungicida químico tuvo 100% de efectividad. Entre los extractos naturales la mezcla fue la más efectiva para inhibir el crecimiento de A. terreus. Siendo una alternativa agroecológica para cultivos con problemas fitosanitarios.
 Palabras Clave: aspergillus, eucalipto, neem, fungicidas químicos.
 Referencias
 [1]R. Riccioppo, «Agroquímicos,» 2011. [En línea]. Disponible en: http://www.colmed7.org.ar/files/Trabajos/AGROQUIMICOS.pdf. [Último acceso: enero de 2020]
 [2]Ministerio de Salud, Secretaría de Ambiente y Desarrollo Sustentable, «La problemática de los agroquímicos y sus envases, su incidencia en la salud.,» Gráfica Laf S.R.L, Buenos Aires, 2007.
 [3]FAO, «El estado mundial de la agricultura y la alimentación,» 2016. [En línea]. Disponible en: http://www.fao.org/3/a-i6030s.pdf. [Último acceso: enero de 2020]
 [4]FAO, «Anuario Estadistico de la FAO,» La Alimentacion y la Agricultura en America Latina y El Caribe, p. p10, 2014.
 [5]FAO, «Anuario Estadistico de la FAO,» La Alimentacion y la Agricultura en Ameria Latina y el Caribe, pp. p134-135, 2014.
 [6]INEC, «Encuesta sobre Uso de Agroquímicos y su Destino Final en la Agricultura,» 2012. [En línea]. Disponible en: http://www.ecuadorencifras.gob.ec/wp-content/descargas/Presentaciones/Plaguicidas.pdf. [Último acceso: enero de 2020]
 [7]INEC, «Encuesta de Superficie y Producción Agropecuaria Continua,» 2016. [En línea]. Disponible en: http://www.ecuadorencifras.gob.ec/documentos/web-inec/Encuestas_Ambientales/Informacion_ambiental_en_la_agricultura/2016/PRESENTACION_AGRO_AMBIENTE_2016.pdf. [Último acceso: enero de 2020]
 [8]El Universo , «Agricultores, en riesgo por el uso de los agroquímicos,» Domingo Mayo 2015. [En línea]. Disponible en: https://www.eluniverso.com/noticias/2015/05/10/nota/4853501/agricultores-riesgo-uso-agroquimicos. [Último acceso: enero de 2020]
 [9]El Telégrafo, «Mal uso de agroquímicos afecta a la salud y el medio ambiente,» Economía, 04 Febrero 2012.
 [10]V. Aguirre, M. Anrango, V. Delgado y N. Díaz,«Centro de Investigaciones CientÍficas ESPE,» 22 Noviembre 2012. [En línea]. Disponible en: https://repositorio.espe.edu.ec/bitstream/21000/6845/1/AC-B-ESPE-034935.pdf. [Último acceso: enero de 2020]
 [11]Minitab, «Método de Tukey para Comparaciones Múltiples,» 2017. [En línea]. Disponible en: https://support.minitab.com/es-mx/minitab/18/help-and-how-to/modeling-statistics/anova/supporting-topics/multiple-comparisons/what-is-tukey-s-method/. [Último acceso: enero de 2020]
 [12]J. Cruz, «Eucalipto,» 2007. [En línea]. Disponible en: http://www.agaetespacioweb.com/EUCALIPTO%20TEXTO%20Y%20FOTOGRAF%C3%8DA%20COMPUESTO-OK.pdf. [Último acceso: enero de 2020]
 [13]C. Estrella, «Impregnación de aceite de Neem en soporte textil para combatir la mosca de la fruta Anastrepha striata,» Febrero 2017. [En línea]. Disponible en:http://bibdigital.epn.edu.ec/bitstream/15000/17404/1/CD-7905.pdf. [Último acceso: enero de 2020]

In this paper, the modulation of the conductance levels of resistive random access memory (RRAM) devices is used for the generation of random numbers by applying a train of RESET pulses. The influence of the pulse amplitude and width on the device resistance is also analyzed. For each pulse characteristic, the number of pulses required to drive the device to a particular resistance threshold is variable, and it is exploited to extract random numbers. Based on this behavior, a random number generator (RNG) circuit is proposed. To assess the performance of the circuit, the National Institute of Standards and Technology (NIST) randomness tests are applied to evaluate the randomness of the bitstreams obtained. The experimental results show that four random bits are simultaneously obtained, passing all the applied tests without the need for post-processing. The presented method provides a new strategy to generate random numbers based on RRAMs for hardware security applications.

Ruang esensinya adalah tempat manusia hidup dan beraktivitas. Namun tidak semua aktivitas dapat terakomodir karena setiap ruang dibatasi dengan fungsinya masing-masing. Bagi ruang pribadi keterbatasan ruang tersebut merupakan karakteristik utama bagi ruang itu sendiri sedangkan pada ruang publik yang memiliki berbagai macam aktivitas harus dapat menampung berbagai aktivitas di dalamnya. Untuk itulah perlu dilakukan kajian mengenai ruang publik terhadap permasalahan keterbatasan ruang yang sering ditemui. Tulisan ini menggunakan metode kualitatif dengan melakukan pendekatan kajian literatur. Ada beberapa literatur yang diambil dari beberapa ahli serta beberapa hasil penelitian dalam artikel jurnal untuk mendukung teori dan melihat kenyataan di lapangan. Pada akhir tulisan diambil suatu kesimpulan bahwa keterbatasan ruang publik terhadap berbagai macam aktivitas yang berlangsung di dalamnya dengan terbentuknya ruang bersama baik secara permanen maupun bergantian (waktu tertentu).Kata-kata Kunci: arsitektur, ruang publik, aktivitas, ruang bersamaURBAN PUBLIC SPACE STUDIES BETWEEN ACTIVITIES AND LIMITATIONSThe essence of space is a place where humans live and doing their activities. But not all activities can be accommodated because space is limited by their functions. For private space, space limitations are the main characteristics for space itself, while in public spaces that have various kinds of activities must be able to accommodate multiple activities in it. For this reason, a study of public space needs to be done on the problems of space limitations that are often encountered. This paper uses qualitative methods by conducting a literature review approach. There is some literature taken from several experts and several research results in the journal for support the theory and see the reality in the field. At the end of the writing, it was concluded that the limitations of the public space for various kinds of activities take place in it with the formation of shared spaces both permanently and alternately (certain times).Keywords: architecture, public space, activity, share spaceREFERENCESAgustapraja, H. R. (2018). Studi Pemetaan Perilaku (Behavioral Mapping) Pejalan Kaki Pada Pedesterian Alun-Alun Kota Lamongan. Civilla, 3(1), 134–139. https://doi.org/https://doi.org/10.30736/cvl.v3i1.220Athanassiou, E. (2017). The Hybrid Landscape Of Public Space In Thessaloniki In The Context Of Crisis. Landscape Research, 42(7), 782–794. https://doi.org/10.1080/01426397.2017.1372399Carr, J., & Dionisio, M. R. (2017). Flexible Spaces as a Third Way Forward for Planning Urban Shared Spaces. In Cities (pp. 73–82). Elsevier. https://doi.org/10.1016/j.cities.2017.06.009Carr, S., Francis, M., Rivlin, L. G., & Stone, A. M. (1992). Public Space. New York: Cambridge University Press.Farida, N. (2013). Effect of Outdoor Shared Spaces on Social Interraction in a Housing Estate in Algeria. Frontiers of Architectural Research, 2, 457–467. https://doi.org/10.1016/j.foar.2013.09.002Hakim, R., & Utomo, H. (2003). Komponen Perancangan Arsitektur Lansekap: Prinsip-Unsur dan Aplikasi Desain. Jakarta: Penerbit Bumi Aksara.Hanafiah, U. I. M., & Asharsinyo, D. F. (2017). Redefenisi Ruang Publik Pada Kampung Kreatif Pasundan. Studi Kasus: Koridor Tepian Sungai Cikapundung, RT 02 RW 04, Kelurahan Balonggede, Kecamatan Regol, Kota Bandung, Jawa Barat. Idealog, 2(2), 124–137. https://doi.org/10.25124/idealog.v2i2.1220Hantono, D. (2017). Pengaruh Ruang Publik Terhadap Kualitas Visual Jalan Kali Besar Jakarta. Arsitektura, 15(2), 532–540. https://doi.org/10.20961/arst.v15i2.15114Krier, R. (1979). Urban Space. New York: Rizzoli.Liem, Y., & Lake, R. C. (2018). Pemaknaan Ruang Terbuka Publik Taman Nostalgia Kota Kupang. Arteks, 2(2), 149–158. https://doi.org/10.30822/artk.v2i2.150Mulyandari, H. (2011). Pengantar Arsitektur Kota. (Oktaviani HS, Ed.) (1st ed.). Yogyakarta: Penerbit Andi.Murtini, T. W., & Wahyuningrum, S. H. (2017). Penggunaan Ruas Jalan Sebagai Pasar Tradisional Di Gang Baru Pecinan, Semarang. Modul, 17(1), 17–21. Retrieved from https://ejournal.undip.ac.id/index.php/modul/article/view/17246/12396Olesen, M., & Lassen, C. (2012). Restricted Mobilities: Access to, and Activities in, Public and Private Spaces. International Planning Studies, 17(3), 215–232. https://doi.org/10.1080/13563475.2012.704755Rapoport, A. (1990). The Meaning of the Built Environment: A Nonverbal Communication Approach (1st ed.). Arizona: University of Arizona Press.Rochimah, E., & Asriningpuri, H. (2018). Adaptasi Perilaku Pedagang Bazar Dalam Teritori Ruang Dagang. Nalars, 17(1), 21–28. https://doi.org/10.24853/nalars.17.1.21-28Salomon-Ayeh, B. E., King, R. S., & Decardi-Nelson, I. (2011). Street Vending and The Use of Urban Public Space in Kumasi, Ghana. Surveyor, 4(1), 20–31. Retrieved from http://dspace.knust.edu.gh/bitstream/123456789/3423/1/Surveyor Journal 3.pdfSantoso, J. T., Mustikawati, T., Suryasari, N., & Titisari, E. Y. (2016). Pola Aktivitas Wisata Belanja dI Kampung Wisata Keramik Dinoyo, Malang. Tesa Arsitektur, 14(1), 1. https://doi.org/10.24167/tes.v14i1.560Simpson, P. (2011). Street Performance And The City: Public Space, Sociality, And Intervening In The Everyday. Space and Culture, XX(X), 1–16. https://doi.org/10.1177/1206331211412270Sudarisman, I. (2017). Kajian Pedagang Kaki Lima Di Taman Tegalega, Bandung, Jawa Barat. Arsir , 1(2), 161–174. Retrieved from http://jurnal.um-palembang.ac.id/arsir/article/view/867/769

Este trabajo es un estudio analítico y comparativo entre el régimen de contrato laboral vigente en Ecuador y el contrato de teletrabajo que busca resolver el problema legal de establecer si la relación laboral de teletrabajo configurada como contrato de trabajo puede estar sujeta a las reglas generales de los contratos o reglas específicas del contrato de vivienda contempladas en el Código de Trabajo Ecuatoriano. Como el teletrabajo no está reconocido por la legislación laboral ecuatoriana, el trabajo se divide en tres capítulos diferentes que buscan solucionar el problema legal mencionado. Se exponen todas las características, elementos y demás cuestiones relevantes al régimen de contratación laboral, sirviendo de antecedente para el análisis comparativo antes mencionado. Posteriormente, se hace una descripción y análisis de la figura del teletrabajo, así como sus características y elementos que lo convierten en una figura diferente y única. Finalmente, se hizo un análisis del trabajo a domicilio (modalidad que está regulada por la legislación laboral ecuatoriana) para luego pasar a compararlo con el teletrabajo. El resultado de esta comparación es determinar si es legalmente posible regular.
 Palabras Clave: teletrabajo, legislación laboral, contrato de trabajo.
 Referencias
 [1]N. Samaniego, «El teletrabajo en el Ecuador,» agosto 2016. [En línea]. Disponible: http://dspace.uniandes.edu.ec/bitstream/123456789/6133/1/TUSDMDL002-2017.pdf. [Último acceso: 09 Septiembre 2020].
 [2]P. Alvarez, «Teletrabajo en la experiencia extranjera, » octubre 2018. [En línea]. Disponible: https://obtienearchivo.bcn.cl/obtienearchivo?id=repositorio/10221/25913/2/PA_Teletrabajo_2018.pdf. [Último acceso: 09 09 2020].
 [3]M. Palacios, «El teletrabajo: hacia una regulación garantista en el Ecuador,» Quito, 2017.
 [4]J. Espinosa, «Los Efectos del Condicionamiento del Plazo de un Contrato de Trabajo a la Duración de un Contrato de Servicios Complementarios en Base al Artículo 169 numeral 3ero del Código de Trabajo,» Quito, 2015.
 [5]Constitución de la República del Ecuador, «Legislación laboral y de Seguridad Social Tomo I,» Pudeleco, Quito, 2016.
 [6]H. Chiriboga, «Historia del Derecho Laboral como instrumento político del Ecuador,» Guayaquil, 2017.
 [7]G. Blacio, «La vulneración de los principios constitucionales del trabajo, en cuanto a la exoneración del pago de utilidades a los operarios y aprendices de losartesanos,» Loja , 2016.
 [8]P. Arpi, «Estrategias para promover el teletrabajo en las empresas del sector privado del Ecuador para mejorar el empleo y la productividad,» Quito, 2018.
 [9]P. Martín, Teletrabajo y comercio electrónico, Madrid (España): Secretaría General Técnica, 2018.
 [10]G. Poveda, Abril 2018. [En línea]. Disponible: https://www.eumed.net/actas/18/empresas/18-una-revision-al-teletrabajo.pdf. [Último acceso: 09 09 2020].
 [11]Organización Internacional del Trabajo, «Las dificultades y oportunidades del teletrabajo para los trabajadores y empleadores en los sectores de serviciosde tecnología de la información y las comunicaciones (TIC) y financieros,» 2016. [En línea]. Disponible: https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_531116.pdf. [Último acceso: 09 09 2020].
 [12]E. Villa, «Beneficios e impactos del teletrabajo en el talento humano: una revisión de literatura,» CEA,vol. 2, nº 4, pp. 59-73, 2016.
 [13]Ministerio de Trabajo, Agosto 2016. [En línea]. Disponible: http://www.trabajo.gob.ec/wp-content/uploads/2016/10/Acuerdo_Teletrabajo_WEB.pdf. [Últimoacceso: 09 09 2020].
 [14]C. Vélez, «Análisis de la norma jurídica sobre el teletrabajo en Ecuador y sus vacíos legales,» Enero 2020. [En línea]. Diponible: http://dspace.uniandes.edu.ec/bitstream/123456789/11164/1/PIUAMDL001-2020. pdf. [Último acceso: 09 09 2020].
 [15]R. Hernández, Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta, México D.F. (México): McGraw Hill, 2018.
 [16]M. Bonilla y A. López, «Ejemplificación del proceso metodológico de la teoría fundamentada,» Scielo, pp. 305-315, 2016.
 [17]R. Buenaño, «El fututo del trabajo, teletrabajo y su influencia en la relación laboral,» Derecho Ecuador, 15 05 2020. [En línea]. Disponible: https://www.derechoecuador.com/el-futuro-del-trabajo-teletrabajo-y-su-influencia-en-la-relacion-laboral. [Último acceso: 10 09 2020].
 [18]Ministerio del Trabajo y Previsión Social, «Ley 21220 Modifica el código del trabajo en materia de trabajo a distancia,» BCN, Santiago de Chile, 2020.
 [19]A. Mello y A. Acuña, «Primer Informe Estado del Teletrabajo en América Latina y El Caribe,» Ita Lac, América Latina y El Caribe, 2017.
 [20]C. Valera, «El teletrabajo en la legislación peruana y latinoamericana,» La Ley, Lima (Perú), 2020.
 [21]J. Rodríguez, «Teletrabajo en Panamá,» 06 03 2020. [En línea]. Disponible: https://www.dentonsmunoz.com/es/insights/articles/2020/march/6/teleworking-in-panama. [Último acceso: 11 09 2020].
 [22]J. Hewitt, A. Acuña y A. Formoso, « Informe del Estado del Teletrabajo en Costa Rica,» CIIDTT, San José, 2017.

El objetivo fue caracterizar la morfología de las ubres de cabras criollas de Colonche, se evaluaron 73 hembras adultas, las variables fueron, tamaño y ángulo de pezones, profundidad, inserción y conformación general de ubre. Se estableció un análisis estadístico descriptivo para las variables fanerópticas y morfométrica con el software estadístico SPSS versión 20. Los resultados determinaron que las cabras criollas tienen caracteres mamarios con una ubre periforme con un tamaño de pezón 5,23cm, ideal para la producción de leche, un ángulo de inserción fuerte y amplio 5,93cm, con buena profundidad de ubre4,84cm un ángulo de los pezones direccionados verticalmente 6,21cm y una conformación general ideal en casi todas hembras. Las medidas morfológicas de la glándula mamaria de la ubre fueron: profundidad 17,52cm, perímetro 23,59cm, distancia entre pezones 9,12cm, surco intermamario 4,35cm, longitud delpezón 2,60cm, diámetro base del pezón 2,7cm, predominan animales de capa policromada, de pelo corto.
 Palabras Clave: Cabras criollas, cisterna, glándula mamaria, pezón.
 Referencias
 [1]B.Vanegas García, “Caracterización de la morfología mamaria y control lechero en un rebaño comercial de ovejas Guirras”, Valencia: Universitad Politécnica de Valéncia, 2013.
 [2]V. Landi, “Conservación de los recursos zoogenticos”, Panama, 2011. [En línea] Disponible en: http://www.uco.es/conbiand/pdf/libro_resumenes_panama2012.pdf
 [3]M. Riera-Nieves, V. Vila-Vals and E. Perozo-Prieto, “Características morfológicas de los pezones y su relación con la producción de leche y eficiencia de ordeño en vacas de raza Carora” Revista Científica FCV – LUZ. vol 18, n° 6, pp 734–738, 2008.
 [4]L. Rodríguez, A. Hernández, A. Cervantes, M. Domínguez and J.Martínez, “Morfometría de los pezones de vacas doble propósito en hatos de la zona ganadera de Veracruz”, trabajo presentado en la Reunión Científica Tecnológica Forestal y Agropecuaria Veracruz, Colombia, 2013.
 [5]J. Vázquez García, “Relación de medidas de la glándula mamaria de cabras raza nubia en la producción y calidad de la leche”, 2013. [En línea] Disponible en: http://ninive.uaslp.mx/xmlui/handle/i/3426 [Último acceso: 26 03 2020].
 [6]K. González, “La reproducción de las cabras”, 2017 [En línea] Disponible en: https://zoovetesmipasion.com/cabras/la-reproduccion-de-las-cabras/[Último acceso: 20 02 2020].
 [7]G. Ferrano, “Lactación de la cabra y los factores que la regulan”, 2010. [Online] Available at: https://helvia.uco.es/xmlui/bitstream/handle/10396/3770/02-1990
 [8]A. Flores, “Caracterización fenotípica de la cabra criolla y su sistema de producción, en la Parroquia Limones del Cantón Zapotillo”, 2018. [En línea] Disponible en: https://dspace.unl.edu.ec/jspui/bitstream/123456789/20535/1/alex%20maximiliano%20flores%20gonz%c3%81lez.pdf.
 [9]R. Singh, B. Bansal and D.Gupta, “Udder health in relation to udder and teat morphometry in Holstein Friesian×Sahiwal crossbred dairy cows”, Tropical animal health and production, vol. 46, pp. 93-98, 2014.
 [10]T. Buragohain, P. Das, P. Ghosh, D. Banerjee and J. Mukherjee, “Association between udder morphology and in vitro activity of milk leukocytes in high yielding crossbred cows” ,Vet World, vol.10, pp. 342–347, 2017.
 [11]A. Hernández, P. Cervantes, B. Domínguez, M. Barrientos and F. Gómez, “Morfología del pezón en vacas de lechería en el trópico de Veracruz, México”, Actas Iberoamericanas en Conservación Animal AICA vol. 10, pp. 251-256, 2017.
 [12]N. Fernández , “Aptitud al ordeño mecánico de ovejas de raza Manchega: II. Producción de leche, reparto de fracciones y cinética de emisión de leche”, In: 3rd International Symposium on Machine Milking of Small Ruminants. ed. Valladolid, Spain: Sever-Cuesta, 1983.XXXX
 [13]A. Rojas, “Selección de cabras lecheras”, 2001. [En línea] Disponible en: http://biblioteca.inia.cl/medios/biblioteca/ta/NR27087.pdf.
 [14]Chávez, D., Villacrés Matías, J. “Estimación del gasto energético de los caprinos en la Península de Santa Elena”, Revista Científica y Tecnológica UPSE. Vol 5, no. 1, pp. 70-76 . 2018.
 [15]V. Villavicencio , “Caracterización morfológica de la cabra criolla del Ecuador en el Cantón Zapotillo, provincia de Loja”, 2015. [En línea] Disponible en: http://dspace.espoch.edu.ec/bitstream/123456789/5331/1/Tesis%20Victor%20Javier%20Arias%20Villavicencio.pdf.
 [16]N. C. Gómez Urviola, “Caracterización estructural, morfológica y genética de la población de cabras autóctonas de la región apurímac del Perú”, 2013. [Online]. Available: https:// hdl.handle.net/10803/125720.
 [17]O. Camacho, “Caracterización fenotípica de la cabra criolla y su sistema de producción, en la parroquia Mangahurco del cantón Zapotillo”, 2018. [En línea] Disponible en: https:// dspace.unl.edu.ec/jspui/bitstream/123456789/20971/1/osvaldo%20vladimiro%20camacho%20enriquez.pdf.
 [18]G. Contreras, Z. Chirinos, S. Zambrano, E. Molero, “Caracterización morfológica e índices zoométricos de vacas Criollo Limonero de Venezuela”, Rev. Fac. Agron, vol. 28, no. 1, pp. 91-103, 2011.
 [19]C. Hernández, “Caracterización morfométrica de la cabra en el centro de Veracruz”, 2015. [En línea] Disponible en: http://132.248.9.34/hevila/Agroproductividad/2015/vol8/no6/10.pdf?fbclid=IwAR1IkGSsKuDzmd9_MX9V_zbjiaZG-.
 [20]M. Arias y A. Alonso, “Estudios sobre sistemas caprinos del norte de la provincia de Córdoba, Argentina”, Archivos de Zootecnia, vol. 51, pp. 195, 2002.
 [21]A. Solis Lucas, M. Lanari y M.Oyarzaba, “Phenotupic characterization of the goat population of Santa Elena province (Ecuador)”, Archivos de Zootecnia, vol. 265, no 265, pp. 22-29, 2020.
 [22]C. Landacay Barrera, “Caracterización fenotípica del ganado caprino criollo en el cantón Catamayo, provincia de Loja”, 2014. [Online]. Available: https://dspace.unl.edu.ec/jspui/handle/123456789/12373.
 [23]W. O. Burgos Paz, R. E. Vásquez Romero, J. O. Pérez Palencia, D. H. Bejarano Garavito y E. R. Camargo Sánchez, “La cabra criolla santandereana, patrimonio genético de Colombia”, 2015. [Online]. Available: http://repository.agrosavia.co/handle/20.500.12324/11551
 [24]S. Carné, N. Roig y J. Jordana, “La cabra blanca de Rasquera: caracterización morfológia y faneróptica”, Archivos de zootecnia, vol. 56, no. 215, pp. 319-330, 2007.
 [25]Suárez, V.H.; Martínez, G.M.; Nievas, J.D.; Quiroga, Roger. J., “Prácticas de manejo y producción en sistemas familiares de cría caprina en las quebradas áridas de Jujuy y Salta RIA”, Revista de Investigaciones Agropecuarias, vol. 43, no. 2, pp. 186 -194, agosto, 2017.

La investigación científica parte de un precepto fundamental que es la existencia de una estructura lógica, y por ende no contradictoria, que articula demanera fluida a todo el conocimiento humano que ha sido verificado, racionalizado y conceptualizado en un área determinada; a esto se le denomina ciencia. En este trabajo se presenta un análisis teórico de la investigación científica desde un punto de vista social.
 Palabras Clave: investigación científica, investigación social, conocimiento humano.
 [1]R. Hernández-Sampieri, Metodología de la investigación, Mexico: Mc Graw Hill, 2018.
 [2]L. Blaxter, C. Hughes y M. Tight, Cómo se hace una investigación., Barcelona: Gedisa, 2000.
 [3]F. Alvira, «La perspectiva cualitativa y cuantitativa en las investigaciones sociales,» Revista estudios de psicología, nº 11, pp. 34-39, 1982.
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 [8]N. López y I. Sandoval, «Métodos y técnicas de investigación cuantitativa y cualitativa.,» [En línea]. Disponible: http://recursos.udgvirtual.udg.mx/biblioteca/bitstream/20050101/1103/1/Metodos_y_tecnicas_de_investigacion_cuantitativa_y_cualitativa.pdf. [Último acceso: 09 noviembre 2020].

The research will evaluate financial dependence under qualitative and quantitative approaches, applying economic and financial indicators based on the analysis of Ecuador's credit cooperation for the presidential period 2017-2020, where the fluctuation in the price of a barrel of oil and the health emergency were factors that aggravated the economy, affecting the growth of the gross domestic product from 2.4 to -8.8% in the study periods, originating the establishment of credit relationships with international financial organizations such as the International Monetary Fund, Inter-American Development Bank, World Bank, Bank of Development for Latin America and China Development Bank with whom Ecuador, under a counterpart of risk reduction in structural adjustment policies and adoption of regulatory frameworks, found relief in the fiscal gap to comply with its national development plan despite explicit disapproval of the population.
 Keywords: Financial institutions, financial dependence, indebtedness, pandemic.
 References
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La propuesta presentada en el estudio busca ajustar el rango usado tradicionalmente para la aplicación del torque en el proceso de capsulado en bebidas carbonatadas. Se ha logrado identificar, mediante el uso de indicadores y pruebas estadísticas, que el proceso de producción efectivamente tenía un descontrol. Se aplicó un diseño experimental por bloques con el fin de identificar el efecto principal que tiene el rango nuevo, el cual ha sido propuesto por la investigación, dentro de las capsuladoras. Mediante el uso de un modelo de regresión lineal y de variables de control de tipo Dummy, las cuales describan características específicas de cada una de las capsuladoras, se ha logrado el efecto limpio, o también considerado neto, sobre cada una de las capsuladoras y el torque aplicado a ellas. Disminuyendo de ésta manera la variabilidad presente en el proceso de capsulado en la elaboración de bebidas carbonatadas.
 Palabras Clave: torque, variabilidad, encapsulado, estadística paramétrica.
 Referencias
 [1]E. Córdova y L. Rodríguez, «Universidad Católica Andrés Bello,» MARZO 2016. [En línea]. [Último acceso: 04 julio de 2020].
 [2]S. López, D. Pincay y J. Silva, «Diseño de un Sistema de Control Estadístico del Proceso de Encapsulado,» 8 Noviembre 2016. [En línea]. Disponible en: http://www.dspace.espol.edu.ec/xmlui/bitstream/handle/123456789/36333/D-CD88338.pdf?sequence=-1&isAllowed=y. [Último acceso: 2 julio 2020].
 [3]E. Malvais y R. Delgado, «Universidad Autónoma del Estado de México,» MAYO 2017. [En línea]. [Último acceso: 04 julio 2020].
 [4]J. Fermín, S. Valdivieso, M. Orlandoni y G. Barreto, «Control estadístico de procesos multivariantes en la industria Alimentaria: implementación a través del estadístico t2-hotelling,» Agroalimentaria, vol. 1, nº ISSN 1316-0354, 2010.
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 [6]M. Gras, «Estimación estadística, modelado y análisis de la transmisión y coste de la variabilidad en procesos multi - etapa. Aplicación en la fábrica de baldosas cerámicas.,» Marzo 2010. [En línea]. Disponible en: https://d1wqtxts1xzle7.cloudfront.net/56452330/Tesis_doctoral.pdf?1525041898=&response-content-disposition=inline%3B+filename%3DTesis_doctoral.pdf&Expires=1593745763&Signature=V77nsxCSH-1IuOu4~78gq-CM8Hk3nm5mHLtSCG7YIToMFDskiPxu9TZfiXlX4gbXAHCkrg-pU0BRSsB. [Último acceso: julio 2020].
 [7]M. Palacios y V. Gisbert, «Control Estadística de la calidad: Una aplicación práctica,» 3 Ciencias, vol. 1, p. 22, 2018.
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O acesso à informação é uma das condições para o desenvolvimento. A comunicação governamental em ambiente digital, que propicia possibilidades amplas de acesso à informação e uma potencialidade de participação é o enfoque desse artigo. O objetivo do artigo é propor parâmetros de análise para avaliação da comunicação governamental oficial em ambiente digital. A pesquisa caracteriza-se como exploratória, por propor um método a ser testado para validação. O delineamento da pesquisa é bibliográfico e qualitativo. Foram propostos parâmetros para análise de sítios oficiais das unidades da federação, organizados em cinco dimensões e trinta e três itens de análise, e parâmetros de análise para avaliação dos perfis oficiais de unidades da federação nas redes sociais digitais, organizados em seis dimensões e treze itens de avaliação.PALAVRAS-CHAVE: desenvolvimento regional; governo eletrônico; comunicação governamental; método. ABSTRACTAccess to information is a precondition for development. The government communication in the digital environment, which provides ample opportunities for access to information and a capability of participation is the focus of this article. The aim of this paper is to propose analysis parameters for evaluation of official government communication in the digital environment. The research is characterized as exploratory, to propose a method to be tested for validation. The study design is bibliographical and qualitative. It was proposed parameters for analysis of official sites of the federation units, organized into five dimensions and thirty-three item analysis, and analysis parameters for evaluation of official profiles of the federation units in digital social networks, organized into six dimensions and thirteen items evaluation.KEYWORDS: regional development; e-government; governmental communication; method. RESUMENEl acceso a la información es una condición previa para el desarrollo. La comunicación del Gobierno en el entorno digital, que ofrece amplias oportunidades para el acceso a la información y la capacidad de participación es el foco de este artículo. El objetivo de este trabajo es proponer parámetros de análisis para la evaluación de la comunicación oficial del gobierno en el entorno digital. La investigación se caracteriza por ser exploratoria, para proponer un método para hacerse la prueba de validación. El diseño del estudio es bibliográfica y cualitativa. Se propuso parámetros para el análisis de los sitios oficiales de las unidades de la federación, organizado en cinco dimensiones y treinta y tres análisis de ítems, y parámetros de análisis para la evaluación de los perfiles oficiales de las unidades de la federación en las redes sociales digitales, organizados en seis dimensiones y trece artículos evaluación.PALABRAS CLAVE: desarrollo regional; gobierno electrónico; la comunicación gubernamental; método. ReferênciasBAUMAN, Zygmunt. Modernidade Líquida. Rio de Janeiro: Zahar, 2003.BRASIL. Lei de Acesso à Informação - Lei n° 12.527/11. 18 nov. 2011. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2011/lei/l12527.htm> Acesso em: 21 out. 2012.BRASIL. Governo Eletrônico. 2014. Disponível em Acesso em 01 de Fevereiro de 2014.BRASIL. Decreto Presidencial de 3 de abril de 2000. Disponível em: . Acesso em: 06 mar. 2014.BREZZON, L.A.C. Análise político-sociológica do reencontro da sociedade civil brasileira com a cidadania e a democracia segundo a perspectiva da comunicação pública. In: OLIVEIRA, M.J. da C. Comunicação pública. Campinas: Alínea, 2004.CARNIELLO, M. F. A contribuição da comunicação para os estudos de desenvolvimento. In: ASSIS, F; CARNIELLO, M.F. Comunicação, história e literatura: propostas interdisciplinares. Rio de Janeiro: Oficina de Livros, 2008.CARNIELLO, M. F.; SANTOS, M. J. ; OLIVEIRA, E. A. A. Q. Comunicação digital na gestão pública dos municípios da RMVP: acesso à informação, transparência e mecanismos de participação. Revista Brasileira de Desenvolvimento Regional, v. 1, p. 167-184, 2013.CARNIELLO, M. F. ; SANTOS, M. J. ; OLIVEIRA, E. A. A. Q. Uso de ferramentas de comunicação digital na gestão de municípios das capitais brasileiras. Gestão e Desenvolvimento (FEEVALE), v. 8, p. 9-22, 2011.DI FELICE, M. Do público para as redes: a comunicação digital e as novas formas de participação social. São Caetano do Sul: Difusão, 2008.DINIZ, E. H.et al. O governo eletrônico no Brasil: perspectiva histórica a partir de um modelo estruturado de análise. Revista Administração Pública RAP. Rio de Janeiro, 43 (1): 23-48, 2009. Disponível em: < http://www.scielo.br/pdf/rap/v43n1/a03v43n1.pdf> Acesso em: 24 fev.2014.FONSECA, Francisco C. P. Mídia e democracia:falsas confluências. Rev. Sociol. Polít., Curitiba, 22, p. 13-24, jun. 2004. Disponível em: http://www.scielo.br/pdf/rsocp/n22/n22a03.pdf. Acesso em: 11 fev. 2014.GOMES, M. Participação pública on line: questões e hipóteses de trabalho. MAIA, R.C.M.; GOMES, W.; MARQUES, F.P.J.A. (orgs.) Internet e participação política no Brasil. Porto Alegre: Sulina, 2011.LENK, K. ; TRAUNMULLER, R. Broadening the Concept of Electronic Government, In: Prins, J. E. J. Designing E-Government. [S. l.] : Kluwer Law International, p. 63-74, 2001.MATEUS, J. C. O Governo Electrónico, a sua aposta em Portugal e a importância das Tecnologias de Comunicação para a sua estratégia. Revista de Estudos Politécnicos. 2008, Vol VI, nº 9. Disponível em: < http://www.scielo.oces.mctes.pt/pdf/tek/n9/n9a02> Acesso em: 24 fev. 2014.MIOTTO, L.B. Comunicação e espaço público na sociedade da informação: reflexões sobre a política contemporânea. In: OLIVEIRA, M.J. da C. Comunicação pública. Campinas: Alínea, 2004.PINTO-COELHO, M. Z. P; NEVES, J.P. E-participation in Portuguese local governments: an exploratory research about emerging networks. Centro de Estudos de Comunicação e Sociedade. 2007. Disponível em: http://repositorium.sdum.uminho.pt/bitstream/1822/7005/1/CoelhoNeves_2007_EParticipation.pdf. Acesso em: 07 mar. 2014.RUEDIGER, M. A. Governo eletrônico ou governança eletrônica: conceitos alternativos no uso das tecnologias de informação para o provimento de acesso cívico aos mecanismos de governo e da reforma do Estado. In: Concurso de ensayos y monografias del clad sobre reforma del estado y modernización de la administracion pública, 21. 2002, Caracas. Anais.SANTAELLA, Lucia. Da cultura das mídias à cibercultura: o advento do pós-humano. Revista FAMECOS. nº 22. Porto Alegre, dez. 2003. SCHRAMM, W. Comunicação de massa e desenvolvimento. Rio de Janeiro: Bloch, 1970.SEN, A. Desenvolvimento como liberdade. São Paulo: Companhia das Letras, 2000.UNITED NATIONS E-Government Survey 2012. 2012. E-Government for the People. Disponível em: < http://unpan1.un.org/intradoc/groups/public/documents/un/unpan048065.pdf> Acesso em: 11 fev. 2014.WASEDA UNIVERSITY. Waseda University International e-Government Ranking 2013. 25 mar. 2013. Disponível em: < http://www.e-gov.waseda.ac.jp/pdf/Press_Released_on_e-Gov_ranking_2013.pdf> Acesso em: 12 jun. 2014. Disponível em:Url: http://opendepot.org/2686/ Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo

The co-creation process within the New Zealand luxury accommodation sector has, until recently, been under researched. However, in 2016, a doctoral thesis was completed [1] with the key question, ‘how is the luxury accommodation experience created?’ Following an interpretivist paradigm, data were collected that included 81 interviews (of 27 guests, 27 employees and 27 managers) within six luxury properties (three luxury hotels and three luxury lodges) which were selected via purposive sampling.
 Drawing from the findings of the thesis, this article aims to show that co-creation is a valuable tool for hoteliers. Co-creation is about customers creating value for themselves through an interactive relationship with a company. The hospitality industry is a complete veteran at this; for example, the use of à-la-carte menus, whereby a customer has the ability to compose a meal that has value specifically for them. The possible scope of the co-creation process, beyond à-la-carte menus, is now being recognised by the luxury accommodation sector.
 Co-creation can be described as a joint process that involves a customer and an organisation resulting in an output of value [2]. Co-creation permits and indeed encourages a more active involvement from the customer [1], and is important to organisations as it can ensure that any personal interaction that their customers have adds value to their experience [3]. If co-creation is used to its full potential, it can give an organisation a competitive advantage due to increased customer satisfaction resulting in a positive impact on customer loyalty [4]. Co-creation can also provide continual feedback for improving existing services, presenting a business with constant opportunities to increase their revenue and success [5].
 In summary, the main finding of the doctoral research was the consensus among guests, employees and managers that the luxury accommodation experience is materialised through a process of co-creation, involving the many different forms of interaction happening between guests, employees and managers, as well as with external contributors outside of the properties [1].
 The practical implications of co-creation cannot be determined without luxury properties first identifying what makes their accommodation a luxury experience. When this has been defined, more interaction between guests, employees and managers should be encouraged to ensure that this particular brand of luxury accommodation experience is created. This could include having staff members dedicated to interacting with guests, and having certain ‘touch points’ throughout the guests’ stay that ensure the type and the amount of engagement that is required happens. External co-creation should also be encouraged; for example, staff visiting the local producers of food and wine, which in turn would enable them to talk more informatively to guests about these products when they are interacting with them during their stay. Another example would be to build relationships with external agents who offer activities to the guests, to enable the continuation of the experience when guests are away from the property.
 Luxury properties also need to apply co-creation strategies that would enable guests to innovate new products and services. One such strategy is in the form of a digital customer relationship management tool; an example of this being HGRM – Happy Guest Relationship Management, although this technology is still quite innovative. Hotels and lodges need to make sure that they are using Web 2.0 applications such as videos, blogs, fora, wiki, podcasts, chat rooms, YouTube, Twitter and Facebook to encourage communication and social interaction, which is the customer engagement that enables co-creation.
 For any business that is involved in customer experience, especially hospitality, there is every good reason to go down the route of co-creation, especially when it can give that business a competitive advantage.
 If you would like to read the PhD thesis this research is based on you can access it here: http://aut.researchgateway.ac.nz/bitstream/handle/10292/9925/HarkisonT.pdf?sequence=3
 Corresponding author
 Tracy is a Senior Lecturer in Hospitality at Auckland University of Technology, New Zealand. Her research passions are hospitality education and the co-creation of luxury accommodation experiences. This has resulted in the completion of her PhD thesis on how the luxury accommodation experience is created.
 Tracy Harkison can be contacted at: tracy.harkison@aut.ac.nz
 References
 (1) Harkison, T. How is the Luxury Accommodation Experience Created? Case Studies from New Zealand; Ph.D. Thesis, Auckland University of Technology, 2016.
 (2) Prahalad, C. K.; Ramaswamy, V. Co-creation Experiences: The Next Practice in Value Creation. Journal of Interactive Marketing 2004, 18(3), 5–14. https://doi.org/10.1002/dir.20015
 (3) Chathoth, P. K.; Ungson, G. R.; Harrington, R. J.; Chan, E. S. Co-creation and Higher Order Customer Engagement in Hospitality and Tourism Services: A Critical Review. International Journal of Contemporary Hospitality Management 2016, 28(2), 222–245.
 (4) Oyner, O.; Korelina, A. The Influence of Customer Engagement in Value Co-creation on Customer Satisfaction: Searching for New Forms of Co-creation in the Russian Hotel Industry. Worldwide Hospitality and Tourism Themes 2016, 8(3), 327–345.
 (5) Thomas, A. K.; James, P. S.; Vivek, N. Co-creating Luxury Hotel Services: A Framework Development. Life Sciences Journal 2013, 10(7s), 1005–1012. http://www.lifesciencesite.com 162

La insuficiencia de unidades de realidad aumentada en la carrera de Diseño Gráfico influye en el desempeño de aprendizaje pedagógico y social estudiantil. El objetivo del estudio es implementar la Realidad Aumentada como herramienta de enseñanza y determinar su incidencia en el rendimiento académico. El diseño metodológico fue de tipo aplicativo, puesto que, busca conocer, actuar, construir y modificar una problemática existente, la investigación aplicó un diseño cuasi experimental, el cual, manipuló la variable independiente con un enfoque en el paradigma cuantitativo debido al análisis de simulación de escenarios generados. El resultado principal fue que la herramienta Aumentaty Author generó actividades de exploración, las mismas que, ofrecieron asistencia al momento de integrar la realidad virtual y la propia realidad en un aplicativo de carácter académico. Se concluyó que, el escenario 2 incidió positivamente en el rendimiento académico de los estudiantes, considerando que los resultados que superan al escenario 1.
 Palabras Clave: realidad aumentada, aprendizaje pedagógico, académica.
 Referencias
 [1]N. Valencia, A. Huerats y P. Baracaldo, «Los ambientes virtuales de aprendizaje: una revisión de publicaciones entre2003 y 2013, desde la perspectiva de lapedagogía basada en la evidencia,» Revista Colombiana, pp. 1-31, 2014.
 [2]P. Mendez, «Mundos cambaintes: la tecnolgia y la educacion 3.0,» Revista Complutence de Educacion, pp. 11-22, 2012.
 [3]Universidad de San Martin de Porres, «Campus,» 2020. [En línea]. Available: https://www.usmp.edu.pe/campus/. [Último acceso: 2020].
 [4]R. Aldas, R. Blacio, C. Corral, C. Correa, P. Farfán, J. Guamán y J. Guerra, La educación a distancia y virtual en Ecuador. Una nueva realidad universitaria, Loja-Ecuador: EDILOJA, 2013.
 [5]A. Lopez y P. Millares, «La realidad aumentada en la formación del profesorado: una experiencia en las prácticas del Máster de Profesorado de Enseñanza Secundaria.,» Iberoamericana de Tecnología Educativ, pp. 39-46, 2018.
 [6]I. Lopez, G. Aguirre y J. Balderrama, «Realidad Aumentada. Herramienta de apoyo para ambientes educativos, » Revista Iberoamericana de Producción Académica y Gestión Educativa, pp. 1-10, 2016.
 [7]F. Melo, J. Silva, L. Indacochea y J. Nuñez, «Tecnologías En La Educación Superior: Políticas Públicas Y Apropiación Social En Su Implementación.,» RevistaDigital de Investigación En Docencia Universitaria, pp. 1-11, 2017.
 [8]E. Vielma y M. Salas, «Aportes de las teorías de Vygotsky, Piaget, Bandura y Bruner. Paralelismo en sus posiciones en relación con el desarrollo.,» Educere, pp. 30-37, 2000.
 [9]J. CArrecedo y C. Martinez, « Realidad Aumentada: Una Alternativa Metodológica en la Educación Primaria Nicaragüense,» Ieee-Rita, pp. 102-108, 2012.
 [10]M. Nizarra, «Caracterización y evolución de la tecnología educativa en Perú,» In Crescendo Institucional, pp. 71-76, 2016.
 [11]J. Cortes, «tipos de evaluación e instrumentos de evaluacion,» 2013. [En línea]. Available: https://mestreacasa.gva.es/c/document_library/get_file?folderId=500001688024&name=DLFE-399422.pdf. [Último acceso: 2020].
 [12]J. Fernandez, «Conococimiento Educativo,» Noviembre 2015. [En línea]. Available: http://conocimientoeducativo.com/wp-content/uploads/2015/10/Interior-Educación1.pdf. [Último acceso: 2020].
 [13]T. Carvajal, A. Salvador y Y. Flores, «Manual de uso para el software “aumentaty”: visualización del elipsoide de revolución,» Agosto 2015. [En línea].Available: http://geoespacial.espe.edu.ec/wp-content/uploads/2015/09/MANUAL-REALIDAD-AUMENTADA. pdf. [Último acceso: 2020].
 [14]A. Toapanta, «Elaboracion de un manual multimedia de diseño grafico para la especializacion de ingenieria de diseño grafico computarizado de la Universidad Tecnica de Cotopaxi,» Latacunga, 2010.
 [15]C. Prendes, «La realidad aumentada y la educacion: analisis de experiencias practicas,» Revista de Medios y Educación, pp. 187-203, 2015.
 [16]R. Samperi, Metodologia de la investigacion, Mexico D.F.: McGRAW-HIL, 2014.
 [17]C. López, K. Hormechea, L. Gonzalez y Y. Camelo,«repository.ucc.edu.co,» 2019. [En línea]. Available:https://repository.ucc.edu.co/bitstream/20.500.12494/14569/1/2019_realidad_aumentada_estrategia..pdf. [Último acceso: 2020].

La incorrecta capacitación del docente provoca bajo rendimiento académico en los estudiantes de bachillerato. El objetivo del estudio es evaluar las prácticas pedagógicas e incentivar la mejora metodológica impartida por el docente. El diseño metodológico utilizado en la investigación fue un enfoque cualitativo, puesto que, se analizó diversas teorías referentes a las variables de estudio; y de orden cuantitativo, ya que, permitió la realización de una encuesta a docentes y alumnado. El resultado principal fue la demostración de la evaluación del desempeño docente mediante parámetros cuantificables, así como la demostración de falencias que se presentaron en el ambiente institucional. Se concluye que el desempeño docente en el aula depende de la capacitación obtenida por los mismos y la metodología impartida debe de ser motivadora.
 Palabras Clave: evaluación docente, rendimiento académico, capacitación.
 Referencias
 [1]SEP, «sep.gob.mx,» 1992. [En línea]. Disponible: https://www.sep.gob.mx/work/models/sep1/Resource/b490561c-5c33-4254-ad1c-aad33765928a/07104.pdf.[Último acceso: 2020].
 [2]OCDE, «Acuerdo de cooperación México-OCDE para mejorar la calidad de la educación de las escuelas mexicanas,» 2010. [En línea]. Disponible: http://www.oecd.org/education/school/46216786.pdf.[Último acceso: 2020].
 [3]F. Reimers, «El contexto social de la evalucion educativa en America Latina,» REvista Latinoamericana de Estudios Educativos, pp. 9-52, 2003.
 [4]F. Martinez, «La evaluacion de aprendizajes en America Latina,» Latindex, pp. 1-28, 2008.
 [5]Instituto Nacional para la Evaluacion de la Educacion, «evaluacion.gob.ec,» 2018. [En línea]. Disponible: http://www.evaluacion.gob.ec/wp-content/uploads/lotaip/2018/Anexos_Abril_2018/a/NORMATIVA_PARA_LA_EVALUACIÓN_DEL_DESEMPEÑO_DOCENTE.pdf. [Último acceso: 2020].
 [6]INEE, «evaluacion.gob.ec,» 2018. [En línea]. Disponible: https://cloud.evaluacion.gob.ec/dagireportes/nacional/2017-2018.pdf. [Último acceso: 2020].
 [7]INEVAL, «evaluacion.gob.ec,» 2018.[En línea]. Disponible: www.evaluacion.gob.ec/evaluaciones%0Awww.evaluacion.gob.ec . [Último acceso: 2020].
 [8]E. Vielma y M. Salas, «Aportes de las teorías de Vygotsky, Piaget, Bandura y Bruner. Paralelismo en sus posiciones en relación con el desarrollo.,» Educere, pp. 30-37, 2000.
 [9]S. Olmos, «Evaluación formativa y sumativa de estudiantes universitarios: Aplicación de las tecnologías a la evaluación educativa,» Education in the Knowledge Society, pp. 306-307, 2017.
 [10]A. Mora, «La evaluación educativa: concepto, períodos y modelos,» Revista Electrónica Actualidades Investigativas, pp. 1-11, 2004.
 [11]S. Guerra, «Pedagogía general de la evaluación educativa,» In Infancia y Aprendizaj, pp. 1-11, 2008.
 [12]A. Medina, C. Dominguez y C. Sanchez, «Evaluacion de las competencias de los estudiantes: Modelos y tecnicas para la valoració,» Infancia y Aprendizaje, pp. 29-31, 2008.
 [13]I. Gonzalez, «Modelos de evaluación de la calidad orientados a la mejora de las instituciones educativas. XXI,» REvista de Educación, pp. 155-170, 2004.
 [14]H. B. T. y O. G. Barrera, «La realidad educativa ecuatoriana desde una perspectiva docent,» Revista Iberoamericana de Educación, pp. 9-20, 2017.
 [15]J. Arribas, «El rendimiento académico en función del sistema de evaluación empleado,» Revista Electrónica de Investigación y Evaluación Educativa, pp. 1-15, 2012.
 [16]P. Ravela, P. Arregui, G. Valverde, R. Wolfe, G. Ferrer, F. Martínez, M. Aylwin y L. Wolff, «Las Evaluaciones Educativas que América Latina Necesita,» Revista Iberoamericana de Evaluación Educativa, pp. 51-63, 2008.
 [17]G. Garbanzo, « Factores asociados al rendimiento académico en estudiantes universitarios desde el nivel socioeconómico: Un estudio en la Universidad de Costa Rica,» Revista Electronica Educare, pp. 57-87, 2013.
 [18]A. Vedel and A. Poropar, «Personality and Academic Performace. Encyclopedia of Personality and Individual Differences,» Revista Electrónica de Investigación y Evaluación Educativa, pp. 1-15, 2017.
 [19]P. Ravela, «Para comprender las evaluaciones educativas Fichas didacticas,» Revista ELectrónica de Investigación y EValuación Educativa, pp. 1-11, 2006.
 [20]M. Rubio, «Enfoques y modelos de evaluación del e-learning.,» Revista ELectrónica de Investigación y Evaluación Educativa, pp. 101-120, 2003.
 [21]A. Ferrer, «La evaluación de los sistemas educativos, » Revista Iberoamericana de Educación, pp. 1-12, 2015.
 [22]M. Jimenez, «Evalución educativa, su practica y otras metáforas. In La evaluación educativa, su práctica y otras metáforas,» de Evalaución educativa, su practica y otras metáforas. In La evaluación educativa, su práctica y otras metáforas, McGRAW-HIL, 2000, pp. 19-30.
 [23]R. Sampieri, Metodologia de la investigación, Mexico: McGRAW-HIL, 2014.
 [24]J. Murillo y M. Roman, «Retos de la evaluacion de la calidad de la educacion en Ameica Latina,» Revista Iberoamericana de educacion, pp. 97-120, 2010.
 [25]S. Castillo, Evaluacion educativa de aprendisaje y competencias, Pearson, 2010.
 [26]C. López, K. Hormechea, L. Gonzalez y Y. Camelo, «repository.ucc.edu.co,» 2019. [En línea]. Disponible: https://repository.ucc.edu.co/bitstream/20.500.12494/14569/1/2019_realidad_aumentada_estrategia.pdf. [Último acceso: 2020].

El objetivo de este estudio es determinar el factor funcional de los riesgos y desvíos de las normas de seguridad e higiene en profesionales de enfermería de una institución hospitalaria pública. Se realizó un estudio analítico correlacional, de corte transversal, cuyo censo poblacional estuvo conformada por 52 trabajadores de la unidad de cuidados intensivos y emergencia de esta institución de salud de Ecuador; el instrumento de recolección de datos fue una encuesta estructurada adaptada al contexto hospitalario, validada por un grupo de expertos. El análisis estadístico se realizó mediante la aplicación de medidas de tendencia central y la correlación de Spearman bilateral considerando un valor de p menor 0,05 como significativo. Los resultados demostraron que existen discrepancias en las representaciones mentales entre el trabajo prescrito y el trabajo real. Asimismo, el cumplimiento de las normas son asumidas por factores endógenos y los desvíos se producen por causas exógenas. De igual manera las fallas humanas están relacionadas con la fatiga mental y física, dado que el paciente en estado crítico, es muy lábil. Se evidenció que la representación mental y desvíos de normas de seguridad es intrínseca propia del enfermero, lo que evidencia la falta de consiliencia en cultura de seguridad e higiene en el personal objeto de estudio.
 Palabras Clave: factor de riesgo, enfermería, normas de seguridad, normas de higiene.
 Referencias
 [1]R. Amalberti, «“Safety in flight operations”,» Lawrence Erlbaum Associates Publishe, pp. 171-194, (2001).
 [2]F. Benavides y García, «Salud Laboral: Conceptos y Técnicas para la Prevención de Riesgos Laborales,» Barcelona, Edit. Masson, S.A .3ra Edición, 2000, p. 764.[3]L. Armendola y Depool, «Modelo de Confiabilidad Humana,» Atlanta, 2006.
 [4]E. Carrasquero, « “Análisis Cronoergonómico de la Jornada de Trabajo 12 horas Sistema 7x7 en Trabajadores de Servicios Marítimos”.,» Maracaibo, 2013.
 [5]R. Caza, «Universidad Regional Autónoma de los Andes. Facultad de Ciencias Médicas,» 2016. [En línea]. Disponible en: Universidad Regional Autónoma http://dspace.uniandes.edu.ec/bitstream/123456789/4202/1/TUAEXCOMMEQ006- 2019. [Último acceso: 4 Marzo 2020].
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 [7]J. Huatuco Molina Mendez, «Medidas de Bioseguridad Aplicadas por el Personal de Enfermería en la Prevención de Infecciones Intrahospitalarias en el Servicio de Emergencia del Hospital Arzobispo Loayza.,» Hospital Arzobispo Loayza., Lima, 2014.
 [8]N. Braidot, «Neuromanagement como utilizar a pleno el cerebro en la conducción exitosa de las organizaciones,» Buenos Aires Argentina, Editorial Debora Feely.1era Edicion, 2010, p. 488.
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 [10]H. Guillermain, M. Favaro y C. Guyon, Identification, estimation et représentation des risques dans un atelier de centrifugation, Rapport d´activités. Vandoeuvre: INRS, 2000.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). 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Las estrategias de gestión empresarial tienen como finalidad crear y mantener ventajas competitivas a través de un plan de acción de manera que sea sostenible en el tiempo, sin embargo el éxito de las mismas dependerá de la mejora continua en el modelo de gestión empresarial y así aumentar la productividad, competitividad, y eficiencia. El objetivo del estudio es determinar la heterogeneidad del modelo de gestión estratégica empresarial mediante el meta-análisis de dimensiones. El diseño metodológico tuvo un enfoque cuantitativo de corte histórico-hermenéutico, pues el levantamiento de información se realizó mediante una modalidad bibliográfica. El método aplicado fue el meta-análisis que permitió calcular el tamaño de la variación teórica. El resultado principal fue que la heterogeneidad se presentó con mayor énfasis en la estrategia de costos con relación a las otras dimensiones. Se concluyó que el incorrecto manejo de las estrategias empresarial depende del déficit existente en la planeación sistemática.
 Palabras Clave: gestión empresarial, meta-análisis, planeación sistemática.
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En este artículo se presenta el Enfoque de los Itinerarios de Enseñanza de las Matemáticas, un enfoque que trata de ser respetuoso con las necesidades reales de los estudiantes para aprender matemáticas. En la primera parte se presenta la fundamentación del enfoque, que se sustenta en tres pilares interrelacionados: la perspectiva sociocultural del aprendizaje humano, el modelo de formación realista-reflexivo y la educación matemática realista; en la segunda parte se describe el enfoque, que se refiere a una secuencia de enseñanza intencionada que contempla tres niveles: 1) enseñanza en contextos informales (el entorno inmediato, los materiales manipulativos y los juegos); 2) enseñanza en contextos intermedios (recursos literarios y tecnológicos), y 3) enseñanza en contextos formales (recursos gráficos); finalmente, en la tercera parte se ejemplifica dicho enfoque con un itinerario de enseñanza del álgebra temprana para estudiantes de 3 a 12 años. Se concluye que la implementación de este enfoque requiere un amplio dominio de conocimientos didáctico-disciplinares, lo que implica un esfuerzo importante por parte de todos los agentes implicados en la formación del profesorado para que así, todo aquel profesional preocupado por mejorar su práctica docente y adaptarla a las exigencias del siglo XXI, pueda tener acceso a estos conocimientos. Referencias Alsina, Á. (2004). Barrinem? Matemàtiques amb jocs i problemes. Lògica 3. Cataluña: Edicions l'Àlber, S.L. Alsina, Á. (2010). La “pirámide de la educación matemática”, una herramienta para ayudar a desarrollar la competencia matemática. Aula de Innovación Educativa, 189, 12-16. Recuperado desde https://dugi-doc.udg.edu//bitstream/handle/10256/9481/PiramideEducacion.pdf Alsina, Á. (2018). Seis lecciones de educación matemática en tiempos de cambio: itinerarios didácticos para aprender más y mejor. Padres y Maestros, 376, 13-20. Alsina, Á. (2019a). 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In this paper, we present a technique that is known as Residual Sign Prediction in Transform Domain (TDRSP) and is aimed at increasing compression performance by reducing the bits overhead of residue sign. These signs are typically coded by entropy coders in bypass mode that results in the high cost of sign bins which require 1 bit per bin in a bitstream. TDRSP allows us to reduce this cost by predicting residue signs so that the probability of a guess is significantly higher than 50%. Hence, arithmetic coding with contexts becomes applicable to the signs. In contrast to Residual Sign Prediction (RSP) performed in spatial domain, TDRSP avoids switching between domains and carries out calculations completely in transform domain to efficiently decrease the computational complexity of RSP. Simulations performed on top of Versatile Video Coding test model reference software (VTM-1.0) in accordance with the Joint Video Experts Team common test conditions show that more than 2.0% and up to 1.8% of the Bjøntegaard Delta rate can be achieved for All Intra and Random Access configurations, respectively.

Despite the advantages dynamic reconfiguration adds to a system, it only improves system performance if the execution time exceeds the configuration time. As a result, dynamic reconfiguration is only capable of improving the performance of quasi-static applications. In order to improve the performance of dynamic applications, researchers focus on improving the reconfiguration throughput. These approaches are mostly limited by the bus commonly used to connect the configuration controller to the memory, which contributes to the configuration time. A method proposed to ameliorate this overhead is an architecture utilizing localised block RAM (BRAM) connected to the configuration controller to store the configuration bitstream. The aim of this paper is to illustrate the advantages of the proposed architecture, especially for reconfiguring real-time applications. This is done by validating the throughput of the architecture and comparing this to the maximum theoretical throughput of the internal configuration access port (ICAP). It was found that the proposed architecture is capable of reconfiguring an application within a time-frame suitable for real-time reconfiguration. The drawback of this method is that the BRAM is extremely limited and only a discrete set of configurations can be stored. This paper also proposes a method on how this can be mitigated without affecting the throughput.

AbstractGlobally, there has been a marked increase in longevity, but it is also apparent that significant inequalities remain, especially the inequality related to insufficient ‘health’ to enjoy or at least survive those later years. The major causes include lack of access to proper nutrition and healthcare services, and often the basic information to make the personal decisions related to diet and healthcare options and opportunities. Proper nutrition can be the best predictor of a long healthy life expectancy and, conversely, when inadequate and/or improper a prognosticator of a sharply curtailed expectancy. There is a dichotomy in both developed and developing countries as their populations are experiencing the phenomenon of being ‘over fed and under nourished’, i.e., caloric/energy excess and lack of essential nutrients, leading to health deficiencies, skyrocketing global obesity rates, excess chronic diseases, and premature mortality. There is need for new and/or innovative approaches to promoting health as individuals’ age, and for public health programs to be a proactive blessing and not an archaic status quo ‘eat your vegetables’ mandate. A framework for progress has been proposed and published by the World Health Organization in their Global Strategy and Action Plan on Ageing and Health (WHO (2017) Advancing the right to health: the vital role of law. https://apps.who.int/iris/bitstream/handle/10665/252815/9789241511384-eng.pdf?sequence=1&isAllowed=y. Accessed 07 Jun 2021; WHO (2020a) What is Health Promotion. www.who.int/healthpromotion/fact-sheet/en/. Accessed 07 Jun 2021; WHO (2020b) NCD mortality and morbidity. www.who.int/gho/ncd/mortality_morbidity/en/. Accessed 07 Jun 2021). Couple this WHO mandate with current academic research into the processes of ageing, and the ingredients or regimens that have shown benefit and/or promise of such benefits. Now is the time for public health policy to ‘not let the perfect be the enemy of the good,’ but to progressively make health-promoting nutrition recommendations.

AbstractIn the last two decades, the analysis of tactical knowledge has become a research channel of increasing interest, contributing to the development of ad-hoc tools to carry out this task. The aim of this study is to collect evaluation tools which allow to measure the declarative tactical knowledge (DTK) in soccer. Five databases (Web of Sciences, Pub Med, SportDiscus, Psycinfo and Eric) were used for the literature search based on PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) guidelines, according to five inclusion/exclusion criteria: (i) tools that determinate DTK in soccer players, (ii) come from primary sources, that is, published for the first time, (iii) show game-play scenarios in video sequences or static images via questionnaires, (iv) have been submitted to a process of validity and reliability, (v) and avoid the use of verbal language. Nine tools were selected and analyzed in this systematic review: Soccer decision-making tests (McMorris, in Percept Mot Ski 85(2):467, 1997), Protocol for the evaluation of declarative tactical knowledge (Mangas, in Conhecimento declarativo no futebol: Estudo comparativo em praticantes federados e não-federados, do escalão de sub-14, Dissertação de Mestrado, Faculdade de Desporto da Universidade do Porto, 1999), Questionnaire for the evaluation of tactical comprehension applied to football—CECTAF—(De la Vega, in Cultura, Ciencia y Deporte, 2002. https://repositorio.uam.es/bitstream/handle/10486/1723/11535_vega_marcos_ricardodela.pdf?sequence=1), Decision making instrument for Soccer (Fontana, in The development of a decision making instrument for soccer, Master’s degree dissertation, University of Pittsburgh, 2004. http://d-scholarship.pitt.edu/10124/), Game Understanding Test (Blomqvist et al., in Phys Educ Sport Pedagogy 10(2):107–119, 2005), Offensive Football Tactical Knowledge Test—TCTOF—(Serra-Olivares and García-López, in Revista Internacional De Medicina y Ciencias De La Actividad Física y Del Deporte 16(63):521–536, 2016. https://doi.org/10.15366/rimcafd2016.63.008), Video-based decision-making test (Keller et al., in Int J Sports Sci Coach 13(6):1057–1066, 2018. https://doi.org/10.1177/1747954118760778), Decision-Making form IOS application (Bennett et al., in J Sci Med Sport 22(6):729–734, 2019. https://doi.org/10.1016/j.jsams.2018.12.011) and TacticUP video test for soccer (Machado and Teoldo, in Front Psychol, 2020. https://doi.org/10.3389/fpsyg.2020.01690). Most of the tools did not pass many of the criteria proposed to assess their quality. Fundamentally, it can be concluded that few tools show specific tactical scores based on game principles or subroles that allow identifying possible points of improvement in the knowledge that players have on specific aspects of the game. For this reason, and based on the other findings found in this review, future studies should consider: (i) the importance of designing tools that reflect scores based on tactical principles and game subroles; (ii) the advantages and disadvantages of designing tools based on static images or video sequences; (iii) the need to design tools that can access the DTK of young children; (iv) the requirement to design tools that present game-play scenarios in the first person; (v) the essentiality of facing the tools designed to rigorous processes of validity and reliability.

ObjectiveAutomatically collect and synthesize global notifiable disease data and make it available to humans and computers. Provide the data on the web and within the Biosurveillance Ecosystem (BSVE) as a novel data stream. These data have many applications including improving the prediction and early warning of disease events.IntroductionGovernment reporting of notifiable disease data is common and widespread, though most countries do not report in a machine-readable format. This is despite the WHO International Health Regulations stating that “[e]ach State Party shall notify WHO, by the most efficient means of communication available.” 1Data are often in the form of a file that contains text, tables and graphs summarizing weekly or monthly disease counts. This presents a problem when information is needed for more data intensive approaches to epidemiology, biosurveillance and public health. While most nations likely store incident data in a machine-readable format, governments can be hesitant to share data openly for a variety of reasons that include technical, political, economic, and motivational2.A survey conducted by LANL of notifiable disease data reporting in over fifty countries identified only a few websites that report data in a machine-readable format. The majority (>70%) produce reports as PDF files on a regular basis. The bulk of the PDF reports present data in a structured tabular format, while some report in natural language or graphical charts.The structure and format of PDF reports change often; this adds to the complexity of identifying and parsing the desired data. Not all websites publish in English, and it is common to find typos and clerical errors.LANL has developed a tool, Epi Archive, to collect global notifiable disease data automatically and continuously and make it uniform and readily accessible.MethodsA survey of the national notifiable disease reporting systems is periodically conducted notating how the data are reported and in what formats. We determined the minimal metadata that is required to contextualize incident counts properly, as well as optional metadata that is commonly found.The development of software to regularly ingest notifiable disease data and make it available involves three to four main steps: scraping, detecting, parsing and persisting.Scraping: we examine website design and determine reporting mechanisms for each country/website, as well as what varies across the reporting mechanisms. We then design and write code to automate the downloading of data for each country. We store all artifacts presented as files (PDF, XLSX, etc.) in their original form, along with appropriate metadata for parsing and data provenance.Detecting: This step is required when parsing structured non-machine-readable data, such as tabular data in PDF files. We combine the Nurminen methodology of PDF table detection with in-house heuristics to find the desired data within PDF reports3.Parsing: We determine what to extract from each dataset and parse these data into uniform data structures, correctly accommodating the variations in metadata (e.g., time interval definitions) and the various human languages.Persisting: We store the data in the Epi Archive database and make it available on the internet and through the BSVE. The data is persisted into a structured and normalized SQL database.ResultsEpi Archive currently contains national and/or subnational notifiable disease data from thirty-nine nations. When a user accesses the Epi Archive site, they are able to peruse, chart and download data by country, subregion, disease and time interval. Access to a cached version of the original artifacts (e.g. PDF files), a link to the source and additional metadata is also available through the user interface. Finally, to ensure machine-readability, the data from Epi Archive can be reached through a REST API. http://epiarchive.bsvgateway.org/ConclusionsLANL, as part of a currently funded DTRA effort, is automatically and continually collecting global notifiable disease data. While thirty-nine nations are in production, more are being brought online in the near future. These data are already being utilized and have many applications, including improving the prediction and early warning of disease events.References[1] WHO International Health Regulations, edition 3. http://apps.who.int/iris/bitstream/10665/246107/1/9789241580496-eng.pdf[2] van Panhuis WG, Paul P, Emerson C, et al. A systematic review of barriers to data sharing in public health. BMC Public Health. 2014. 14:1144. doi:10.1186/1471-2458-14-1144[3] Nurminen, Anssi. "Algorithmic extraction of data in tables in PDF documents." (2013).

With each new technology generation, the available resources on Field Programmable Gate Arrays increase, making them more attractive for partial access from multiple users. They get increasingly adopted as accelerators in various application domains, embedded in shared Systems on Chip or remote cloud services. Thus, some recent works have already explored Denial-of-Service and side-channel attacks, where an FPGA fabric is shared among multiple users. In this work, we show how fault attacks can be launched within an FPGA, through software-provided bitstreams alone. Excessive voltage drops can be generated from legitimate logic mapped into the FPGA to cause timing faults, reaching from spatially and logically isolated partitions of one to another user of the FPGA fabric. To cause this voltage drop, we first show how specific patterns to activate Ring Oscillators can cause timing failures in simple test designs on various FPGA boards. Subsequently, we analyze and adapt an existing fault model for the Advanced Encryption Standard to match the accuracy of our fault attack. In the same multi-user scenario, we show as a proof-of-concept how a successful Differential Fault Analysis attack on an AES module can be launched. We perform experiments on three FPGA boards of the same model and confirm that the attack adapts to all systems and is successful under process variation, but with different susceptibility to faults. The paper is concluded by validating the attack on another platform, and analyzing the vulnerability based on a timing analysis, proving the applicability to different devices.

En el área de geometría, y más específicamente en el sector de estudio de figuras planas poligonales (triángulos y cuadriláteros) se propone estudiar una situación de comunicación de figuras en base a la tesis de doctorado realizada por Fregona (1995) disponible en: http://repositori.uji.es/xmlui/handle/10234/93550El desarrollo previsto, y que se fue adecuando en el transcurso de los encuentros, incluía:- breve presentación de la Teoría de las Situaciones Didácticas (TSD), y con cierto detalle de las condiciones constitutivas de una situación de comunicación,- un recorrido histórico sobre tres instituciones fundamentales en el desarrollo y la difusión de la TSD. Por razones de tiempo, no se incluyeron los vínculos con la Universidad de Bordeaux y el Institut de Recherches pour l’Enseignement des Mathématiques (IREM) de Bordeaux, la administración del sistema educativo, etc. Las primera de las instituciones consideradas fue el Centre d’Observation et de Recherche pour l’Enseignement des Mathématiques, (COREM) que de 1974 a 1999 permitió confrontar, en la contingencia de las clases, las numerosas investigaciones producidas en el marco de la TSD. La segunda fue el Centro de Recursos en Didáctica de la Matemática (CRDM) Guy Brousseau, creado en el año 2010 en la Universidad Jaume I de Castellón, España. Dicho centro tiene la finalidad de albergar y facilitar el acceso a los recursos documentales y bibliográficos del COREM. Y finalmente, la base Vidéos de Situations d’ Enseignement et d’Apprentissage (VISA) del Institut Français de l’Education de Lyon, Francia, que pone a disposición de investigadores acreditados lecciones en diferentes dominios. En su sección Fonds COREM, hay numerosas lecciones, entre ellas algunas de geometría. La información sobre cada una de estas instituciones, fue tomada respectivamente de: http://guy-brousseau.com/le-corem/presentation/http://www.imac.uji.es/CRDM/ http://visa-video.ens-lyon.fr/visa-web/- exploración del sitio del CRDM a fin de identificar las diferentes secciones que ofrece, y particularmente el acceso al “inventario” con los informes anuales (bilan) relativos a lo realizado efectivamente en las aulas del curso escolar y la clase elegida. Disponible en: http://repositori.uji.es/xmlui/bitstream/handle/10234/93531/InventarioCRDM_2017_07.pdf?sequence=4&isAllowed=y (consultado el 15-04-2019)- exposición a través de capturas de pantalla del sitio VISA, específicamente de algunas investigaciones correspondientes a los Fonds COREM.- análisis de planificaciones diarias de la Escuela Michelet sobre el juego de comunicación de figuras, tomadas en diferentes períodos. Las planificaciones están traducidas al castellano y se distribuye una copia en soporte papel a cada participante del taller.Una de las planificaciones corresponde a CM 2 (niños de 11 años), en el año escolar 1980-1981. La otra es de CM 1 (niños de 10 años), y corresponde al año 1989-1990. La propuesta es analizarlas identificando: su organización; las semejanzas y diferencias (en relación con el medio del alumno); qué anticipaciones pueden hacerse acerca de las producciones/dificultades de los alumnos; la gestión de la clase (aunque estemos trabajando con una modelización y no es posible ignorar la contingencia); qué significación posible pueden tener, para el docente y los alumnos, las modificaciones en el medio de la “segunda versión”.- presentación colectiva de los análisis realizados en cada grupo- análisis de producciones de los alumnos relativas a la elaboración/interpretación de los mensajes sobre las figuras tratadas y las técnicas de construcción sobre papel blanco de dichas figuras. Esos datos fueron tomados de la tesis de Fregona y del archivo del CRDM,- diferentes niveles de validación al interior de la situación de comunicación de figuras

The article is focused on the study of the perception of Lesya Ukrainka, a famous Ukrainian writer, in contemporary Ukrainian society. The research is based on a free word association test held online with 200 respondents aged from 13 to 70. As a result of applying quantitative analysis of the associates and semantic gestalt method the authors singled out productive semantic zones concerning each of the stimuli. These zones presented an anthroponymic triad of personality identification related to the author’s names ‘Larysa Kvitka’, ‘Larysa Kosach’, and the pseudonym ‘Lesya Ukrainka’. The nuclear zones in each associative field manifest a tendency for uniformity. They are related to her professional activities, her works, elements of inner and outer portrayal, as well as of evaluative spectrum. The respondents have shown predominantly high levels of knowledge about Lesya Ukrainka’s personality, which is proven, in particular, by their reverse frequency reactions and peripheral character of zero reactions. A dominant positive evaluative spectrum of perception of Lesya Ukrainka, as well as productivity of individual associates of interpretational character, was also important.
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 References (translated and transliterated)
 
 Barnett, L. (2007). The nature of playfulness in young adults. Personality and Individual Differences, 43, 949-958.
 Bowman, J. (1987). Making Work Play. In G. A. Fine (Ed.), Meaningful Play, Playful Meanings (pp. 61-71). Champaign, IL: Human Kinetics.
 Bundy, A. (1996). Play and Playfulness: What to Look for. In D.L. Parham & L. S. Fazio (Eds.), Play in Occupational Therapy for Children (pp. 52−66). St. Louis, MO: Mosby.
 Chapman, J. (1978). Playfulness and the development of divergent thinking abilities. Child: Care, Health and Development, 4, 371-383.
 Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15, 41-63.
 Dal, V. I. (2011). Tolkovyi Slovar Zhivogo Velikorusskogo Yazyka [Explanatory Dictionary of the Living Great Russian Language]: in four volumes. Publishing house: Drofa. Retrieved from: http://slovardalja.net/
 Glynn, M., & Webster, J. (1992). The adult playfulness scale: an initial assessment. Psychological Reports, 71(1), 83-103. https://doi.org/10.2466/pr0.1992.71.1.83
 Gordiienko-Mytrofanova, I.V. (2014a). Leksikograficheskoie znacheniie slova “igrivost” (podgotovitelnyi etap psikholingvisticheskogo eksperimenta) [The lexicographic meaning of the word “playfulness” (preparatory stage of a psycholinguistic experiment)]. Psykholohichni Perspektyvy − Psychological Prospects, 24, 76-88.
 Gordiienko-Mytrofanova, I.V. (2014b). Psikhologicheskoie soderzhaniie leksikograficheskikh znachenii slova “igrivyi” (podgotovitelnyi etap psikholingvisticheskogo eksperimenta) [The psychological content of lexicographic meanings of the word “playful” (preparatory stage of the psycholinguistic experiment)]. Problemy suchasnoi pedahohichnoi osvity − Problems of Modern Pedagogical Education, 46(3), 298-306.
 Gordiienko-Mytrofanova, I.V. (2014c). Psikhologicheskaia interpretatsiia leksikograficheskogo opisaniia slova “igrivyi” [Psychological interpretation of the lexicographic description of the word “playful”]. Problemy Suchasnoi Psykholohii − Problems of Modern Psychology, 25, 83-98.
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Image 1: View from Geodha Sgoilt towards the sea stacks, Uig, Isle of Lewis. Image credit: George Jaramillo.IntroductionOver the cliffs of Mangerstadh on the west coast of the Isle of Lewis, is a small plot of land called Geodha Sgoilt that overlooks the North Atlantic Ocean (Image 1). On the site is a small dirt gravel road and the remnants of a World War II listening station. Below, sea stacks rise from the waters, orange and green cliff sides stand in defiance to the crashing waves. An older gentleman began to tell me of what he believed could be located here on the site. A place where visitors could learn of the wonders of St Kilda that contained all types of new storytelling technologies to inspire them. He pointed above the ruined buildings, mentioning that a new road for the visitors’ vehicles and coaches would be built. With his explanations, you could almost imagine such a place on these cliffs. Yet, before that new idea could even be built, this gentleman and his group of locals and incomers had to convince themselves and others that this new heritage centre was something desired, necessary and inevitable in the development of the Western Isles.This article explores the developing relationships that come about through design innovation with community organisations. This was done through a partnership between an academic institution and a non-profit heritage community group as part of growing study in how higher education design research can play an active partner in community group development. It argues for the use of design thinking and innovation in improving strategy and organisational processes within non-profit organisations. In this case, it looks at what role it can play in building and enabling organisational confidence in its mission, as well as, building “beyond the museum”. The new approach to this unique relationship casts new light towards working with complexities and strategies rather than trying to resolve issues from the outset of a project. These enabling relationships are divided into three sections of this paper: First it explores the context of the island community group and “building” heritage, followed by a brief history of St Kilda and its current status, and designation as a World Heritage site. Second, it seeks the value of developing strategy and the introduction of the Institute of Design Innovation (INDI). This is followed by a discussion of the six-month relationship and work that was done that elucidates various methods used and ending with its outcomes. The third section reflects upon the impacts at the relationship building between the two groups with some final thoughts on the partnership, where it can lead, and how this can represent new ways of working together within community groups. Building HeritageCurrent community research in Scotland has shown struggles in understanding issues within community capability and development (Barker 11; Cave 20; Jacuniak-Suda, and Mose 23) though most focus on the land tenure and energy (McMorran 21) and not heritage groups. The need to maintain “resilient” (Steiner 17) communities has shown that economic resilience is of primary importance for these rural communities. Heritage as economic regenerator has had a long history in the United Kingdom. Some of these like the regeneration of Wirksworth in the Peak District (Gordon 20) have had great economic results with populations growing, as well as, development in the arts and design. These changes, though positive, have also adversely impacted the local community by estranging and forcing lower income townspeople to move away due to higher property values and lack of work. Furthermore, current trends in heritage tourism have managed to turn many rural regions into places of historic consumption (Ronström 7) termed “heritagisation” (Edensor 35). There is thus a need for critical reflection within a variety of heritage organisations with the increase in heritage tourism.In particular, existing island heritage organisations face a variety of issues that they focus too much on the artefactual or are too focused to strive for anything beyond the remit of their particular heritage (Jacuniak-Suda, and Mose 33; Ronström 4). Though many factors including funding, space, volunteerism and community capability affect the way these groups function they have commonalities that include organisational methods, volunteer fatigue, and limited interest from community groups. It is within this context that the communities of the Outer Hebrides. Currently, projects within the Highlands and islands focus on particular “grassroots” development (Cave 26; Robertson 994) searching for innovative ways to attract, maintain, and sustain healthy levels of heritage and development—one such group is Ionad Hiort. Ionad Hiort Ionad Hiort is a community non-profit organisation founded in 2010 to assist in the development of a new type of heritage centre in the community of Uig on the Isle of Lewis (“Proposal-Ionad Hiort”). As stated in their website, the group strives to develop a centre on the history and contemporary views of St Kilda, as well as, encouraging a much-needed year-round economic impetus for the region. The development of the group and the idea of a heritage centre came about through the creation of the St Kilda Opera, a £1.5 million, five-country project held in 2007, led by Scotland’s Gaelic Arts agency, Proiseact nan Ealan (Mckenzie). This opera, inspired by the cliffs, people, and history of St Kilda used creative techniques to unite five countries in a live performance with cliff aerobatics and Gaelic singing to present the island narrative. From this initial interest, a commission from the Western Isles council (2010), developed by suggestions and commentary from earlier reports (Jura Report 2009; Rebanks 2009) encouraged a fiercely contentious competition, which saw Ionad Hiort receive the right to develop a remote-access heritage centre about the St Kilda archipelago (Maclean). In 2013, the group received a plot of land from the local laird for the establishment of the centre (Urquhart) thereby bringing it closer to its goal of a heritage centre, but before moving onto this notion of remote-heritage, a brief history is needed on the archipelago. Image 2: Location map of Mangerstadh on the Isle of Lewis and St Kilda to the west, with inset of Scotland. Image credit: © Crown Copyright and Database Right (2017). Ordnance Survey (Digimap Licence).St KildaSt Kilda is an archipelago about 80 kilometres off the coast of the Outer Hebrides in the North Atlantic (Image 2). Over 2000 years of habitation show an entanglement between humans and nature including harsh weather, limited resources, but a tenacity and growth to develop a way of living upon a small section of land in the middle of the Atlantic. St Kilda has maintained a tenuous relationship between the sea, the cliffs and the people who have lived within its territory (Geddes, and Gannon 18). Over a period of three centuries beginning in the eighteenth century an outside influence on the island begin to play a major role, with the loss of a large portion of its small (180) population. This population would later decrease to 100 and finally to 34 in 1930, when it was decided to evacuate the final members of the village in what could best be called a forced eviction.Since the evacuation, the island has maintained an important military presence as a listening station during the Second World War and in its modern form a radar station as part of the Hebridean Artillery (Rocket) Range (Geddes 14). The islands in the last thirty years have seen an increase in tourism with the ownership of the island by the National Trust of Scotland. The UNESCO World Heritage Organisation (UNESCO), who designated St Kilda in 1986 and 2004 as having outstanding universal value, has seen its role evolve from not just protecting (or conserving) world heritage sites, but to strategically understand sustainable tourism of its sites (“St Kilda”). In 2012, UNESCO selected St Kilda as a case study for remote access heritage conservation and interpretation (Hebrides News Today; UNESCO 15). This was partly due to the efforts of 3D laser scanning of the islands by a collaboration between The Glasgow School of Art and Historic Environment Scotland called the Centre for Digital Documentation and Visualisation (CDDV) in 2009.The idea of a remote access heritage is an important aspect as to what Ionad Hiort could do with creating a centre at their site away from St Kilda. Remote access heritage is useful in allowing for sites and monuments to be conserved and monitored “from afar”. It allows for 3D visualisations of sites and provides new creative engagements with a variety of different places (Remondino, and Rizzi 86), however, Ionad Hiort was not yet at a point to even imagine how to use the remote access technology. They first needed a strategy and direction, as after many years of moving towards recognition of proposing the centre at their site in Uig, they had lost a bit of that initial drive. This is where INDI was asked to assist by the Highlands and Islands Enterprise, the regional development organisation for most of rural Scotland. Building ConfidenceINDI is a research institute at The Glasgow School of Art. It is a distributed, creative collective of researchers, lecturers and students specialising in design innovation, where design innovation means enabling creative capabilities within communities, groups and individuals. Together, they address complex issues through new design practices and bespoke community engagement to co-produce “preferable futures” (Henchley 25). Preferable futures are a type of future casting that seeks to strive not just for the probable or possible future of a place or idea, but for the most preferred and collectively reached option for a society (McAra-McWilliam 9). INDI researches the design processes that are needed to co-create contexts in which people can flourish: at work, in organisations and businesses, as well as, in public services and government. The task of innovation as an interactive process is an example of the design process. Innovation is defined as “a co-creation process within social and technological networks in which actors integrate their resources to create mutual value” (Russo‐Spena, and Mele 528). Therefore, innovation works outside of standard consultancy practices; rather it engenders a sense of mutual co-created practices that strive to resolve particular problems. Examples include the work that has looked at creating cultures of innovation within small and medium-sized enterprises (Lockwood 4) where the design process was used to alter organisational support (Image 3). These enterprises tend to emulate larger firms and corporations and though useful in places where economies of scale are present, smaller business need adaptable, resilient and integrated networks of innovation within their organisational models. In this way, innovation functioned as a catalyst for altering the existing organisational methods. These innovations are thus a useful alternative to existing means of approaching problems and building resilience within any organisation. Therefore, these ideas of innovation could be transferred and play a role in enabling new ways of approaching non-profit organisational structures, particularly those within heritage. Image 3: Design Council Double Diamond model of the design process. Image credit: Lockwood.Developing the WorkIonad Hiort with INDI’s assistance has worked together to develop a heritage centre that tries to towards a new definition of heritage and identity through this island centre. Much of this work has been done through local community investigations revolving around workshops and one-on-one talks where narratives and ideas are held in “negative capability” (McAra-McWilliam 2) to seek many alternatives that would be able to work for the community. The initial aims of the partnership were to assist the Uig community realise the potential of the St Kilda Centre. Primarily, it would assist in enabling the capabilities of two themes. The first would be, strategy, for Ionad Hiort’s existing multi-page mission brief. The second would be storytelling the narrative of St Kilda as a complex and entangled, however, its common views are limited to the ‘fall from grace’ or ‘noble savage’ story (Macdonald 168). Over the course of six months, the relationship involved two workshops and three site visits of varying degrees of interaction. An initial gathering had InDI staff meet members of Ionad Hiort to introduce members to each other. Afterwards, INDI ran two workshops over two months in Uig to understand, reflect and challenge Ionad Hiort’s focus on what the group desired. The first workshop focused on the group’s strategy statement. In a relaxed and facilitated space in the Uig Community Hall, the groups used pens, markers, and self-adhesive notes to engage in an open dialogue about the group’s desires. This session included reflecting on what their heritage centre could look like, as well as what their strategy needed to get there. These resulted in a series of drawings of their ‘preferred’ centre, with some ideas showing a centre sitting over the edge of the cliffs or one that had the centre be an integral component of the community. In discussing that session, one of members of the group recalled:I remember his [one of INDI’s staff] interrogation of the project was actually pretty – initially – fairly brutal, right? The first formal session we had talking about strategy and so on. To the extent that I think it would be fair to say he pissed everybody off, right? So much so that he actually prompted us to come back with some fairly hard hitting ripostes, which, after a moment’s silence he then said, ‘That’s it, you’ve convinced me’, and at that point we kind of realised that that’s what he’d been trying to do; he’d been trying to really push us to go further in our articulation of what we were doing and … why we were doing it in this particular way than we had done before. (Participant A, 2016).The group through this session found out that their strategy could be refined into a short mission statement giving a clear focus as to what they wanted and how they wanted to go about doing it. In the end, drawings, charts, stories (Image 4) were drawn to reflect on what the community had discussed. These artefacts became a key role-player in the following months of the development of the group. Image 4: View of group working through their strategy workshop session. Image credit: Fergus Fullarton-Pegg (2014). The second set of workshops and visits involved informal discussion with individual members of the group and community. This included a visit to St Kilda with members from INDI, Ionad Hiort and the Digital Design Studio, which allowed for everyone to understand the immensity of the project and its significance to World Heritage values. The initial aims thus evolved into understanding the context of self-governance for distributed communities and how to develop the infrastructure of development. As discussed earlier, existing development processes are useful, though limited to only particular types of projects, and as exemplified in the Highlands and Islands Enterprise and Western Isles Council commission, it tends to put communities against each other for limited pots of money. This existing system can be innovated upon by becoming creative liaisons, sharing and co-creating from existing studies to help develop more effective processes for the future of Ionad Hiort and their ‘preferable future’. Building RelationshipsWhat the relationship with GSA has done, as a dialogue with the team of people that have been involved, has been to consolidate and clarify our own thinking and to get us to question our own thinking across several different aspects of the whole project. (Participant A, 2016)As the quote states, the main notion of using design thinking has allowed Ionad Hiort to question their thinking and challenge preconceptions of what a “heritage centre” is, by being a critical sounding board that is different from what is provided by consultants and other stakeholders. Prior to meeting INDI, Ionad Hiort may have been able to reach their goal of a strategy, however, it would have taken a few more years. The work, which involved structured and unstructured workshops, meetings, planning events, and gatherings, gave them a structured focus to move ahead with their prospectus planning and bidding. INDI enabled the compression and focus of their strategy making and mission strategy statement over the course of six months into a one-page statement that gave direction to the group and provided the impetus for the development of the prospectus briefs. Furthermore, INDI contributed a sense of contemporary content to the historic story, as well as, enable the community to see that this centre would not just become another gallery with café. The most important outcome has been an effective measure in building relationships in the Outer Hebrides, which shows the changing roles between academic and third sector partnerships. Two key points can be deemed from these developing relationships: The first has been to build a research infrastructure in and across the region that engages with local communities about working with the GSA, including groups in North Uist, Barra and South Uist. Of note is a comment made by one of the participants saying: “It’s exciting now, there’s a buzz about it and getting you [INDI] involved, adding a dimension—we’ve got people who have got an artistic bent here but I think your enthusiasm, your skills, very much complement what we’ve got here.” (Participant B, 2016). Second, the academic/non-profit partnership has encouraged younger people to work and study in the area through a developing programme of student research activity. This includes placing taught masters students with local community members on the South Uist, as well as, PhD research being done on Stornoway. These two outcomes then have given rise to interest in not only how heritage is re-developed in a community, but also, encourages future interest, by staff and students to continue the debate and fashion further developments in the region (GSAmediacentre). Today, the cliffs of Mangerstadh continue to receive the pounding of waves, the blowing wind and the ever-present rain on its rocky granite surface. The iterative stages of work that the two groups have done showcase the way that simple actions can carve, change and evolve into innovative outcomes. The research outcomes show that through this new approach to working with communities we move beyond the consultant and towards an ability of generating a preferable future for the community. In this way, the work that has been created together showcases a case study for further island community development. 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Practically any good story follows certain narrative conventions in order to hold its readers' attention and leave them with a feeling of satisfaction -- this goes for fictional tales as well as for many news reports (we do tend to call them 'news stories', after all), for idle gossip as well as for academic papers. In the Western tradition of storytelling, it's customary to start with the exposition, build up to major events, and end with some form of narrative closure. Indeed, audience members will feel disturbed if there is no sense of closure at the end -- their desire for closure is a powerful one. From this brief description of narrative patterns it is also clear that such narratives depend crucially on linear progression through the story in order to work -- there may be flashbacks and flashforwards, but very few stories, it seems, could get away with beginning with their point of closure, and work back to the exposition. Closure, as the word suggests, closes the story, and once reached, the audience is left with the feeling of now knowing the whole story, of having all the pieces necessary to understand its events. To understand how important the desire to reach this point is to the audience, just observe the discussions of holes in the plot which people have when they're leaving a cinema: they're trying to reach a better sense of closure than was afforded them by the movie itself. In linearly progressing media, this seems, if you'll pardon the pun, straightforward. Readers know when they've finished an article or a book, viewers know when a movie or a broadcast is over, and they'll be able to assess then if they've reached sufficient closure -- if their desires have been fulfilled. On the World Wide Web, this is much more difficult: "once we have it in our hands, the whole of a book is accessible to us readers. However, in front of an electronic read-only hypertext document we are at the mercy of the author since we will only be able to activate the links which the author has provided" (McKnight et al. 119). In many cases, it's not even clear whether we've reached the end of the text already: just where does a Website end? Does the question even make sense? Consider the following example, reported by Larry Friedlander: I watched visitors explore an interactive program in a museum, one that contained a vast amount of material -- pictures, film, historic explanations, models, simulations. I was impressed by the range of subject matter and by the ambitiousness and polish of the presentation. ... But to my surprise, as I watched visitors going down one pathway after another, I noticed a certain dispirited glaze spread over their faces. They seemed to lose interest quite quickly and, in fact, soon stopped their explorations. (163) Part of the problem here may just have been the location of the programme, of course -- when you're out in public, you might just not have the time to browse as extensively as you could from your computer at home. But there are other explanations, too: the sheer amount of options for exploration may have been overwhelming -- there may not have been any apparent purpose to aim for, any closure to arrive at. This is a problem inherent in hypertext, particularly in networked systems like the Web: it "changes our conception of an ending. Different readers can choose not only to end the text at different points but also to add to and extend it. In hypertext there is no final version, and therefore no last word: a new idea or reinterpretation is always possible. ... By privileging intertextuality, hypertext provides a large number of points to which other texts can attach themselves" (Snyder 57). In other words, there will always be more out there than any reader could possibly explore, since new documents are constantly being added. There is no ending if a text is constantly extended. (In print media this problem appears only to a far more limited extent: there, intertextuality is mostly implicit, and even though new articles may constantly be added -- 'linked', if you will -- to a discourse, due to the medium's physical nature they're still very much separate entities, while Web links make intertextuality explicit and directly connect texts.) Does this mark the end of closure, then? Adding to the problem is the fact that it's not even possible to know how much of the hypertextual information available is still left unexplored, since there is no universal register of all the information available on the Web -- "the extent of hypertext is unknowable because it lacks clear boundaries and is often multi-authored" (Snyder 19). While reading a book you can check how many more pages you've got to go, but on the Web this is not an option. Our traditions of information transmission create this desire for closure, but the inherent nature of the medium prevents us from ever satisfying it. Barrett waxes lyrical in describing this dilemma: contexts presented online are often too limited for what we really want: an environment that delivers objects of desire -- to know more, see more, learn more, express more. We fear being caught in Medusa's gaze, of being transfixed before the end is reached; yet we want the head of Medusa safely on our shield to freeze the bitstream, the fleeting imagery, the unstoppable textualisations. We want, not the dead object, but the living body in its connections to its world, connections that sustain it, give it meaning. (xiv-v) We want nothing less, that is, than closure without closing: we desire the knowledge we need, and the feeling that that knowledge is sufficient to really know about a topic, but we don't want to devalue that knowledge in the same process by removing it from its context and reducing it to trivial truisms. We want the networked knowledge base that the Web is able to offer, but we don't want to feel overwhelmed by the unfathomable dimensions of that network. This is increasingly difficult the more knowledge is included in that network -- "with the growth of knowledge comes decreasing certainty. The confidence that went with objectivity must give way to the insecurity that comes from knowing that all is relative" (Smith 206). The fact that 'all is relative' is one which predates the Net, of course, and it isn't the Internet or the World Wide Web that has destroyed objectivity -- objectivity has always been an illusion, no matter how strongly journalists or scientists have at times laid claims ot it. Internet-based media have simply stripped away more of the pretences, and laid bare the subjective nature of all information; in the process, they have also uncovered the fact that the desire for closure must ultimately remain unfulfilled in any sufficiently non-trivial case. Nonetheless, the early history of the Web has seen attempts to connect all the information available (LEO, one of the first major German Internet resource centres, for example, took its initials from its mission to 'Link Everything Online') -- but as the amount of information on the Net exploded, more and more editorial choices of what to include and what to leave out had to be made, so that now even search engines like Yahoo! and Altavista quite clearly and openly offer only a selection of what they consider useful sites on the Web. Web browsers still hoping to find everything on a certain topic would be well-advised to check with all major search engines, as well as important resource centres in the specific field. The average Web user would probably be happy with picking the search engine, Web directory or Web ring they find easiest to use, and sticking with it. The multitude of available options here actually shows one strength of the Internet and similar networks -- "the computer permits many [organisational] structures to coexist in the same electronic text: tree structures, circles, and lines can cross and recross without obstructing one another. The encyclopedic impulse to organise can run riot in this new technology of writing" (Bolter 95). Still, this multitude of options is also likely to confuse some users: in particular, "novices do not know in which order they need to read the material or how much they should read. They don't know what they don't know. Therefore learners might be sidetracked into some obscure corner of the information space instead or covering the important basic information" (Nielsen 190). They're like first-time visitors to a library -- but this library has constantly shifting aisles, more or less well-known pathways into specialty collections, fiercely competing groups of librarians, and it extends almost infinitely. Of course, the design of the available search and information tools plays an important role here, too -- far more than it is possible to explore at this point. Gay makes the general observation that "visual interfaces and navigational tools that allow quick browsing of information layout and database components are more effective at locating information ... than traditional index or text-based search tools. However, it should be noted that users are less secure in their findings. Users feel that they have not conducted complete searches when they use visual tools and interfaces" (185). Such technical difficulties (especially for novices) will slow take-up of and low satisfaction with the medium (and many negative views of the Web can probably be traced to this dissatisfaction with the result of searches -- in other words, to a lack of satisfaction of the desire for closure); while many novices eventually overcome their initial confusion and become more Web-savvy, others might disregard the medium as unsuitable for their needs. At the other extreme of the scale, the inherent lack for closure, in combination with the societally deeply ingrained desire for it, may also be a strong contributing factor for another negative phenomenon associated with the Internet: that of Net users becoming Net junkies, who spend every available moment online. Where the desire to know, to get to the bottom (or more to the point: to the end) of a topic, becomes overwhelming, and where the fundamental unattainability of this goal remains unrealised, the step to an obsession with finding information seems a small one; indeed, the neverending search for that piece of knowledge surpassing all previously found ones seems to have obvious similarities to drug addiction with its search for the high to better all previous highs. And most likely, the addiction is only heightened by the knowledge that on the Web, new pieces of information are constantly being added -- an endless, and largely free, supply of drugs... There is no easy solution to this problem -- in the end, it is up to the user to avoid becoming an addict, and to keep in mind that there is no such thing as total knowledge. Web designers and content providers can help, though: "there are ways of orienting the reader in an electronic document, but in any true hypertext the ending must remain tentative. An electronic text never needs to end" (Bolter 87). As Tennant & Heilmeier elaborate, "the coming ease-of-use problem is one of developing transparent complexity -- of revealing the limits and the extent of vast coverage to users, and showing how the many known techniques for putting it all together can be used most effectively -- of complexity that reveals itself as powerful simplicity" (122). We have been seeing, therefore, the emergence of a new class of Websites: resource centres which help their visitors to understand a certain topic and view it from all possible angles, which point them in the direction of further information on- and off-site, and which give them an indication of how much they need to know to understand the topic to a certain degree. In this, they must ideally be very transparent, as Tennant & Heilmeier point out -- having accepted that there is no such thing as objectivity, it is necessary for these sites to point out that their offered insight into the field is only one of many possible approaches, and that their presented choice of information is based on subjective editorial decisions. They may present preferred readings, but they must indicate that these readings are open for debate. They may help satisfy some of their readers' desire for closure, but they must at the same time point out that they do so by presenting a temporary ending beyond which a more general story continues. If, as suggested above, closure crucially depends on a linear mode of presentation, such sites in their arguments help trace one linear route through the network of knowledge available online; they impose a linear from-us-to-you model of transmission on the normally unordered many-to-many structure of the Net. In the face of much doomsaying about the broadcast media, then, here is one possible future for these linear transmission media, and it's no surprise that such Internet 'push' broad- or narrowcasting is a growth area of the Net -- simply put, it serves the apparent need of users to be told stories, to have their desire for closure satisfied through clear narrative progressions from exposition through development to end. (This isn't 'push' as such, really: it's more a kind of 'push on demand'.) But at the same time, this won't mean the end of the unstructured, networked information that the Web offers: even such linear media ultimately build on that networked pool of knowledge. The Internet has simply made this pool public -- passively as well as actively accessible to everybody. Now, however, Web designers (and this includes each and every one of us, ultimately) must work "with the users foremost in mind, making sure that at every point there is a clear, simple and focussed experience that hooks them into the welter of information presented" (Friedlander 164); they must play to the desire for closure. (As with any preferred reading, however, there is also a danger that that closure is premature, and that the users' process or meaning-making is contained and stifled rather than aided.) To return briefly to Friedlander's experience with the interactive museum exhibit: he draws the conclusion that visitors were simply overwhelmed by the sheer mass of information and were reluctant to continue accumulating facts without a guiding purpose, without some sense of how or why they could use all this material. The technology that delivers immense bundles of data does not simultaneously deliver a reason for accumulating so much information, nor a way for the user to order and make sense of it. That is the designer's task. The pressing challenge of multimedia design is to transform information into usable and useful knowledge. (163) Perhaps this transformation is exactly what is at the heart of fulfilling the desire for closure: we feel satisfied when we feel we know something, have learnt something from a presentation of information (no matter if it's a news report or a fictional story). Nonetheless, this satisfaction must of necessity remain intermediate -- there is always much more still to be discovered. "From the hypertext viewpoint knowledge is infinite: we can never know the whole extent of it but only have a perspective on it. ... Life is in real-time and we are forced to be selective, we decide that this much constitutes one node and only these links are worth representing" (Beardon & Worden 69). This is not inherently different from processes in other media, where bandwidth limitations may even force much stricter gatekeeping regiments, but as in many cases the Internet brings these processes out into the open, exposes their workings and stresses the fundamental subjectivity of information. Users of hypertext (as indeed users of any medium) must be aware of this: "readers themselves participate in the organisation of the encyclopedia. They are not limited to the references created by the editors, since at any point they can initiate a search for a word or phrase that takes them to another article. They might also make their own explicit references (hypertextual links) for their own purposes ... . It is always a short step from electronic reading to electronic writing, from determining the order of texts to altering their structure" (Bolter 95). Significantly, too, it is this potential for wide public participation which has made the Internet into the medium of the day, and led to the World Wide Web's exponential growth; as Bolter describes, "today we cannot hope for permanence and for general agreement on the order of things -- in encyclopedias any more than in politics and the arts. What we have instead is a view of knowledge as collections of (verbal and visual) ideas that can arrange themselves into a kaleidoscope of hierarchical and associative patterns -- each pattern meeting the needs of one class of readers on one occasion" (97). To those searching for some meaningful 'universal truth', this will sound defeatist, but ultimately it is closer to realism -- one person's universal truth is another one's escapist phantasy, after all. This doesn't keep most of us from hoping and searching for that deeper insight, however -- and from the preceding discussion, it seems likely that in this we are driven by the desire for closure that has been imprinted in us so deeply by the multitudes of narrative structures we encounter each day. It's no surprise, then, that, as Barrett writes, "the virtual environment is a place of longing. Cyberspace is an odyssey without telos, and therefore without meaning. ... Yet cyberspace is also the theatre of operations for the reconstruction of the lost body of knowledge, or, perhaps more correctly, not the reconstruction, but the always primary construction of a body of knowing. Thought and language in a virtual environment seek a higher synthesis, a re-imagining of an idea in the context of its truth" (xvi). And so we search on, following that by definition end-less quest to satisfy our desire for closure, and sticking largely to the narrative structures handed down to us through the generations. This article is no exception, of course -- but while you may gain some sense of closure from it, it is inevitable that there is a deeper feeling of a lack of closure, too, as the article takes its place in a wider hypertextual context, where so much more is still left unexplored: other articles in this issue, other issues of M/C, and further journals and Websites adding to the debate. Remember this, then: you decide when and where to stop. References Barrett, Edward, and Marie Redmont, eds. Contextual Media: Multimedia and Interpretation. Cambridge, Mass.: MIT P, 1995. Barrett, Edward. "Hiding the Head of Medusa: Objects and Desire in a Virtual Environment." Barrett & Redmont xi- vi. Beardon, Colin, and Suzette Worden. "The Virtual Curator: Multimedia Technologies and the Roles of Museums." Barrett & Redmont 63-86. Bolter, Jay David. Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1991. Friedlander, Larry. "Spaces of Experience on Designing Multimedia Applications." Barrett & Redmont 163-74. Gay, Geri. "Issues in Accessing and Constructing Multimedia Documents." Barrett & Redmont 175-88. McKnight, Cliff, John Richardson, and Andrew Dillon. "The Authoring of Hypertext Documents." Hypertext: Theory into Practice. Ed. Ray McAleese. Oxford: Intellect, 1993. Nielsen, Jakob. Hypertext and Hypermedia. Boston: Academic Press, 1990. Smith, Anthony. Goodbye Gutenberg: The Newspaper Revolution of the 1980's [sic]. New York: Oxford UP, 1980. Snyder, Ilana. Hypertext: The ELectronic Labyrinth. Carlton South: Melbourne UP, 1996. Tennant, Harry, and George H. Heilmeier. "Knowledge and Equality: Harnessing the Truth of Information Abundance." Technology 2001: The Future of Computing and Communications. Ed. Derek Leebaert. Cambridge, Mass.: MIT P, 1991. Citation reference for this article MLA style: Axel Bruns. "What's the Story: The Unfulfilled Desire for Closure on the Web." M/C: A Journal of Media and Culture 2.5 (1999). [your date of access] <http://www.uq.edu.au/mc/9907/closure.php>. Chicago style: Axel Bruns, "What's the Story: The Unfulfilled Desire for Closure on the Web," M/C: A Journal of Media and Culture 2, no. 5 (1999), <http://www.uq.edu.au/mc/9907/closure.php> ([your date of access]). APA style: Axel Bruns. (1999) What's the story: the unfulfilled desire for closure on the Web. M/C: A Journal of Media and Culture 2(5). <http://www.uq.edu.au/mc/9907/closure.php> ([your date of access]).

Introduction I have this somewhat diffuse concern that at some point, I am in an appointment procedure ... and people say: ‘He has to ... be on social media, [and] have followers ..., because otherwise he can’t say anything about the field of research, otherwise he won’t identify with it … and we need a direct connection to legitimise our discipline in the population!’ And this is where I think: ‘For God’s sake! No, I really don’t want that.’ (Postdoc) Social media such as Facebook or Twitter have become an integral part of many people’s everyday lives and have introduced severe changes to the ways we communicate with each other and about ourselves. Presenting ourselves on social media and creating different online personas has become a normal practice (Vorderer et al. 270). While social media such as Facebook were at first mostly used to communicate with friends and family, they were soon also used for work-related communication (Cardon and Marshall). Later, professional networks such as LinkedIn, which focus on working relations and career management and special interest networks, such as the academic social networking sites (ASNS) Academia.edu and ResearchGate, catering specifically to academic needs, emerged. Even though social media have been around for more than 15 years now, academics in general and German academics in particular are rather reluctant users of these tools in a work-related context (König and Nentwich 175; Lo 155; Pscheida et al. 1). This is surprising as studies indicate that the presence and positive self-portrayal of researchers in social media as well as the distribution of articles via social networks such as Academia.edu or ResearchGate have a positive effect on the visibility of academics as well as the likelihood of their articles being read and cited (Eysenbach; Lo 192; Terras). Gruzd, Staves, and Wilk even assume that the presence in online media could become a relevant criterion in the allocation of scientific jobs. Science is a field where competition for long-term positions is high. In 2017, only about 17% of all scientific personnel in Germany had permanent positions, and of these 10% were professors (Federal Statistical Office 32). Having a professorship is therefore the best shot at obtaining a permanent position in the scientific field. However, the average vocational age is 40 (Zimmer et al. 40), which leads to a long phase of career-related uncertainty. Directing attention to yourself by acquiring knowledge in the use of social media for professional self-representation might offer a career advantage when trying to obtain a professorship. At the same time, social media, which have been praised for giving a voice to the unheard, become a tool for the exclusion of scholars who might not want or be able to use these tools as part of their work and career-related communication, and might remain unseen and unheard. The author obtained current data on this topic while working on a project on Mediated Scholarly Communication in Post-Normal and Traditional Science under the project lead of Corinna Lüthje. The project was funded by the German Research Foundation (DFG). In the project, German-speaking scholars were interviewed about their work-related media usage in qualitative interviews. Among them were users and non-users of social media. For this article, 16 interviews with communication scholars (three PhD students, six postdocs, seven professors) were chosen for a closer analysis, because of all the interviewees they described the (dis)advantages of career-related social media use in the most detail, giving the deepest insights into whether social media contribute to a social exclusion of academics or not. How to Define Social Exclusion (in Academia)? The term social exclusion describes a separation of individuals or groups from mainstream society (Walsh et al.). Exclusion is a practice which implies agency. It can be the result of the actions of others, but individuals can also exclude themselves by choosing not to be part of something, for example of social media and the communication taking part there (Atkinson 14). Exclusion is an everyday social practice, because wherever there is an in-group there will always be an out-group. This is what Bourdieu calls distinction. Symbols and behaviours of distinction both function as signs of demarcation and belonging (Bourdieu, Distinction). Those are not always explicitly communicated, but part of people’s behaviour. They act on a social sense by telling them how to behave appropriately in a certain situation. According to Bourdieu, the practical sense is part of the habitus (Bourdieu, The Logic of Practice). The habitus generates patterns of action that come naturally and do not have to be reflected by the actor, due to an implicit knowledge that is acquired during the course of (group-specific) socialisation. For scholars, the process of socialisation in an area of research involves the acquisition of a so-called disciplinary self-image, which is crucial to building a disciplinary identity. In every discipline it contains a dominant disciplinary self-image which defines the scientific perspectives, practices, and even media that are typically used and therefore belong to the mainstream of a discipline (Huber 24). Yet, there is a societal mainstream outside of science which scholars are a part of. Furthermore, they have been socialised into other groups as well. Therefore, the disciplinary mainstream and the habitus of its members can be impacted upon by the societal mainstream and other fields of society. For example, societally mainstream social media, such as Twitter or Facebook, focussing on establishing and sustaining social connections, might be used for scholarly communication just as well as ASNS. The latter cater to the needs of scholars to not just network with colleagues, but to upload academic articles, share and track them, and consume scholarly information (Meishar-Tal and Pieterse 17). Both can become part of the disciplinary mainstream of media usage. In order to define whether and how social media contribute to forms of social exclusion among communication scholars, it is helpful to first identify in how far their usage is part of the disciplinary mainstream, and what their including features are. In contrast to this, forms of exclusion will be analysed and discussed on the basis of qualitative interviews with communication scholars. Including Features of Social Media for Communication Scholars The interviews for this essay were first conducted in 2016. At that time all of the 16 communication scholars interviewed used at least one social medium such as ResearchGate (8), Academia.edu (8), Twitter (10), or Facebook (11) as part of their scientific workflow. By 2019, all of them had a ResearchGate and 11 an Academia.edu account, 13 were on Twitter and 13 on Facebook. This supports the notion of one of the professors, who said that he registered with ResearchGate in 2016 because "everyone’s doing that now!” It also indicates that the work-related presence especially on ResearchGate, but also on other social media, is part of the disciplinary mainstream of communication science. The interviewees figured that the social media they used helped them to increase their visibility in their own community through promoting their work and networking. They also mentioned that they were helpful to keep up to date on the newest articles and on what was happening in communication science in general. The usage of ResearchGate and Academia.edu focussed on publications. Here the scholars could, as one professor put it, access articles that were not available via their university libraries, as well as “previously unpublished articles”. They also liked that they could see "what other scientists are working on" (professor) and were informed via e-mail "when someone publishes a new publication" (PhD student). The interviewees saw clear advantages to their registration with the ASNS, because they felt that they became "much more visible and present" (postdoc) in the scientific community. Seven of the communication scholars (two PhD students, three postdocs, two professors) shared their publications on ResearchGate and Academia.edu. Two described doing cross-network promotion, where they would write a post about their publications on Twitter or Facebook that linked to the full article on Academia.edu or ResearchGate. The usage of Twitter and especially Facebook focussed a lot more on accessing discipline-related information and social networking. The communication scholars mentioned that various sections and working groups of professional organisations in their research field had accounts on Facebook, where they would post news. A postdoc said that she was on Facebook "because I get a lot of information from certain scientists that I wouldn’t have gotten otherwise". Several interviewees pointed out that Twitter is "a place where you can find professional networks, become a part of them or create them yourself" (professor). On Twitter the interviewees explained that they were rather making new connections. Facebook was used to maintain and intensify existing professional relationships. They applied it to communicate with their local networks at their institute, just as well as for international communication. A postdoc and a professor both mentioned that they perceived that Scandinavian or US-American colleagues were easier to contact via Facebook than via any other medium. One professor described how he used Facebook at international conferences to arrange meetings with people he knew and wanted to meet. But to him Facebook also catered to accessing more personal information about his colleagues, thus creating a new "mixture of professional respect for the work of other scientists and personal relationships", which resulted in a "new kind of friendship". Excluding Features of Social Media for Communication Scholars While everyone may create an Academia.edu, Facebook, or Twitter account, ResearchGate is already an exclusive network in itself, as only people working in a scientific field are allowed to join. In 2016, eight of the interviewees and in 2019 all of them had signed up to ResearchGate. So at least among the communication scholars, this did not seem to be an excluding factor. More of an issue was for one of the postdocs that she did not have the copyright to upload her published articles on the ASNS and therefore refrained from uploading them. Interestingly enough, this did not seem to worry any of the other interviewees, and concerns were mostly voiced in relation to the societal mainstream social media. Although all of the interviewees had an account with at least one social medium, three of them described that they did not use or had withdrawn from using Facebook and Twitter. For one professor and one PhD student this had to do with the privacy and data security issues of these networks. The PhD student said that she did not want to be reminded of what she “tweeted maybe 10 years ago somewhere”, and also considered tweeting to be irrelevant in her community. To her, important scientific findings would rather be presented in front of a professional audience and not so much to the “general public”, which she felt was mostly addressed on social media. The professor mentioned that she had been on Facebook since she was a postdoc, but decided to stop using the service when it introduced new rules on data security. On one hand she saw the “benefits” of the network to “stay informed about what is happening in the community”, and especially “in regards to the promotion of young researchers, since some of the junior research groups are very active there”. On the other she found it problematic for her own time management and said that she received a lot of the posted information via e-mail as well. A postdoc mentioned that he had a Facebook account to stay in contact with young scholars he met at a networking event, but never used it. He would rather connect with his colleagues in person at conferences. He felt people would just use social media to “show off what they do and how awesome it is”, which he did not understand. He mentioned that if this “is how you do it now … I don't think this is for me.” Another professor described that Facebook "is the channel for German-speaking science to generate social traffic”, but that he did not like to use it, because “there is so much nonsense ... . It’s just not fun. Twitter is more fun, but the effect is much smaller", as bigger target groups could be reached via Facebook. The majority of the interviewees did not use mainstream social media because they were intrinsically motivated. They rather did it because they felt that it was expected of them to be there, and that it was important for their career to be visible there. Many were worried that they would miss out on opportunities to promote themselves, network, and receive information if they did not use Twitter or Facebook. One of the postdocs mentioned, for example, that she was not a fan of Twitter and would often not know what to write, but that the professor she worked for had told her she needed to tweet regularly. But she did see the benefits as she said that she had underestimated the effect of this at first: “I think, if you want to keep up, then you have to do that, because people don’t notice you.” This also indicates a disciplinary mainstream of social media usage. Conclusion The interviews indicate that the usage of ResearchGate in particular, but also of Academia.edu and of the societal mainstream social media platforms Twitter and Facebook has become part of the disciplinary mainstream of communication science and the habitus of many of its members. ResearchGate mainly targets people working in the scientific field, while excluding everyone else. Its focus on publication sharing makes the network very attractive among its main target group, and serves at the same time as a symbol of distinction from other groups (Bourdieu, Distinction). Yet it also raises copyright issues, which led at least one of the participants to refrain from using this option. The societal mainstream social media Twitter and Facebook, on the other hand, have a broader reach and were more often used by the interviewees for social networking purposes than the ASNS. The interviewees emphasised the benefits of Twitter and Facebook for exchanging information and connecting with others. Factors that led the communication scholars to refrain from using the networks, and thus were excluding factors, were data security and privacy concerns; disliking that the networks were used to “show off”; as well as considering Twitter and Facebook as unfit for addressing the scholarly target group properly. The last statement on the target group, which was made by a PhD student, does not seem to represent the mainstream of the communication scholars interviewed, however. Many of them were using Twitter and Facebook for scholarly communication and rather seemed to find them advantageous. Still, this perception of the disciplinary mainstream led to her not using them for work-related purposes, and excluding her from their advantages. Even though, as one professor described it, a lot of information shared via Facebook is often spread through other communication channels as well, some can only be received via the networks. Although social media are mostly just a substitute for face-to-face communication, by not using them scholars will miss out on the possibilities of creating the “new kind of friendship” another professor mentioned, where professional and personal relations mix. The results of this study show that social media use is advantageous for academics as they offer possibilities to access exclusive information, form new kinds of relations, as well as promote oneself and one’s publications. At the same time, those not using these social media are excluded and might experience career-related disadvantages. As described in the introduction, academia is a competitive environment where many people try to obtain a few permanent positions. By default, this leads to processes of exclusion rather than integration. Any means to stand out from competitors are welcome to emerging scholars, and a career-related advantage will be used. If the growth in the number of communication scholars in the sample signing up to social networks between 2016 to 2019 is any indication, it is likely that the networks have not yet reached their full potential as tools for career advancement among scientific communities, and will become more important in the future. Now one could argue that the communication scholars who were interviewed for this essay are a special case, because they might use social media more actively than other scholars due to their area of research. Though this might be true, studies of other scholarly fields show that social media are being applied just the same (though maybe less extensively), and that they are used to establish cooperations and increase the amount of people reading and citing their publications (Eysenbach; Lo 192; Terras). The question is whether researchers will be able to avoid using social media when striving for a career in science in the future, which can only be answered by further research on the topic. References Atkinson, A.B. “Social Exclusion, Poverty and Unemployment.” Exclusion, Employment and Opportunity. Eds. A.B. Atkinson and John Hills. London: London School of Economics and Political Science, 1998. 1–20. Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Cambridge, Massachusetts: Harvard UP, 1984. ———. The Logic of Practice. Stanford, California: Stanford UP, 1990. Cardon, Peter W., and Bryan Marshall. “The Hype and Reality of Social Media Use for Work Collaboration and Team Communication.” International Journal of Business Communication 52.3 (2015): 273–93. Eysenbach, Gunther. “Can Tweets Predict Citations? Metrics of Social Impact Based on Twitter and Correlation with Traditional Metrics of Scientific Impact.” Journal of Medical Internet Research 13.4 (2011): e123. Federal Statistical Office [Statistisches Bundesamt]. Hochschulen auf einen Blick: Ausgabe 2018: 2018. 27 Dec. 2019 <https://www.destatis.de/Migration/DE/Publikationen/Thematisch/BildungForschungKultur/Hochschulen/BroschuereHochschulenBlick.html>. Gruzd, Anatoliy, Kathleen Staves, and Amanda Wilk. “Tenure and Promotion in the Age of Online Social Media.” Proceedings of the American Society for Information Science and Technology 48.1 (2011): 1–9. Huber, Nathalie. Kommunikationswissenschaft als Beruf: Zum Selbstverständnis von Professoren des Faches im deutschsprachigen Raum. Köln: Herbert von Halem Verlag, 2010. König, René, and Michael Nentwich. “Soziale Medien in der Wissenschaft.” Handbuch Soziale Medien. Eds. Jan-Hinrik Schmidt and Monika Taddicken. Wiesbaden: Springer Fachmedien, 2017. 170–188. Lo, Yin-Yueh. “Online Communication beyond the Scientific Community: Scientists' Use of New Media in Germany, Taiwan and the United States to Address the Public.” 2016. 17 Oct. 2019 <https://refubium.fu-berlin.de/bitstream/handle/fub188/7426/Diss_Lo_2016.pdf?sequence=1&isAllowed=y>. Meishar-Tal, Hagit, and Efrat Pieterse. “Why Do Academics Use Academic Social Networking Sites?” IRRODL 18.1 (2017). Pscheida, Daniela, Claudia Minet, Sabrina Herbst, Steffen Albrecht, and Thomas Köhler. Nutzung von Social Media und onlinebasierten Anwendungen in der Wissenschaft: Ergebnisse des Science 2.0-Survey 2014. Dresden: Leibniz-Forschungsverbund „Science 2.0“, 2014. 17 Mar. 2020. <https://d-nb.info/1069096679/34>. Terras, Melissa. The Verdict: Is Blogging or Tweeting about Research Papers Worth It? LSE Impact Blog, 2012. 28 Dec. 2019 <https://blogs.lse.ac.uk/impactofsocialsciences/2012/04/19/blog-tweeting-papers-worth-it/>. Vorderer, Peter, et al. “Der mediatisierte Lebenswandel: Permanently Online, Permanently Connected.” Publizistik 60.3 (2015): 259–76. Walsh, Kieran, Thomas Scharf, and Norah Keating. “Social Exclusion of Older Persons: a Scoping Review and Conceptual Framework.” European Journal of Ageing 14.1 (2017): 81–98. Zimmer, Annette, Holger Krimmer, and Freia Stallmann. “Winners among Losers: Zur Feminisierung der deutschen Universitäten.” Beiträge zur Hochschulforschung 4.28 (2006): 30-57. 17 Mar. 2020 <https://www.uni-bremen.de/fileadmin/user_upload/sites/zentrale-frauenbeauftragte/Berichte/4-2006-zimmer-krimmer-stallmann.pdf>.

Introduction Documentary film has grown significantly in the past decade, with high profile films such as Fahrenheit 9/11, Supersize Me, and An Inconvenient Truth garnering increased attention both at the box office and in the news media. In addition, the rising prominence of web-based media has provided new opportunities for documentary to create social impact. Films are now typically released with websites, Facebook pages, twitter feeds, and web videos to increase both reach and impact. This combination of technology and broader audience appeal has given rise to a current landscape in which documentary films are imbedded within coordinated multi-media campaigns. New media have not only opened up new avenues for communicating with audiences, they have also created new opportunities for data collection and analysis of film impacts. A recent report by McKinsey and Company highlighted this potential, introducing and discussing the implications of increasing consumer information being recorded on the Internet as well as through networked sensors in the physical world. As they found: "Big data—large pools of data that can be captured, communicated, aggregated, stored, and analyzed—is now part of every sector and function of the global economy" (Manyika et al. iv). This data can be mined to learn a great deal about both individual and cultural response to documentary films and the issues they represent. Although film has a rich history in humanities research, this new set of tools enables an empirical approach grounded in the social sciences. However, several researchers across disciplines have noted that limited investigation has been conducted in this area. Although there has always been an emphasis on social impact in film and many filmmakers and scholars have made legitimate (and possibly illegitimate) claims of impact, few have attempted to empirically justify these claims. Over fifteen years ago, noted film scholar Brian Winston commented that "the underlying assumption of most social documentaries—that they shall act as agents of reform and change—is almost never demonstrated" (236). A decade later, Political Scientist David Whiteman repeated this sentiment, arguing that, "despite widespread speculation about the impact of documentaries, the topic has received relatively little systematic attention" ("Evolving"). And earlier this year, the introduction to a special issue of Mass Communication and Society on documentary film stated, "documentary film, despite its growing influence and many impacts, has mostly been overlooked by social scientists studying the media and communication" (Nisbet and Aufderheide 451). Film has been studied extensively as entertainment, as narrative, and as cultural event, but the study of film as an agent of social change is still in its infancy. This paper introduces a systematic approach to measuring the social impact of documentary film aiming to: (1) discuss the context of documentary film and its potential impact; and (2) argue for a social science approach, discussing key issues about conducting such research. Changes in Documentary Practice Documentary film has been used as a tool for promoting social change throughout its history. John Grierson, who coined the term "documentary" in 1926, believed it could be used to influence the ideas and actions of people in ways once reserved for church and school. He presented his thoughts on this emerging genre in his 1932 essay, First Principles of Documentary, saying, "We believe that the cinema's capacity for getting around, for observing and selecting from life itself, can be exploited in a new and vital art form" (97). Richard Barsam further specified the definition of documentary, distinguishing it from non-fiction film, such that all documentaries are non-fiction films but not all non-fiction films are documentaries. He distinguishes documentary from other forms of non-fiction film (i.e. travel films, educational films, newsreels) by its purpose; it is a film with an opinion and a specific message that aims to persuade or influence the audience. And Bill Nichols writes that the definition of documentary may even expand beyond the film itself, defining it as a "filmmaking practice, a cinematic tradition, and mode of audience reception" (12). Documentary film has undergone many significant changes since its inception, from the heavily staged romanticism movement of the 1920s to the propagandist tradition of governments using film to persuade individuals to support national agendas to the introduction of cinéma vérité in the 1960s and historical documentary in the 1980s (cf. Barnouw). However, the recent upsurge in popularity of documentary media, combined with technological advances of internet and computers have opened up a whole new set of opportunities for film to serve as both art and agent for social change. One such opportunity is in the creation of film-based social action campaigns. Over the past decade, filmmakers have taken a more active role in promoting social change by coordinating film releases with action campaigns. Companies such as Participant Media (An Inconvenient Truth, Food Inc., etc.) now create "specific social action campaigns for each film and documentary designed to give a voice to issues that resonate in the films" (Participant Media). In addition, a new sector of "social media" consultants are now offering services, including "consultation, strategic planning for alternative distribution, website and social media development, and complete campaign management services to filmmakers to ensure the content of nonfiction media truly meets the intention for change" (Working Films). The emergence of new forms of media and technology are changing our conceptions of both documentary film and social action. Technologies such as podcasts, video blogs, internet radio, social media and network applications, and collaborative web editing "both unsettle and extend concepts and assumptions at the heart of 'documentary' as a practice and as an idea" (Ellsworth). In the past decade, we have seen new forms of documentary creation, distribution, marketing, and engagement. Likewise, film campaigns are utilizing a broad array of strategies to engage audience members, including "action kits, screening programs, educational curriculums and classes, house parties, seminars, panels" that often turn into "ongoing 'legacy' programs that are updated and revised to continue beyond the film's domestic and international theatrical, DVD and television windows" (Participant Media). This move towards multi-media documentary film is becoming not only commonplace, but expected as a part of filmmaking. NYU film professor and documentary film pioneer George Stoney recently noted, "50 percent of the documentary filmmaker's job is making the movie, and 50 percent is figuring out what its impact can be and how it can move audiences to action" (qtd. in Nisbet, "Gasland"). In his book Convergence Culture, Henry Jenkins, coined the term "transmedia storytelling", which he later defined as "a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience" ("Transmedia"). When applied to documentary film, it is the elements of the "issue" raised by the film that get dispersed across these channels, coordinating, not just an entertainment experience, but a social action campaign. Dimensions of Evaluation It is not unreasonable to assume that such film campaigns, just like any policy or program, have the possibility to influence viewers' knowledge, attitudes, and behavior. Measuring this impact has become increasingly important, as funders of documentary and issue-based films want look to understand the "return on investment" of films in terms of social impact so that they can compare them with other projects, including non-media, direct service projects. Although we "feel" like films make a difference to the individuals who also see them in the broader cultures in which they are embedded, measurement and empirical analysis of this impact are vitally important for both providing feedback to filmmakers and funders as well as informing future efforts attempting to leverage film for social change. This type of systematic assessment, or program evaluation, is often discussed in terms of two primary goals—formative (or process) and summative (or impact) evaluation (cf. Muraskin; Trochim and Donnelly). Formative evaluation studies program materials and activities to strengthen a program, and summative evaluation examines program outcomes. In terms of documentary film, these two goals can be described as follows: Formative Evaluation: Informing the Process As programs (broadly defined as an intentional set of activities with the aim of having some specific impact), the people who interact with them, and the cultures they are situated in are constantly changing, program development and evaluation is an ongoing learning cycle. Film campaigns, which are an intentional set of activities with the aim of impacting individual viewers and broader cultures, fit squarely within this purview. Without formulating hypotheses about the relationships between program activities and goals and then collecting and analyzing data during implementation to test them, it is difficult to learn ways to improve programs (or continue doing what works best in the most efficient manner). Attention to this process enables those involved to learn more about, not only what works, but how and why it works and even gain insights about how program outcomes may be affected by changes to resource availability, potential audiences, or infrastructure. Filmmakers are constantly learning and honing their craft and realizing the impact of their practice can help the artistic process. Often faced with tight budgets and timelines, they are forced to confront tradeoffs all the time, in the writing, production and post-production process. Understanding where they are having impact can improve their decision-making, which can help both the individual project and the overall field. Summative Evaluation: Quantifying Impacts Evaluation is used in many different fields to determine whether programs are achieving their intended goals and objectives. It became popular in the 1960s as a way of understanding the impact of the Great Society programs and has continued to grow since that time (Madaus and Stufflebeam). A recent White House memo stated that "rigorous, independent program evaluations can be a key resource in determining whether government programs are achieving their intended outcomes as well as possible and at the lowest possible cost" and the United States Office of Management and Budget (OMB) launched an initiative to increase the practice of "impact evaluations, or evaluations aimed at determining the causal effects of programs" (Orszag 1). Documentary films, like government programs, generally target a national audience, aim to serve a social purpose, and often do not provide a return on their investment. Participant Media, the most visible and arguably most successful documentary production company in the film industry, made recent headlines for its difficulty in making a profit during its seven-year history (Cieply). Owner and founder Jeff Skoll reported investing hundreds of millions of dollars into the company and CEO James Berk added that the company sometimes measures success, not by profit, but by "whether Mr. Skoll could have exerted more impact simply by spending his money philanthropically" (Cieply). Because of this, documentary projects often rely on grant funding, and are starting to approach funders beyond traditional arts and media sources. "Filmmakers are finding new fiscal and non-fiscal partners, in constituencies that would not traditionally be considered—or consider themselves—media funders or partners" (BRITDOC 6). And funders increasingly expect tangible data about their return on investment. Says Luis Ubiñas, president of Ford Foundation, which recently launched the Just Films Initiative: In these times of global economic uncertainty, with increasing demand for limited philanthropic dollars, assessing our effectiveness is more important than ever. Today, staying on the frontlines of social change means gauging, with thoughtfulness and rigor, the immediate and distant outcomes of our funding. Establishing the need for evaluation is not enough—attention to methodology is also critical. Valid research methodology is a critical component of understanding around the role entertainment can play in impacting social and environmental issues. The following issues are vital to measuring impact. Defining the Project Though this may seem like an obvious step, it is essential to determine the nature of the project so one can create research questions and hypotheses based on a complete understanding of the "treatment". One organization that provides a great example of the integration of documentary film imbedded into a larger campaign or movement is Invisible Children. Founded in 2005, Invisible Children is both a media-based organization as well as an economic development NGO with the goal of raising awareness and meeting the needs of child soldiers and other youth suffering as a result of the ongoing war in northern Uganda. Although Invisible Children began as a documentary film, it has grown into a large non-profit organization with an operating budget of over $8 million and a staff of over a hundred employees and interns throughout the year as well as volunteers in all 50 states and several countries. Invisible Children programming includes films, events, fundraising campaigns, contests, social media platforms, blogs, videos, two national "tours" per year, merchandise, and even a 650-person three-day youth summit in August 2011 called The Fourth Estate. Individually, each of these components might lead to specific outcomes; collectively, they might lead to others. In order to properly assess impacts of the film "project", it is important to take all of these components into consideration and think about who they may impact and how. This informs the research questions, hypotheses, and methods used in evaluation. Film campaigns may even include partnerships with existing social movements and non-profit organizations targeting social change. The American University Center for Social Media concluded in a case study of three issue-based documentary film campaigns: Digital technologies do not replace, but are closely entwined with, longstanding on-the-ground activities of stakeholders and citizens working for social change. Projects like these forge new tools, pipelines, and circuits of circulation in a multiplatform media environment. They help to create sustainable network infrastructures for participatory public media that extend from local communities to transnational circuits and from grassroots communities to policy makers. (Abrash) Expanding the Focus of Impact beyond the Individual A recent focus has shifted the dialogue on film impact. Whiteman ("Theaters") argues that traditional metrics of film "success" tend to focus on studio economic indicators that are far more relevant to large budget films. Current efforts focused on box office receipts and audience size, the author claims, are really measures of successful film marketing or promotion, missing the mark when it comes to understanding social impact. He instead stresses the importance of developing a more comprehensive model. His "coalition model" broadens the range and types of impact of film beyond traditional metrics to include the entire filmmaking process, from production to distribution. Whiteman (“Theaters”) argues that a narrow focus on the size of the audience for a film, its box office receipts, and viewers' attitudes does not incorporate the potential reach of a documentary film. Impacts within the coalition model include both individual and policy levels. Individual impacts (with an emphasis on activist groups) include educating members, mobilizing for action, and raising group status; policy includes altering both agenda for and the substance of policy deliberations. The Fledgling Fund (Barrett and Leddy) expanded on this concept and identified five distinct impacts of documentary film campaigns. These potential impacts expand from individual viewers to groups, movements, and eventually to what they call the "ultimate goal" of social change. Each is introduced briefly below. Quality Film. The film itself can be presented as a quality film or media project, creating enjoyment or evoking emotion in the part of audiences. "By this we mean a film that has a compelling narrative that draws viewers in and can engage them in the issue and illustrate complex problems in ways that statistics cannot" (Barrett and Leddy, 6). Public Awareness. Film can increase public awareness by bringing light to issues and stories that may have otherwise been unknown or not often thought about. This is the level of impact that has received the most attention, as films are often discussed in terms of their "educational" value. "A project's ability to raise awareness around a particular issue, since awareness is a critical building block for both individual change and broader social change" (Barrett and Leddy, 6). Public Engagement. Impact, however, need not stop at simply raising public awareness. Engagement "indicates a shift from simply being aware of an issue to acting on this awareness. Were a film and its outreach campaign able to provide an answer to the question 'What can I do?' and more importantly mobilize that individual to act?" (Barrett and Leddy, 7). This is where an associated film campaign becomes increasingly important, as transmedia outlets such as Facebook, websites, blogs, etc. can build off the interest and awareness developed through watching a film and provide outlets for viewers channel their constructive efforts. Social Movement. In addition to impacts on individuals, films can also serve to mobilize groups focused on a particular problem. The filmmaker can create a campaign around the film to promote its goals and/or work with existing groups focused on a particular issue, so that the film can be used as a tool for mobilization and collaboration. "Moving beyond measures of impact as they relate to individual awareness and engagement, we look at the project's impact as it relates to the broader social movement … if a project can strengthen the work of key advocacy organizations that have strong commitment to the issues raised in the film" (Barrett and Leddy, 7). Social Change. The final level of impact and "ultimate goal" of an issue-based film is long-term and systemic social change. "While we understand that realizing social change is often a long and complex process, we do believe it is possible and that for some projects and issues there are key indicators of success" (Barrett and Leddy, 7). This can take the form of policy or legislative change, passed through film-based lobbying efforts, or shifts in public dialogue and behavior. Legislative change typically takes place beyond the social movement stage, when there is enough support to pressure legislators to change or create policy. Film-inspired activism has been seen in issues ranging from environmental causes such as agriculture (Food Inc.) and toxic products (Blue Vinyl) to social causes such as foreign conflict (Invisible Children) and education (Waiting for Superman). Documentary films can also have a strong influence as media agenda-setters, as films provide dramatic "news pegs" for journalists seeking to either sustain or generation new coverage of an issue (Nisbet "Introduction" 5), such as the media coverage of climate change in conjunction with An Inconvenient Truth. Barrett and Leddy, however, note that not all films target all five impacts and that different films may lead to different impacts. "In some cases we could look to key legislative or policy changes that were driven by, or at least supported by the project... In other cases, we can point to shifts in public dialogue and how issues are framed and discussed" (7). It is possible that specific film and/or campaign characteristics may lead to different impacts; this is a nascent area for research and one with great promise for both practical and theoretical utility. Innovations in Tools and Methods Finally, the selection of tools is a vital component for assessing impact and the new media landscape is enabling innovations in the methods and strategies for program evaluation. Whereas the traditional domain of film impact measurement included box office statistics, focus groups, and exit surveys, innovations in data collection and analysis have expanded the reach of what questions we can ask and how we are able to answer them. For example, press coverage can assist in understanding and measuring the increase in awareness about an issue post-release. Looking directly at web-traffic changes "enables the creation of an information-seeking curve that can define the parameters of a teachable moment" (Hart and Leiserowitz 360). Audience reception can be measured, not only via interviews and focus groups, but also through content and sentiment analysis of web content and online analytics. "Sophisticated analytics can substantially improve decision making, minimize risks, and unearth valuable insights that would otherwise remain hidden" (Manyika et al. 5). These new tools are significantly changing evaluation, expanding what we can learn about the social impacts of film through triangulation of self-report data with measurement of actual behavior in virtual environments. Conclusion The changing media landscape both allows and impels evaluation of film impacts on individual viewers and the broader culture in which they are imbedded. Although such analysis may have previously been limited to box office numbers, critics' reviews, and theater exit surveys, the rise of new media provides both the ability to connect filmmakers, activists, and viewers in new ways and the data in which to study the process. This capability, combined with significant growth in the documentary landscape, suggests a great potential for documentary film to contribute to some of our most pressing social and environmental needs. A social scientific approach, that combines empirical analysis with theory applied from basic science, ensures that impact can be measured and leveraged in a way that is useful for both filmmakers as well as funders. In the end, this attention to impact ensures a continued thriving marketplace for issue-based documentary films in our social landscape. References Abrash, Barbara. "Social Issue Documentary: The Evolution of Public Engagement." American University Center for Social Media 21 Apr. 2010. 26 Sep. 2011 ‹http://www.centerforsocialmedia.org/›. Aufderheide, Patricia. "The Changing Documentary Marketplace." Cineaste 30.3 (2005): 24-28. Barnouw, Eric. Documentary: A History of the Non-Fiction Film. New York: Oxford UP, 1993. Barrett, Diana and Sheila Leddy. 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