From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Social Network Analysis

行銷硏究 : Marketing research

Framework Convention on Climate Change

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Purpose - This paper seeks to evaluate the arguments for and against the proposition that students in higher education are "customers" and should be treated as such. Design/methodology/approach - A critical review of the relevant literature from the domains of total quality management and marketing. Findings - The debate is polarised, with advocates regarding it as self-evident that students are customers and should be treated as such, while critics regard it as self-evident that the incursion of the "customer" concept into higher education degrades educational standards and damages educator/student relationships. Research limitations/implications - Researchers should investigate whether the adoption of the terminology, systems and processes of the "student-as-customer" leads to a degradation or improvement of the quality of education and level of service delivered to higher education students. Practical implications - Ways are recommended in which the careful adoption of the term "customers" to refer to students could retain positive aspects - promoting the legitimate interests of students in the higher education system - while avoiding such potentially negative aspects as the problematic idea that "the customer is always right". Originality/value - The paper points towards a "middle way" by which educational policy-makers and managers can obtain the benefits associated with a "customer orientation" while avoiding the difficulties associated with a simplistic interpretation of the customer concept.

Are students customers? TQM and marketing perspectives

The concept of integrated marketing communication (IMC) has received considerable coverage in the literature, but even its most ardent supporters have noted problems in translating the concept into reality. Reports on an extensive two‐phase study of the New Zealand advertising and marketing industry, undertaken as part of an international series of studies of IMC implementation and usage, which was conducted over the 1997‐1998 period. The findings of the first phase, conducted in mid 1997, reveal a strong commitment to the integration of marketing communications (marcoms) by both marketers and advertising agencies. The study also revealed substantive differences in perception between these two groups as to how integrated marcom processes should be managed and/or outcomes evaluated. The second phase of the study was conducted in mid 1998. This focuses on an analysis of the extent to which leading organizations have implemented IMC. It also identifies and evaluates barriers and obstacles that have impeded progress in developing and implementing IMC programmes, and reviews ways in which such problems have been tackled.

IMC, brand communications, and corporate cultures: Client/advertising agency co‐ordination and cohesion

The use of new information technology in marketing education has been widely, and often uncritically, accepted as both inevitable and beneficial with little in-depth analysis of this phenomenon, which is both a new mode of teaching (and learning) and a competency domain in its own right. This article examines both the potential advantages and dangers of information technology in the context of creating knowledge workers for the marketing industry. Research findings are presented to illustrate that students have distinctively different learning profiles and experiences, and these affect how students respond to traditional and new technological modes of teaching. The authors suggest that acceptance of new technologies in education by students will rely heavily on the ability of educational institutions to manage the change process.

Balancing Marketing Education and Information Technology: Matching Needs or Needing a Better Match?:

Environmental, health, and social change is complex and frequently is framed as a problem(s) to be solved. This framing focuses effort on delivery of solutions designed to change systemic environme...

Social marketing theory development goals: an agenda to drive change

Commercially sponsored media literacy initiatives aimed at educating children about the persuasive nature of advertising are evaluated against implicit theories underlying their use, criticisms of the motivation behind their implementation, and effectiveness evidence. Media literacy intervention analysis should be situated more explicitly within the context of the age-related development of cognitive skills and also within the debate regarding possible negative impacts of persuasive communication. In addition, the debate, the development of future interventions, and research into the complex combination of factors influencing dietary and lifestyle choices should incorporate evolving media forms, media convergence, and the blurring of advertising, information, and entertainment. Recommendations for addressing the dearth of empirical data conclude the paper.

Lynne Eagle

Papers

Are students customers? TQM and marketing perspectives

IMC, brand communications, and corporate cultures: Client/advertising agency co‐ordination and cohesion

Balancing Marketing Education and Information Technology: Matching Needs or Needing a Better Match?:

Social marketing theory development goals: an agenda to drive change

Commercial Media Literacy: What Does It Do, to Whom—and Does It Matter?