query: topics that don't get talked about (enough) in academia?
Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching. My spring theme: topics that don't get talked about, or not enough, or not frankly enough. SUGGESTIONS WANTED! Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking) **What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover? -- -- *********************************************************************************** Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall ***********************************************************************************
Hi, just a few thoughts (and you might already do somethis): Gender issues -- I think useful for men and women to reflect upon this, you could include issues surrounding parenthood here. I think there is a lot to negotiate (timing, childcare, how it might affect your career trajectory in other practical or political terms) Rights, responsibilities and respect. I think we don't talk enough about respect in academia -- both in terms of one's own behaviour, but also in terms of one should expect from colleagues and the profession (for example, I will never figure out why it's OK not to send the merest note back to people rejected on job searches -- and I say this after sitting on big searches that have contacted every single person with a polite note). These are the future academics -- sometimes I think useful in terms of training not only to say 'this is how it works' but also 'this is how it could be better'. I think it just as important to warn people about bullies and teach them how to deal with them as it is to train people that there is a better way. Negotiating change. We are in a financial crisis right now but I think a lot would agree that change or even the threat of change is pretty constant in the academic workplace. How do you deal with the stresses of budget cuts, for example? I wish I had understood just how much uncertainty academics face about things because it can look rather static and serene from a distance. Knowing when to say no. (I think we all need some extra training in this). I think the biggest one is when we're asked to do something for which we are not trained, particularly in terms of counseling students on problems (academic yes, mental health no). Being nice is often not the best option for you or the student. Building consensus and coalitions. Universities are complex places. I think one of the toughest things for new academics is realising that while they may have a great idea for a new programme, course, etc., that there tend to be a lot of constituencies involved with anything at universities. I assume the stalker training is 'dealing with' and not 'how to'! Sounds like you're doing a good job in helping them make the leap from student to academic. Sincerely Sarah Sarah Oates Professor of Political Communication School of Social and Political Sciences Adam Smith Building University of Glasgow Glasgow G12 8RT Email: sarah.oates@glasgow.ac.uk Website: www.media-politics.com <http://www.media-politics.com/> Telephone: (0)141 330 5124 The University of Glasgow, charity number SC004401 ________________________________ From: air-l-bounces@listserv.aoir.org on behalf of Nancy Van House Sent: Mon 08/11/2010 15:57 To: air-l@listserv.aoir.org Subject: [Air-L] query: topics that don't get talked about (enough) inacademia? Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching. My spring theme: topics that don't get talked about, or not enough, or not frankly enough. SUGGESTIONS WANTED! Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking) **What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover? -- -- *********************************************************************************** Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall *********************************************************************************** _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org <http://aoir.org/> Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/
Nancy, Considering a vast majority of Ph.D.s will wind up in teaching vs. research positions (as much as everyone pretends otherwise) , I would go with the mechanics of instructional design. • how to create/meet learning objectives • using ICTs to manage workload • how to create assessment (assignments, quizzes, etc). • grading • basic pedagogy - what the research says about what works and what does not. • time management • creating systems and policies to manage students and deal with typical conflicts and complaints. [<http://www.youtube.com/watch?v=qeSdC7lbAlA&feature=share> - I think you all will appreciate this] I have watched many new Ph.D.s walk into a 4/4 teaching load (with no TA help) get crushed and the main reason is mistaken idea (SOP in most grad programs) is if you have taken a course in a particular subject or area you can teach it. Knowing it and teaching it effectively are not the same thing. -TED On Mon, Nov 8, 2010 at 7:57 AM, Nancy Van House <vanhouse@ischool.berkeley.edu> wrote:
Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching.
My spring theme: topics that don't get talked about, or not enough, or not frankly enough.
SUGGESTIONS WANTED!
Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking)
**What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover?
--
-- *********************************************************************************** Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall *********************************************************************************** _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- Ted M. Coopman Ph.D. Lecturer Department of Communication Studies Radio, Television, and Film Program San Jose State University http://www.sjsu.edu/people/ted.coopman/
Hi, Ted, Nancy and all, My name is Peter and I'm a PhD candidate in Mass Comm; I'm new to the group and wanted to chime in. I'd say it's worthwhile to think carefully about how mentorship happens, and how it should happen, in terms of faculty-to-faculty mentorship, faculty-student mentorship and university-department level mentorship. I continue to be so grateful for the many mentors I currently have and have had in the past; nurturing those relationships and developing them further seems to be worthy of consideration. Best, Peter Peter Gloviczki PhD Candidate, Mass Communication University of Minnesota On Wed, Nov 10, 2010 at 3:49 PM, Ted Coopman <ted.coopman@gmail.com> wrote:
Nancy,
Considering a vast majority of Ph.D.s will wind up in teaching vs. research positions (as much as everyone pretends otherwise) , I would go with the mechanics of instructional design.
• how to create/meet learning objectives • using ICTs to manage workload • how to create assessment (assignments, quizzes, etc). • grading • basic pedagogy - what the research says about what works and what does not. • time management • creating systems and policies to manage students and deal with typical conflicts and complaints. [<http://www.youtube.com/watch?v=qeSdC7lbAlA&feature=share> - I think you all will appreciate this]
I have watched many new Ph.D.s walk into a 4/4 teaching load (with no TA help) get crushed and the main reason is mistaken idea (SOP in most grad programs) is if you have taken a course in a particular subject or area you can teach it. Knowing it and teaching it effectively are not the same thing.
-TED
On Mon, Nov 8, 2010 at 7:57 AM, Nancy Van House <vanhouse@ischool.berkeley.edu> wrote:
Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching.
My spring theme: topics that don't get talked about, or not enough, or not frankly enough.
SUGGESTIONS WANTED!
Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking)
**What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover?
--
-- *********************************************************************************** Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall *********************************************************************************** _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- Ted M. Coopman Ph.D. Lecturer Department of Communication Studies Radio, Television, and Film Program San Jose State University http://www.sjsu.edu/people/ted.coopman/ _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
one place that introduced many of the issues of the future professoriate to me was the tomorrow's professor list http://cgi.stanford.edu/~dept-ctl/tomprof/postings.php Jeremy Hunsinger Center for Digital Discourse and Culture Virginia Tech Live without dead time. -graffitti Paris 1968
If I may contribute some offerings to this discussion: * Computer mediated communications - knowing how to say what through which medium for maximum impact. * Civil Discourse - In other words, disagreement does not equate to disrespect. The ability to accept constructive (or not) feedback - tolerance. The ability to exercise influence, persuasion. The book "Difficult Conversations" is a gold mine as it dives in to accepting personal accountability and avoidance of "the blame game". * Social Constructs - Diversity in Religions and Politics, Gender vs Sexuality, Ethical and Moral diversions, etc. But when I back up and look at this outside the box there seems to be a few common denominators. Most of the aforementioned are learned through well rounded management classes and/or a holistic and diverse college experience, the other learned simply through life experience. The former is teachable, the latter not so much. So that leaves me with things more personally relevant, and perhaps relevant to this discussion: * Understanding relationships - the ability to read people and their interactions. Sounds simple right? Its how I learn information - I relate new material to what I already know and build the bridge or "link" through the difference or deviation. This construct can be applied to people and the quantifiable observations we make today through social networking research. I can sit down at an executive meeting (even ones that require caffeine and my iPhone) and know by body language, tone, engagement, approach, content - the general "linguistics" and human interaction, what the socio-environmental relationship is between everyone at the meeting allowing me to navigate the politics (or discussion) accordingly. * Knowing vs Understanding (the "knowing-doing gap") - tightening this relationship. Being able to acknowledge when someone knows an answer or content, but doesn't truly understand it. And when someone might need further assistance or mentorship because of said gap. True academics/professors possess this keen ability. * Understanding Collaboration - the wisdom of the crowd, etc. How the community matters, and how it contributes to success/progress/achievement/etc. This encompasses corporate policy structure, sociology, psychology, cultural behaviors, etc. Malcom Gladwell addresses this in "Outliers". * Translating the kinetic affects of non-kinetic assets - how technology impacts business/worker productivity or return on investment, substantiates its value. Taking something technical and explaining it sociologically. I hope this makes sense... I don't know if I can articulate this effectively enough to communicate the point. HTH, -- Thomas Jones http://www.TheOtherTomJones.com http://twitter.com/OtherTomJones http://www.linkedin.com/in/TheOtherTomJones
All, IMO even raw teaching talent and high interpersonal skills will not save you with a 4/4 teaching load and 200 students. In my experience, the mechanics of good results based instructional design is required just to get the breathing space for tapping into the co-cultures of the institution, major, and classroom and connect with students. You can't innovate or push boundaries If you are struggling with the basics. If you are overwhelmed with the tasks at hand (or "in the weeds" as we called it the restaurant trade) you won't have the time, attention, or energy for anything else. Student co-cultures and ability varies even across programs at the same universities. I teach in Communication Studies and in a Radio, Television and Film program and the students are very different in temperament and ability. You need to teach the students who have as opposed to the students you wish you had or some mythic student for that matter. This groove happens as you learn the dynamics of the scene. Honestly, I think that teaching can be great for your own intellectual development and research if you can make the breathing space for that to happen. I can't tell you how many times I have been describing some theory or answering a question and as I work through the answer realize that up until that moment I really didn't understand some critical or nuanced aspect of it. For example, I have been using semiotics a lot in my research classes because, aside from it being interesting and challenging to students, I have been working on getting a more complex understanding of it (not my area). I believe that academics are missing out on a lot of personal intellectual development by not taking the practice as seriously as research. -TED On Wed, Nov 10, 2010 at 5:28 PM, Thomas Jones <thomasallenjones@gmail.com> wrote:
If I may contribute some offerings to this discussion:
* Computer mediated communications - knowing how to say what through which medium for maximum impact.
* Civil Discourse - In other words, disagreement does not equate to disrespect. The ability to accept constructive (or not) feedback - tolerance. The ability to exercise influence, persuasion. The book "Difficult Conversations" is a gold mine as it dives in to accepting personal accountability and avoidance of "the blame game".
* Social Constructs - Diversity in Religions and Politics, Gender vs Sexuality, Ethical and Moral diversions, etc.
But when I back up and look at this outside the box there seems to be a few common denominators. Most of the aforementioned are learned through well rounded management classes and/or a holistic and diverse college experience, the other learned simply through life experience. The former is teachable, the latter not so much.
So that leaves me with things more personally relevant, and perhaps relevant to this discussion:
* Understanding relationships - the ability to read people and their interactions.
Sounds simple right? Its how I learn information - I relate new material to what I already know and build the bridge or "link" through the difference or deviation.
This construct can be applied to people and the quantifiable observations we make today through social networking research. I can sit down at an executive meeting (even ones that require caffeine and my iPhone) and know by body language, tone, engagement, approach, content - the general "linguistics" and human interaction, what the socio-environmental relationship is between everyone at the meeting allowing me to navigate the politics (or discussion) accordingly.
* Knowing vs Understanding (the "knowing-doing gap") - tightening this relationship. Being able to acknowledge when someone knows an answer or content, but doesn't truly understand it. And when someone might need further assistance or mentorship because of said gap. True academics/professors possess this keen ability.
* Understanding Collaboration - the wisdom of the crowd, etc. How the community matters, and how it contributes to success/progress/achievement/etc. This encompasses corporate policy structure, sociology, psychology, cultural behaviors, etc. Malcom Gladwell addresses this in "Outliers".
* Translating the kinetic affects of non-kinetic assets - how technology impacts business/worker productivity or return on investment, substantiates its value. Taking something technical and explaining it sociologically. I hope this makes sense... I don't know if I can articulate this effectively enough to communicate the point.
HTH,
-- Thomas Jones http://www.TheOtherTomJones.com http://twitter.com/OtherTomJones http://www.linkedin.com/in/TheOtherTomJones _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- Ted M. Coopman Ph.D. Lecturer Department of Communication Studies Radio, Television, and Film Program San Jose State University http://www.sjsu.edu/people/ted.coopman/
I agree wholeheartedly with Ted's insight that teaching can be a great path to intellectual development. I think we need to pay more attention to this track of intellectual development, but I also know there are only so many resources to go around. Perhaps this is something to establish a working group on in order to generate a report that can be disseminated. Something like 'Teaching the internet in varied institutional contexts: a report and recommendations from AoIR' something on a 3 year time frame if i'm involved....
Nancy, I concur with Ted on pedagogy-- more emphasis on teaching. All the rest of graduate school is about being a researcher, teaching gets short shrift. On a related note I would observe that most of your students, even from Berkeley, will end up at small to medium sized institutions where both the benefits and stresses can be a bit different from those at the large research institutions like Berkeley where most of us are trained. So if you want to offer something of benefit to the majority, as opposed to just your superstars, additional topics that don't (usually) get talked about (enough) with graduate students who want to go on to careers in academia include balancing teaching, research and service, especially in an age of diminishing returns and increasingly scarce resources in academia (e.g. over-identifying with your undergraduates and taking on lots of teaching and advising challenges won't help you earn tenure, but concentrating on research at the expense of your undergraduates' education and an additional burden on colleagues who have to pick up the slack will not earn you friends, loyal colleagues, or scholarships named after you in 30 years); dealing not just with colleagues who are bullies, but with administrators who may be bullies or maybe just don't speak the same language as academics; and, related to both, and to the sentiment sometimes attributed to that s.o.b. Henry Kissinger that "academic politics are particularly vicious because the stakes are so low," developing a thick skin. Sounds bleak, perhaps, but reflects a reality that I have found junior colleagues are often unprepared for. Christopher J. Richter Associate Professor Communication Studies Hollins University PO Box 9652 Roanoke, VA 24020 540-362-6358 ________________________________________ From: air-l-bounces@listserv.aoir.org [air-l-bounces@listserv.aoir.org] On Behalf Of Ted Coopman [ted.coopman@gmail.com] Sent: Wednesday, November 10, 2010 4:49 PM To: Nancy Van House Cc: air-l@listserv.aoir.org Subject: Re: [Air-L] query: topics that don't get talked about (enough) in academia? Nancy, Considering a vast majority of Ph.D.s will wind up in teaching vs. research positions (as much as everyone pretends otherwise) , I would go with the mechanics of instructional design. • how to create/meet learning objectives • using ICTs to manage workload • how to create assessment (assignments, quizzes, etc). • grading • basic pedagogy - what the research says about what works and what does not. • time management • creating systems and policies to manage students and deal with typical conflicts and complaints. [<http://www.youtube.com/watch?v=qeSdC7lbAlA&feature=share> - I think you all will appreciate this] I have watched many new Ph.D.s walk into a 4/4 teaching load (with no TA help) get crushed and the main reason is mistaken idea (SOP in most grad programs) is if you have taken a course in a particular subject or area you can teach it. Knowing it and teaching it effectively are not the same thing. -TED On Mon, Nov 8, 2010 at 7:57 AM, Nancy Van House <vanhouse@ischool.berkeley.edu> wrote:
Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching.
My spring theme: topics that don't get talked about, or not enough, or not frankly enough.
SUGGESTIONS WANTED!
Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking)
**What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover?
--
-- *********************************************************************************** Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall *********************************************************************************** _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
-- Ted M. Coopman Ph.D. Lecturer Department of Communication Studies Radio, Television, and Film Program San Jose State University http://www.sjsu.edu/people/ted.coopman/ _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/
Hello all. I have to do a presentation of what I have dubbed the satanic milieu online, something I have mainly dealt with offline and on a case-by-case basis. As a historian of religions, I have little practical knowledge about statistical representation software, but I just had the idea of making a simple cluster or cloud representing sites and links and so visualizing relations between sites. This is probably way to simple for avantgarde internet research, but it will actually push the history of religions forward quite a bit when it comes to studying ephemeral networks of alternative religiosity. The end-product should be some kind of cluster map. Any tips for user-friendly programs? All tips will be appreciated, but webbased and/or free downloads will of course be the best. Best, Jesper Petersen, Norwegian University of Science and Technology. -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Nancy Van House Sent: Monday, November 08, 2010 4:57 PM To: air-l@listserv.aoir.org Subject: [Air-L] query: topics that don't get talked about (enough) inacademia? Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching. My spring theme: topics that don't get talked about, or not enough, or not frankly enough. SUGGESTIONS WANTED! Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking) **What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover? -- -- **************************************************************************** ******* Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall **************************************************************************** ******* _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/
I am sure many will chime in with this one ... www.issuecrawler.net !!! Very easy to use and should do just what you need, there is a little movie on the site to learn how to use it. Sincerely Sarah Sarah Oates Professor of Political Communication School of Social and Political Sciences University of Glasgow Glasgow G12 8RT United Kingdom Telephone: 44(0)141-330-5124 Fax: 44(0)141-330-5071 Email: sarah.oates@glasgow.ac.uk www.media-politics.com -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Jesper Aagaard Petersen Sent: 11 November 2010 10:36 To: air-l@listserv.aoir.org Subject: [Air-L] query: simple web link cluster software? Hello all. I have to do a presentation of what I have dubbed the satanic milieu online, something I have mainly dealt with offline and on a case-by-case basis. As a historian of religions, I have little practical knowledge about statistical representation software, but I just had the idea of making a simple cluster or cloud representing sites and links and so visualizing relations between sites. This is probably way to simple for avantgarde internet research, but it will actually push the history of religions forward quite a bit when it comes to studying ephemeral networks of alternative religiosity. The end-product should be some kind of cluster map. Any tips for user-friendly programs? All tips will be appreciated, but webbased and/or free downloads will of course be the best. Best, Jesper Petersen, Norwegian University of Science and Technology. -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Nancy Van House Sent: Monday, November 08, 2010 4:57 PM To: air-l@listserv.aoir.org Subject: [Air-L] query: topics that don't get talked about (enough) inacademia? Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching. My spring theme: topics that don't get talked about, or not enough, or not frankly enough. SUGGESTIONS WANTED! Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking) **What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover? -- -- ************************************************************************ **** ******* Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall ************************************************************************ **** ******* _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/ _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/
Dear Sarah and Steven, This list never ceases to amaze me. Thank you for the swift response. Best, Jesper. -----Original Message----- From: Sarah Oates [mailto:s.oates@lbss.gla.ac.uk] Sent: Thursday, November 11, 2010 11:48 AM To: Jesper Aagaard Petersen; air-l@listserv.aoir.org Subject: RE: [Air-L] query: simple web link cluster software? I am sure many will chime in with this one ... www.issuecrawler.net !!! Very easy to use and should do just what you need, there is a little movie on the site to learn how to use it. Sincerely Sarah Sarah Oates Professor of Political Communication School of Social and Political Sciences University of Glasgow Glasgow G12 8RT United Kingdom Telephone: 44(0)141-330-5124 Fax: 44(0)141-330-5071 Email: sarah.oates@glasgow.ac.uk www.media-politics.com -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Jesper Aagaard Petersen Sent: 11 November 2010 10:36 To: air-l@listserv.aoir.org Subject: [Air-L] query: simple web link cluster software? Hello all. I have to do a presentation of what I have dubbed the satanic milieu online, something I have mainly dealt with offline and on a case-by-case basis. As a historian of religions, I have little practical knowledge about statistical representation software, but I just had the idea of making a simple cluster or cloud representing sites and links and so visualizing relations between sites. This is probably way to simple for avantgarde internet research, but it will actually push the history of religions forward quite a bit when it comes to studying ephemeral networks of alternative religiosity. The end-product should be some kind of cluster map. Any tips for user-friendly programs? All tips will be appreciated, but webbased and/or free downloads will of course be the best. Best, Jesper Petersen, Norwegian University of Science and Technology. -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Nancy Van House Sent: Monday, November 08, 2010 4:57 PM To: air-l@listserv.aoir.org Subject: [Air-L] query: topics that don't get talked about (enough) inacademia? Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching. My spring theme: topics that don't get talked about, or not enough, or not frankly enough. SUGGESTIONS WANTED! Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking) **What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover? -- -- ************************************************************************ **** ******* Nancy Van House Professor, School of Information 102 South Hall #4600 University of California, Berkeley, CA 94720-4600 voice 510.642.0855 fax 510.642.5814 http://www.ischool.berkeley.edu/~vanhouse --------------------------------------------------------------- Office: 307A South Hall ************************************************************************ **** ******* _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/ _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/
Hi - I've been waiting almost an hour now and no-one has chimed in yet, so...I guess I'll have to do it myself! VOSON (http://voson.anu.edu.au) might suit your purpose. There are two versions: VOSON System is a web app, while VOSON+NodeXL is a plugin to NodeXL (http://nodexl.codeplex.com), a social media network analysis tool for Excel 2007. Academic users can access VOSON System and VOSON+NodeXL for free via a service provided by the ANU. Non-academic users can also currently access both tools for free via a service provided by Uberlink Corporation (http://www.uberlink.com.au). There are some training videos available for VOSON System and we are working on one for VOSON+NodeXL. Rob ------------------------------------- Dr Robert Ackland Fellow and Masters Coordinator, Australian Demographic and Social Research Institute, The Australian National University e-mail: robert.ackland@anu.edu.au homepage: http://adsri.anu.edu.au/people/robert.php project: http://voson.anu.edu.au Information about the Master of Social Research (Social Science of the Internet specialisation): http://adsri.anu.edu.au/study/msr.php ------------------------------------- Jesper Aagaard Petersen wrote:
Hello all.
I have to do a presentation of what I have dubbed the satanic milieu online, something I have mainly dealt with offline and on a case-by-case basis. As a historian of religions, I have little practical knowledge about statistical representation software, but I just had the idea of making a simple cluster or cloud representing sites and links and so visualizing relations between sites. This is probably way to simple for avantgarde internet research, but it will actually push the history of religions forward quite a bit when it comes to studying ephemeral networks of alternative religiosity.
The end-product should be some kind of cluster map. Any tips for user-friendly programs? All tips will be appreciated, but webbased and/or free downloads will of course be the best.
Best,
Jesper Petersen, Norwegian University of Science and Technology.
Hello all. I am currently doing a small pilot survey of satanism sites online for an article in order to get more data on ephemeral networks of seekers. One of the things I suggest is to use "links to" as an indicator, and I have happily used alexa, marketleap and site analytics to get some raw data. But I am at a loss to explain the large variability in the results. For example, alexa lists about 600 links to Church of Satan, while marketleap has 25000. It is especially visible with popular sites: YouTube has 700000 links with alexa, while marketleap list tens of millions. How do I explain this? Are the search samples much smaller in alexa? Or is the marketleap number including duplicates and such? Or is it related to search criteria and the definition of "link to"? Any suggestions will be much appreciated. All the best, Jesper Petersen, NTNU, Norway.
I apologize for the double posting, but the first email was posted as a reply. It is in fact a question. Hello all. I am currently doing a small pilot survey of satanism sites online for an article in order to get more data on ephemeral networks of seekers. One of the things I suggest is to use "links to" as an indicator, and I have happily used alexa, marketleap and site analytics to get some raw data. But I am at a loss to explain the large variability in the results. For example, alexa lists about 600 links to Church of Satan, while marketleap has 25000. It is especially visible with popular sites: YouTube has 700000 links with alexa, while marketleap list tens of millions. How do I explain this? Are the search samples much smaller in alexa? Or is the marketleap number including duplicates and such? Or is it related to search criteria and the definition of "link to"? Any suggestions will be much appreciated. All the best, Jesper Petersen, NTNU, Norway. _______________________________________________
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participants (10)
-
Christopher Richter -
Jeremy hunsinger -
jeremy hunsinger -
Jesper Aagaard Petersen -
Nancy Van House -
Peter Gloviczki -
Robert Ackland -
Sarah Oates -
Ted Coopman -
Thomas Jones