Relevant bibliographies by topics / Digital dilemma

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Digital dilemma'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Digital dilemma"

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Eisenberg, Anne. "Digital Dilemma." Scientific American 278, no. 3 (March 1998): 15–16. http://dx.doi.org/10.1038/scientificamerican0398-15.

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Weinstein, Emily, and Carrie James. "Leaning Into Digital Dilemmas: How Educators’ Perspectives Can Inform New Civics Education." Teachers College Record: The Voice of Scholarship in Education 123, no. 11 (November 2021): 38–56. http://dx.doi.org/10.1177/01614681221087292.

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Background/Context: Digital life raises dilemmas that elude straightforward courses of action. These dilemmas are consequential to civic life, where participatory practices intersect with digital affordances to lend new power, stakes, and public consequences (Kahne et al., 2015). It is essential that students be able to recognize digital dilemmas and grapple with them in nuanced ways before acting (James, 2014). These realities engender calls for redesigning civic education for the digital age (Kahne et al., 2016). Engaging students with complex, authentic dilemmas builds on a rich tradition in moral education (Kohlberg, 1975). For educators on the front lines of this work, reflecting on polarizing digital civic dilemmas is an important precursor to effective classroom facilitation (Hess, 2005). Purpose and Research Questions: Doxing is the use of public social media to reveal personal information about an individual, often with the intent of inviting public shaming for their speech or other actions (Douglas, 2016). Doxing is a signature dilemma of today’s age that surfaces fundamental questions about freedom, privacy, and accountability. The current study examines educators’ varied responses to a doxing dilemma to illustrate how digital civic dilemmas can raise substantive themes for New Civics education. We ask: How do educators respond to a doxing dilemma? What considerations do they raise to justify different stances? Research Design: We draw on data from a larger survey about digital citizenship to examine views of educators (N = 769) who live and work with adolescents in varied contexts throughout the United States and in more than two dozen international contexts. We report on educators’ responses to the doxing dilemma based on an inductive analysis of their open-ended responses. Findings: The focal dilemma is indeed polarizing: 47% (n = 361) of educators surveyed agreed with the doxing case, while 53% (n = 408) disagreed. Respondents’ justifications reveal how the dilemma evokes reflection on the intersections of digital life with reasonable expectations of privacy, the bounds of constitutional rights and legal protections, salient moral principles, the importance of accountability and consequences for actions, and more. Conclusions/Recommendations: As educators are tasked with preparing youth for a New Civics era, we argue that digital civic dilemmas merit use in educator professional development settings and, ultimately, with students. Educators’ perspectives on the doxing dilemma surface diverse considerations, which we reframe as ten questions to guide and deepen engagement.
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Mainrai, Girish. "The Digital Dilemma." Asian Journal of Research in Social Sciences and Humanities 7, no. 12 (2017): 149. http://dx.doi.org/10.5958/2249-7315.2017.00561.5.

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Seibert Hanson, Aroline E., and Melisa Dracos. "The digital dilemma." Study Abroad Research in Second Language Acquisition and International Education 4, no. 2 (July 24, 2019): 224–51. http://dx.doi.org/10.1075/sar.18003.sei.

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Abstract The study abroad (SA) experience now involves increased learner access via technology to the home (in the L1) and to the host culture (in the L2). L1 technology use could detract from host culture integration and language learning by allowing SA participants to remain immersed in the L1, while L2 technology use could aid in host culture integration by connecting participants to L2 speakers. Given this, it is urgent to determine the nature of the impact of L1 and L2 technology use abroad on motivation, language gains, and host culture integration. In the present study, we analyzed daily technology logs, learner motivation and L2 gains, and guided reflections on host culture engagement and L2 learning goals by eleven US university students studying abroad in Argentina. Motivation and L2 abilities increased significantly, and were positively correlated. Also, L1 and L2 digital contact showed important qualitative relationships with motivation and host culture integration.
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Clarke, Mary. "The Digital Dilemma." Advances in Archaeological Practice 3, no. 4 (November 2015): 313–30. http://dx.doi.org/10.7183/2326-3768.3.4.313.

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AbstractThe long-term care of collected and created data is an ethical obligation in the fields of archaeology and cultural heritage management. With the growing application of digital methodologies in these fields and the complexity of the resulting data, this task has become complicated. Digital data preservation firms have emerged since this methodological shift, but their policies—championing the democratization of academic data—may conflict with the legal obligations dictated by the countries where data originate. Scholars thus face an inevitable choice between two obligations, one ethical and one legal. While the amount of digital data grows and the options for preservation remain fundamentally misaligned with research norms and project workflows, the digital dilemma places the integrity of data at risk of loss. This article addresses this dilemma by evaluating the existing data publication, archiving, and preservation repositories and considering how, as solutions to the digital dilemma, they can be integrated into multiple workflows. I also propose new directions for archaeological associations, suggesting that they should establish a means of evaluation and approval for third-party preservation firms managing the future of academic research prior to their inevitable ubiquity.
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Davis, Randall. "The digital dilemma." Communications of the ACM 44, no. 2 (February 2001): 77–83. http://dx.doi.org/10.1145/359205.359234.

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Perry, Tekla S. "Digital dilemma - [spectral lines]." IEEE Spectrum 45, no. 10 (October 2008): 9. http://dx.doi.org/10.1109/mspec.2008.4635037.

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Pogue, David. "The Digital-Subscription Dilemma." Scientific American 317, no. 6 (November 14, 2017): 26. http://dx.doi.org/10.1038/scientificamerican1217-26.

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Blanchette, Jean-François. "The digital signature dilemma." annals of telecommunications - annales des télécommunications 61, no. 7-8 (August 2006): 908–23. http://dx.doi.org/10.1007/bf03219871.

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Anderson, John Nathan. "Radio broadcasting’s digital dilemma." Convergence: The International Journal of Research into New Media Technologies 19, no. 2 (September 20, 2012): 177–99. http://dx.doi.org/10.1177/1354856512451015.

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Dissertations / Theses on the topic "Digital dilemma"

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CINO, DAVIDE. "Condividere o non condividere? I dilemmi dello sharenting e la costruzione sociale della “buona” genitorialità digitale." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/305230.

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Lo "sharenting", o l'atto di condividere rappresentazioni della propria genitorialità e/o dei propri figli online, è oggi prassi comune per molte famiglie contemporanee. Tale pratica mediatica è parte di un più vasto processo di "datificazione" della vita quotidiana, in cui informazioni e rappresentazioni che vanno dalla narrazione multimodale (i.e. scritta, fotografica, video) della propria gravidanza fino alla documentaizone della vita dei figli sui social media, sono trasformati in dati online. Diverse testate giornalsitiche e mediatiche a vario titolo hanno evidenziato gli aspetti controversi di tale pratica definendo i genitori odierni come inattenti e ingenui in merito. Diverse ricerche, tuttavia, suggeriscono che lungi dall'essere incorporata in maniera acritica, la pratica dello sharenting è spesso causa di veri e prorpi dilemmi digitali con cui i genitori contemporanei (e nella fattispecie le madri) si interfacciano. In tal senso, lo sharenting può diventare un terreno di "governance" della "digitalizzazione" della vita familiare quale ulteriore compito con cui i genitori contemporanei sono chiamati a interfacciarsi in un più vasto clima culturale di "genitorialità intensiva". La letteratura scientifica in merito, tuttavia, si è ad oggi limitata a riportare l'esistenza di tali dilemmi, senza approfondire se e a che livelli questi possano invece promuovere occasioni di apprendimento, presa di coscienza e riflessioni critiche rispetto a come affrontarli. La ricerca descritta in questa tesi cerca di colmare questo gap adottando una metodologia molto diffusa nello studio dei dilemmi genitoriali "tradizionali" ma ad oggi non utilizzata rispetto ai dilemmi digitali: lo studio di conversazioni online sui forum per genitori quali occasioni per apprendere ad affrontare le sfide quotidiane della genitorialità. Tale ricerca di supporto online è di particolare rilievo nel caso dei dilemmi digitali dello sharenting, data la loro natura relativamente nuova che comporta un'assenza di modelli pedagogico-culturali cui i genitori possono attingere. Utilizzando il forum Baby Center come contesto di raccolta dati, sono state campionate 665 discussioni fra madri analizzate tramite un'analisi di contenuto e una serie di analisi tematiche, con l'obiettivo di individuare le tipologie di dilemmi narrati e i bisogni comunicativi, relazionali e formativi che hanno spinto queste madri a cercare supporto nel forum, nonché le traiettorie interpretative e prassiche costruite nel corso delle interazioni a più voci analizzate, quali esempi di co-costruzione di principi e corsi d'azione in merito al dominio della "buona" (i.e. moralmente connotata) "genitorialità digitale". Il forum è qui visto come uno spazio che -nel favorire un'interazione paritaria- si costituisce come ambiente informale di apprendimento in cui attivare processi ermeneutici e riflessivi di costruzione collettiva di significato che possono aiutare a superare o quantomeno leggere ed affrontare questi dilemmi, promuovendo in determinate circostanze anche apprendimenti e riposizionamenti o trasformazioni di sguardi nelle parti interagenti. Le discussioni analizzate, inoltre, vanno a costituire un deposito pedagogico di etnoteorie genitoriali rispetto ai dilemmi indagati a disposizione non soltanto delle parti interagenti, ma di chiunque dovesse accedere a queste conversazioni anche in un secondo momento in preda a una situazione dilemmatica disorientante. I risultati di questo studio sono sintetizzabili in termini di contenuto e processo. Nel primo caso, possiamo riconoscere un ventaglio di conoscenze descrittive riguardanti i dilemmi digitali provocati nei genitori dall’incorporazione di una certa pratica mediatica, quale lo sharenting, nel contesto domestico. Nel secondo caso, la ricerca ha illuminato i processi di costruzione sociale di principi e idee regolatrici che governano la genitorialità digitale, e in senso lato la genitorialità contemporanea.
“Sharenting” or sharing representations about one’s parenting and/or children online is a usual habit for families in the digital age. This practice is part of a broader process of datafication of the everyday life for many families, where information and representations ranging from one’s pregnancy to accounts of children’s lives are transformed into online data. While media outlets described parents as inattentive and naïve about it, empirical data supports many of them grapple with digital dilemmas concerning these digital narrations about their families on social media. What is currently lacking in the literature, though, are studies specifically reporting on the reflective practices parents engage in when trying to tackle these dilemmas. To fill this gap, this study explores how parenting forums can work as informal reflective and learning sites where parents naturally discuss digital dilemmas associated with sharenting (“Social Media Dilemmas”). The BabyCenter forum was used as a site of data collection to investigate these dilemmatic situations, focusing on threads where mothers wanted to discuss how the evolving communication ecology poses new challenges and doubts when it comes to governing their families’ and children’s digital presence. The contribution reports on results of content and thematic analyses of the opening posts and comments from 665 threads, looking at the types of dilemmas parents experience about sharenting, and how these are discussed, framed, and possibly overcome with peers. The dissertation focuses on how this naturally occurring conversations worked as informal educational reflective practices for parents to learn and make sense of sharenting as a contemporary source of dilemmas.
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Creech, Ronald Edwin. "The United States copyright law dilemma: a synthesis of copyright applications that affect the use of digital print-on-demand technology." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39483.

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Ekstrand, Johan, and Jennifer Landström. "Den inre digitala marknadens framtid : Medlemsstaternas dilemma med implementeringen av upphovsrättsdirektivet: fokus på svensk respektive fransk rätt." Thesis, Linköpings universitet, Filosofiska fakulteten, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169309.

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Upphovsrättsdirektivet, Digital Single Market-direktivet, befinner sig idag i en implementeringsprocess i EU-länderna. Implementeringen syftar till att harmonisera upphovsrätten mellan medlemsstaterna och att upprätthålla en väl fungerande inre marknad. Direktivet medför ett antal dilemman vid harmoniseringen av medlemsländernas lagstiftningar. Somliga länder är positiva till direktivet, medan andra anmärker en ordalydelse som är otydlig, abstrakt och svår att konkretisera. Frankrike var första land inom unionen att lägga fram ett lagförslag baserat på direktivet. Samtliga medlemsländer, däribland Sverige, har fortfarande tid på sig att införliva direktivet i sin lagstiftning. Syftet med uppsatsen är att utreda DSM-direktivets artikel 17 och dess implementering i fransk rätt med utgångspunkt i Frankrikes framställda lagförslag. Vidare är ändamålet att göra en konkret jämförelse mellan förevarande upphovsrättsliga normer i Sverige respektive Frankrike, för att således kunna analysera det franska lagförslagets lämplighet i svensk rättsordning. Lämpligheten ska försöka bedömas utifrån kulturella värderingar bakom nationell lagstiftning och upphovsrättspolitik. För att besvara frågeställningen huruvida det franska lagförslaget på implementering av DSM-direktivets artikel 17 kan vara en förebild för den svenska lagstiftaren, har framställningen disponerats enligt följande: vi har (1) utrett svensk upphovsrätt, (2) redogjort för DSM-direktivet och härrörande kritik, (3) uppgivit Regeringskansliets resonemang och frågeställningar gällande direktivets genomförande i svensk rätt, (4) utrett fransk upphovsrätt samt (5) översatt och tolkat förevarande lagförslag med tillhörande kritik. Utöver rättskällor, har framställningen till övervägande del grund i debattartiklar, tidskrifter samt inlägg online för att klargöra den aktuella problematiken rörande DSM-direktivet. Slutsatsen är att svensk respektive fransk upphovsrätt visserligen framstår som snarlika i stort sett. Däremot kan det franska lagförslaget på implementering av direktivet enbart framstå som en förebild i viss mån. Av artikel 17:s tre huvudområden kan vägledning av det franska lagförslaget endast ges gällande införandet av en klagomåls- och avhjälpningsmekanism.

Det här är den slutgiltiga examensuppsatsen, en nedskuren version av en mer omfattande och djupgående version. För intressenter finns den första versionen tillgänglig via kontakt med författarna. 

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Rintala, Maja. "Digitala dilemman : Miljöorganisationers kommunikation för samhällsförändring." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172066.

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This thesis aims to illustrate how civil society organizations reflect on and communicate for societal change. The aim is also to broaden the understanding of how norms and logics on social media platforms characterize communication and the discourse about social engagement. With a basis in discourse theory, the particular focus of the study is on identifying discursive themes, and conflicts that exist within these themes. The analysis draws upon critical theories about the power position and technical affordance of social media platforms, as well as perspectives on the political subject - individually and collectively. The analysis is based on in-depth interviews with representatives from six environmental organizations, two of which are newer network-based movements. The results show discursive nodal points such as autonomous, individual-based and political.  These partly gain their meaning through social media and technical affordances, which enable lower engagement thresholds, which in turn challenge the organizations’ ideas about long-term engagement. Political engagement is largely associated with online engagement, via social media, at the same time an opposite relationship shows that screen time takes focus from deepened or physical engagement. The results also show that organizations are aware of the power of social media platforms, where hidden algorithms and commercial logic contrast with the organizations’ visions, while at the same time the platforms play an important role for the organizations’ communication.
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Ljungman, Emma. "Digitalt dilemma : En kvalitativ studie om samhällskunskapslärares erfarenheter av digitaliseringens effekter på gymnasieelevers lärande." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-46731.

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Syftet med föreliggande studie är att undersöka samhällslärares erfarenheter av digitaliseringens effekter på gymnasielevers lärande. Studien utgick från en kvalitativ metod. Det empiriska materialet har samlats in med hjälp av sex semistrukturerade intervjuer med samhällskunskapslärare. Resultatet visar att samhällskunskapslärare kunde identifiera ett antal positiva och negativa digitala effekter av gymnasieelevers lärande. Studiens slutsatser visar att det finns ett behov av fortsatt forskning i ämnet, framförallt kring gymnasieelevers uppfattning om digitaliseringen och digitaliseringens negativa effekter.
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Bravo, Bayona Ingrid Selene. "Factores que generan dilemas éticos en el periodismo digital peruano." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2016. http://hdl.handle.net/10757/620984.

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El objetivo de esta investigación fue conocer qué factores generan dilemas éticos en el periodismo digital. Es una investigación exploratorio de diseño descriptivo y cuantitativo, donde participaron 30 periodistas de tres medios peruanos. Para el estudio se creó una encuesta que midiera tanto el comportamiento ético del periodista digital, como factores que pudiera influir en su trabajo diario. Se plantearon tres factores: conocimiento de la norma ética, tipo de noticia y uso de redes sociales como fuentes periodísticas. Se concluyó que el primer y tercer factor mencionados, sí generan dilemas éticos. El segundo, tipo de noticia, no genera per se dilemas éticos. Sin embargo, uno de sus indicadores, la inmediatez, es un problema que los periodistas consideran como generador de dilemas éticos. El uso de redes sociales como fuente de información periodística mostró una mayor incidencia en la generación de dilemas éticos. Los hallazgos fueron analizados en base a la teoría recopilada.
The purpose of this research was to learn what factors generate ethical dilemmas in digital journalism. For this, journalists from the three main Peruvian media outlets were surveyed as it is based on a descriptive and quantitative exploratory research design, where 30 journalists participated. For this study, a survey that measured both the ethical behavior of the digital journalist, as the impact of the factors in their daily work was created. Three factors were raised: knowledge of the ethical norm, type of news and the use of social networks as journalistic sources. It was concluded that the first and third factors mentioned above do generate ethical dilemmas. The second type of news per se does not generate dilemmas. However, one of its indicators, immediacy, is a problem that journalists agreed as generating ethical dilemmas. The use of social networks as a source of news reports showed a higher incidence. The results were collected and analyzed based on the theory presented
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Siqueira, Débora Camacho Araújo 1961. "Interações interculturais em fórum digital : explorando os dilemas de uma professora pesquisadora no ensino de língua espanhola." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269328.

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Orientador: Denise Bértoli Braga
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-22T02:10:59Z (GMT). No. of bitstreams: 1 Siqueira_DeboraCamachoAraujo_D.pdf: 5304119 bytes, checksum: 65424c06bcde57536cc5869ea47b3f4d (MD5) Previous issue date: 2013
Resumo: A presente tese buscou contribuir para as reflexões sobre o uso do fórum digital para interações interculturais no ensino de línguas. A dimensão cultural no ensino de LE tem sido foco de debate teórico nos últimos anos. Influentes publicações têm enfatizado a importância de aprofundar a compreensão dos aspectos culturais da língua-alvo. Nesse sentido, as tecnologias digitais favorecem e potencialmente ampliam as trocas interculturais. Considerando esse contexto, o presente estudo, sob uma perspectiva comunicativa de ensino, objetivou analisar a experiência intercultural entre alunos universitários brasileiros, aprendizes da língua espanhola, e falantes nativos da Argentina através do fórum digital, buscando compreender seus impactos, assim como a dinâmica e a natureza das interações on-line. As perguntas que nortearam esta investigação estão organizadas em dois eixos teóricos: as três primeiras priorizam as questões culturais na prática do ensino de LE e as duas últimas enfocam a dinâmica das interações em fóruns digitais. Embora vários autores sustentem que as interações on-line com falantes nativos provêem um contexto rico para a compreensão da cultura-alvo, a análise dos dados revelou que essa compreensão não foi um produto obtido automaticamente na interação com os interlocutores argentinos. De fato, a superficialidade dos aspectos culturais observados neste estudo mostrou que colocar interlocutores em contato nos canais digitais não é uma condição suficiente para atingir esse objetivo. Primeiramente, deve haver uma necessidade comunicativa comum entre os participantes que os motive e os envolva no diálogo. Existe, ainda, a dificuldade de alcançar os aspectos culturais que envolvam valores e crenças, que estão incorporados no comportamento dos membros da cultura-alvo. Nesse aspecto, observou-se, também, a necessidade de um professor-mediador e sua importância para conduzir ou, mesmo, direcionar as discussões
Abstract: This dissertation aims to contribute to the discussions on the use of e-forum for intercultural interactions in language teaching. The cultural dimension of foreign language teaching has been the focus of theoretical discussion in recent years. Influential publications have emphasized the importance of enhancing the understanding of cultural aspects in language teaching. In this sense, digital technologies promote and potentially expand intercultural exchange. Considering this context, this study aims to analyze, from the communicative language teaching perspective, the intercultural experience among Brazilian university students, learners of Spanish, and native speakers from Argentina through an e-forum. It focuses on the understanding of its impacts, as well as the dynamics and nature of online interactions. The questions that guide this research are organized into two theoretical axes: the first three prioritize cultural issues in foreign language teaching practice, and the last two focuses on the dynamics of interactions in digital forums. Although several authors argue that the online interactions with native speakers provide a rich context for understanding the target culture, the data analysis revealed that this understanding was not a by-product automatically obtained from interacting with Argentineans speakers. In fact, the superficiality of cultural aspects observed in this study showed that bringing interlocutors together through digital channels is not a sufficient condition to achieve this goal. First, there must be a common communicative necessity between participants that motivates and engages them in dialogue. There is also the difficulty of apprehending cultural aspects that encompasses values and beliefs, which are incorporated in the behavior of members of the target culture. In this aspect, this study pointed to the need of a teacher mediator and his important role in directing or leading the discussions in the intercultural interactions
Doutorado
Linguagem e Tecnologia
Doutora em Lingüística Aplicada
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Timbane, Sansão Albino. "Dilemas éticos no coletivo : vivência de valores e o fundamento a munchu i munchu ka vanhu (uma pessoa é uma pessoa através de outras pessoas)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/151258.

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Esta tese estuda as possibilidades de propor discussões que dêem visibilidade às relações ético-políticas do indivíduo no coletivo assente na atividade da escuta do outro, operacionalizada em estratégias de problematização de dilemas éticos em informática, com estudantes de graduação, a partir de conteúdos de uma disciplina desse curso. A expressão “a munhu i munhu ka vanhu” é proveniente do Xirhonga (uma das línguas nacionais de Moçambique, também chamadas línguas bantu) e significa que “uma pessoa é uma pessoa através de outras pessoas” (tradução literária), ou que a pessoa se forma no coletivo; não estamos sozinhos no mundo, fazemos parte um do outro. Num contexto fortemente marcado pela oralidade a munhu i munhu ka vanhu é usada para orientar a aprendizagem dos conhecimentos (cognitiva), das habilidades e competências (técnica), na articulação com a vivência de valores e da ética com base na experimentação de situações de exposição ao conhecimento específico, permitindo inferir generalizações, conhecimentos universais, bem como interação entre as verdades particular e universal, buscando desenvolver o espírito de tolerância, a capacidade de entender e acolher o outro, o respeito pelas multiplicidades/diferenças e pela dignidade humana em prol de uma convivência harmoniosa. O estudo questiona se possibilidades de vivências, através de experimentações éticas, podem ser desenvolvidas/utilizadas no contexto escolar (no ensino presencial, semi-presencial, a distância), considerando a filosofia a munhu i munhu ka vanhu, a disponibilidade e pluralidade das TIC e a participação ativa dos estudantes, reconhecendo, analisando e acolhendo com “empatia” os posicionamentos/contribuições dos colegas frente a uma situação-problema no coletivo. A tese surge do questionamento do autor às suas práticas docentes instigadas pela imersão nas dinâmicas e vivências do Laboratório de Estudos em Linguagem, Interação e Cognição/Criação (LELIC/UFRGS) através do Projeto Civitas Moçambique-Brasil. A pesquisa sustenta-se na intervenção, pelo viés de in(ter)venção, adotando uma abordagem dialógica guiada pelos princípios orientadores da pesquisa em ciências humanas propostos por Bakhtin e seus comentadores. Os enunciados (orais e escritos, verbais e não-verbais) dos estudantes e do professor-pesquisador, produzidos no contexto interacional de construção e discussão dos dilemas éticos (em sala de aula presencial, no Forchat e as anotações no diário de campo) constituiram o objeto de análise e, foram apreciados dentro do quadro teórico que nos permitiu trabalhar a arquitetônica dialógica da relação eu-outro na perspectiva do ato responsável. Os resultados dão pistas para falar de uma experimentação (est)ética enquanto modo de trabalhar colaborativamente e como potência criadora. A estratégia de uso de dilemas éticos possibilita ressignificar a noção da educação como sistema de valores (valores éticos/morais, cognitivos, técnicos, sociais, culturais,…), podendo ser exercitada criticamente nas salas de aulas, em meio a interações complexas com o contexto problemático que envolve este, e considerando a participação ativa-responsiva dos estudantes, na construção e incorporação de novos conhecimentos ao seu sistema individual de valores, este agenciado ético-politicamente em benefício de uma relação empática e responsável com o coletivo.
This thesis studies the possibilities to propose discussions that give visibility to the ethical-political relations of the individual in the collective based in one-another listening activity, operationalized by ethical dilemmas strategies of questioning in computer science, with undergraduate students, from contents of a given subject in the same course. The expression "a munhu i munhu kana vanhu" comes from Xirhonga (one of the national languages of Mozambique, also called Bantu languages) and means "a person is a person through other people" (literary translation), or that the person is formed in the collective; we are not alone in the world, we are part of each other. In a context strongly marked by orality a munhu i munhu kana vanhu is used to guide the learning of knowledge (cognitive), skills and competences (technical), in articulation with experience of values and ethics based on experience of being self exposed to situations of the specific knowledge, allowing to infer generalizations, universal knowledge and interaction between the particular and universal truths seeking to develop the spirit of tolerance, the ability to understand and accept each other, respect for multiplicities/differences and human dignity for the sake of a harmonious coexistence. This research is wondering what approach possibilities of experiences through ethical trials, can be developed/used in the school context (in the classroom, blended and distance learning), considering the philosophy a munhu i munhu ka vanhu, in the context of availability and plurality of ICT and the active participation of students, recognizing, analyzing and accepting with "empathy" ideas/contributions from colleagues face to a problem situation in the collective? The thesis arises from the author's questioning on his teaching practices instigated by his immersion in its dynamic and experiences of Laboratório de Estudos em Linguagem, Interação e Cognição/Designing (LELIC/UFRGS) through Civitas Project Mozambique-Brazil. The research is based on intervention by means of in(ter)vention, adopting a dialogic approach guided by the guiding principles of research in the humanities proposed by Bakhin and his commentators. The enunciations (oral and written, verbal and non-verbal) of the students and the teacher, produced in the interaction context of construction and discussion of ethical dilemmas (classroom environment, Forchat and notes in logbook) constituted the object analysis and were appreciated within the theoretical framework that allowed us to work the architectural dialogic relationship I-other (one-another) in the perspective of act responsible. The results give clues to speak of ethics-esthetics experimentation as a way to work collaboratively and as creative power. The ethical dilemmas of using strategy enables reframe the notion of education as a value system (ethical values / moral, cognitive, technical, social, cultural, ...) and can be exercised critically in the classroom, through complex interactions with the learning environment challenges, and considering the active-responsive student participation in the construction and development of new knowledge in his/hers individual value system, intermediated ethical-politically in the benefit of an empathic and responsible relationship with the collective.
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Buarque, Marco Dreer. "Entre grãos e pixels, os dilemas éticos na restauração de filmes: o caso de Terra em Transe." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/8466.

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The restoration of motion picture films in Brazil became an increasing activity in the 90’s with the introduction of digital tools. At the same time that brought an almost unlimited ability to intervene in the movies, the digital tools have also introduced a debate about the ethical nature involving the restoration of films. In this context, we highlight the restoration projects dedicated to the films of Cinema Novo. This work aims to verify to what extent the digital restoration has to affect the language elements of Glauber Rocha’s Terra em Transe, a film marked by great formal inventiveness. The analysis of the restoration of the film was marked by some of the concepts of Cesare Brandi, an author who sought to work with the issue of ethics in the fine arts field. Some issues related to ethics and to the concept of restoration as well as the historical trajectory of film restoration in Brazil are also discussed in the text.
A restauração de filmes no Brasil se tornou uma atividade mais sistemática a partir dos anos 1990, com a introdução das ferramentas digitais. Ao mesmo tempo em que trouxeram uma possibilidade quase ilimitada de intervenção nos filmes, as ferramentas digitais introduziram também um debate acerca da natureza ética envolvendo a restauração de filmes. Nesse contexto, se destacam os projetos de restauração dedicados aos filmes do Cinema Novo. Este trabalho pretende verificar em que medida a restauração digital vem a afetar os elementos de linguagem de Terra em Transe, de Glauber Rocha, filme marcado por uma grande inventividade formal. A análise da restauração do filme foi pautada por alguns dos conceitos de Cesare Brandi, autor que procurou trabalhar com a questão da ética no campo das artes plásticas. Algumas questões relacionadas à ética e à conceituação de restauração, bem como à trajetória histórica da restauração de filmes no Brasil, também são debatidas no texto.
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"Permanent establishment dilemma in the digital economy." Thesis, 2014. http://hdl.handle.net/10210/12395.

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M.Com. (South African and International Taxation)
The concept of permanent establishment (PE) is a fundamental concept in international tax law, as it establishes the right to tax business profits of non-resident entities in the country where business activities are carried out. This study was motivated by the challenges governments and business entities face in the allocation of taxing rights in the digital economy. This study considers the history and the meaning of the current Organisation for Economic Co-Operation and Development (OECD) permanent establishment concept, and analyses its effectiveness in the digital economy. The digital economy and the event of e-commerce have changed the way in which business transactions are conducted and how multinational entities are structured. The digital economy has created different means of value creation for business entities, and new challenges are being confronted internationally regarding the taxation of such value created. This directly affects revenue collection by governments globally. A largely qualitative approach was undertaken in conducting the research. This included a detailed reading on the topic to support any inferences and conclusions. This study finds that the current OECD concept of permanent establishment is no longer an effective concept in the current digital economy. The event of e-commerce is challenging the core elements of “physical presence” and “fixed place of business”. Large multinational entities have low effective tax rates on their profits, and governments are being deprived of tax revenue that would normally have resulted from increased productivity. Data and data collection are important value creators in the digital economy, and there is an increasing need to tax digital company profits. The OECD Base Erosion and Profit Shifting (BEPS) Project announced in 2013, means to address resultant issues, such as tax-base erosion, tax abuse, and artificial avoidance of permanent establishment status. This study concludes that either the concept of permanent establishment needs to be redefined to ensure its effectiveness in the digital economy, or a completely new concept needs to be created.
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Books on the topic "Digital dilemma"

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Raugust, Karen. Digital dilemma: College e-publishing's critical moment. Stamford, CT: Simba Information Inc, 2001.

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Patel, Ashok Chandra. A digital printing dilemma for poster printers?. London: LCPDT, 1997.

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National Research Council (U.S.). Committee on Intellectual Property Rights in the Emerging Informaiton Infrastructure. The digital dilemma: Intellectual property in the information age. Washington, D.C: National Academy Press, 1999.

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National Research Council (U.S.). Computer Science and Telecommunications Board. and National Research Council (U.S.). Committee on Intellectual Property Rights in the Emerging Information Infrastructure., eds. The digital dilemma: Intellectual property in the information age. Washington, D.C: National Academy Press, 2000.

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National Research Council (U.S.). Committee on Intellectual Property Rights and the Emerging Information Infrastructure., National Research Council (U.S.). Computer Science and Telecommunications Board., and National Research Council (U.S.). Commission on Physical Sciences, Mathematics, and Applications., eds. The digital dilemma: Intellectual property in the information age. Washington, D.C: National Academy Press, 2000.

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National Research Council (U.S.). Committee on Intellectual Property Rights and the Emerging Information Infrastructure., National Research Council (U.S.). Computer Science and Telecommunications Board., and National Research Council (U.S.). Commission on Physical Sciences, Mathematics, and Applications., eds. The digital dilemma: Intellectual property in the information age. Washington, D.C: National Academy Press, 2000.

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Dumond, Astrid. How are academic publishers facing the dilemma surrounding digital rights management?. London: LCP, 2001.

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ERIC Clearinghouse on Higher Education., Association for the Study of Higher Education., and George Washington University. Graduate School of Education and Human Development., eds. Digital dilemma: Issues of access, cost, and quality in media-enhanced and distance education. San Francisco: Jossey-Bass, 2000.

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Parry, Diana C., Corey W. Johnson, and Simone Fullagar, eds. Digital Dilemmas. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95300-7.

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Kvalnes, Øyvind. Digital Dilemmas. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45927-7.

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Book chapters on the topic "Digital dilemma"

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Green, Tom. "Jay’s Dilemma." In The Untold Story of Everything Digital, 11–21. Other titles: Bright boys Description: Special, anniversary edition. | Boca Raton : CRC Press, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429340246-2.

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Xu, Cong. "Digital Rights Management Dilemma: Theoretical Context." In Regulatory Model for Digital Rights Management, 53–89. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1995-6_3.

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Barachini, Franz, and Christian Stary. "Social Dilemmas and Problems of Social Order." In From Digital Twins to Digital Selves and Beyond, 47–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96412-2_6.

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Niu, Xueying. "The Digital Dilemma and the Healthy Nation." In Digital Human Modeling and Applications in Health, Safety, Ergonomics and Risk Management. AI, Product and Service, 126–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77820-0_10.

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Frankenberger, Karolin, Hannah Mayer, Andreas Reiter, and Markus Schmidt. "Digital Transformer’s Dilemma: Innovate Twice to Survive." In Connected Business, 157–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76897-3_9.

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Strauß, Stefan. "The privacy control dilemma of digital identification." In Privacy and Identity in a Networked Society, 126–87. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge new security studies: Routledge, 2019. http://dx.doi.org/10.4324/9780429451355-5.

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Newland, Brianna, and Martin Carlsson-Wall. "Blockchain and the Sports Tech Dilemma." In The Routledge Handbook of Digital Sport Management, 308–18. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003088899-27.

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Oberender, Jens O., and Hermann de Meer. "On the Design Dilemma in Dining Cryptographer Networks." In Trust, Privacy and Security in Digital Business, 163–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-85735-8_16.

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Fuchs, Florian, Michael Liebmann, and Frank Thelen. "The Digitization Dilemma of Europe’s Non-Profit Organizations: Software as a Service to the Rescue!" In Digital Marketplaces Unleashed, 651–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-49275-8_58.

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Banterle, Francesco. "Data Ownership in the Data Economy: A European Dilemma." In EU Internet Law in the Digital Era, 199–225. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25579-4_9.

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Conference papers on the topic "Digital dilemma"

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Sakurai, Mihoko, and Jiro Kokuryo. "Data Backup Dilemma." In dg.o '16: 17th International Digital Government Research Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2912160.2912207.

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Rauscher, Konrad M. "The digital shrink wrap dilemma." In 2012 Third Worldwide Cybersecurity Summit (WCS). IEEE, 2012. http://dx.doi.org/10.1109/wcs.2012.6780873.

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Saroso, Hardijanto, Dicky Hida Syahchari, Darjat Sudrajat, Lasmy, and Maria Grace Herlina. "Managing Digital Transformation Dilemma with Industrial Mapping." In 2021 International Conference on Information Management and Technology (ICIMTech). IEEE, 2021. http://dx.doi.org/10.1109/icimtech53080.2021.9535025.

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Ferraz, André, and Carlos Ferraz. "Digital Identity Challenge: The Security and Convenience Dilemma." In Seminário Integrado de Software e Hardware. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/semish.2021.15829.

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This paper argues that the essential pieces of an enduring digital identity should be privacy, security, and convenience. Authentication should be frictionless. In this sense, the core of the digital identity of the future will be created around location sensing techniques. Incognia proposes a solution to secure and frictionless authentication for mobile apps that is composed of five steps. Its proprietary technology called environment fingerprinting can identify location spoofing and precisely determine the devices actual location. Incognia has found that most mobile logins, sensitive transactions, and purchases occur at trusted locations. To date, 90% of mobile logins and 89% of mobile banking sessions happen at a trusted location. Experimental results show false-negative rates below 0.004% and a decrease of over 85% of account takeover attacks.
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Jigang, Zhang, and Zhan Yi. "Digital Transformation Dilemma and Path of Agricultural Science Journals." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.204.

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Kostyuk, Nadiya. "The digital prisoner's dilemma: Challenges and opportunities for cooperation." In 2013 World Cyberspace Cooperation Summit IV (WCC4). IEEE, 2013. http://dx.doi.org/10.1109/wcs.2013.7050508.

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Ma, Sanjun, and Yingwei Sun. "Dilemma and Solution to Private Copy in Digital Technology." In 2015 International Conference on Education, Management, Information and Medicine. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.15.

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Petrescu, Anca. "TYPING OR WRITING? A DILEMMA OF THE DIGITAL ERA." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-115.

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The present paper focuses on the latest research about the difference between cursive writing and keyboarding, in an era where children are texting, tapping and typing on keyboards more than ever, leaving less time to master that "old-fashioned" skill known as handwriting. But what is the real value of learning handwriting skills versus being able to type 100 words per minute on a QWERTY keyboard? Since the personal computer and now the telephone have become the primary methods for recording our ideas, we simply do not write with an actual writing implement like a pen or pencil as much as we used to. Or, the benefits of gripping and moving in a controlled manner a pen or pencil on a piece of paper reach beyond communication. Emerging research shows that handwriting increases brain activity, hones fine motor skills, and can predict a child's academic success in ways that keyboarding can't. So, we must ask ourselves, is this really a problem? Studies suggest there's real value in learning and maintaining this basic skill, even as we increasingly communicate electronically via keyboards big and small. Instead of asking questions about the validity of teaching handwriting in schools at a time when technology is asserting its primacy, it would be more beneficial for the educational actors to understand that both of these views are not mutually exclusive, and that we can even use, in an interesting twist, new software for touch-screen devices, such as the iPad, to reinvigorate the practice. The pages below aim to reflect that, regardless of what age they are in, students need a variety of technologies, including cursive handwriting, in order to succeed.
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Rahmawati, Yuli, Achmad Ridwan, Heriyanti, Risky Amalia, and Mega Ayu Agustin. "Dilemma teaching pedagogy for students’ soft skills development in chemistry using dilemma stories learning of polymer topic." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041919.

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Wanner, Jonas, Carsten Bauer, and Christian Janiesch. "Two-Sided Digital Markets: Disruptive Chance Meets Chicken or Egg Causality Dilemma." In 2019 IEEE 21st Conference on Business Informatics (CBI). IEEE, 2019. http://dx.doi.org/10.1109/cbi.2019.00045.

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Reports on the topic "Digital dilemma"

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Plummer, Brianna. Digital Dilemma. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1286.

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Plummer, Brianna. Digital Dilemma II. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1649.

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Roberts, Tony, and Becky Faith. Digital Aid: Understanding the Digital Challenges Facing Humanitarian Assistance. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/ids.2021.030.

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The UKRI Digital Aid workshop on 9 September 2019 brought together expert practitioners and researchers to focus on the use of digital technologies in humanitarian aid. Participants brought wide experience of digital applications to monitor conflict, refugees, food security, and to reunite families, enable communication and increase donor value for money. The event identified key areas where the rapid pace of technological change is outstripping our current understanding of emerging risks, digital inequalities and ethical dilemmas associated with the use of digital technologies in humanitarian response. The International Committee of the Red Cross (ICRC) in their contribution to the UN Secretary-General’s High-Level Panel on Digital Cooperation warned that it is of critical importance to ‘keep humanitarian purpose, and the people humanitarian organizations are there to protect and assist, firmly at the centre of any developments in order to ensure the humanitarian response do no harm in their application’ (ICRC 2019). Yet workshop discussions showed how humanitarian practitioners are struggling to operationalise the “do no harm” principle in the context of a rapidly changing technological landscape. Workshop participants felt that research has a vital role to play in protecting the interests of vulnerable communities in the digital age.
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The World of Work in 2028: The Dilemma of Balancing Big vs. Small, Digital vs. Face-to-Face. IEDP Ideas for Leaders, May 2019. http://dx.doi.org/10.13007/735.

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EaD E O DILEMA DA EXPERIMENTAÇÃO NA FORMAÇÃO DE PROFESSORES DE QUÍMICA: APORTES SOBRE O TRADICIONAL E AS NOVAS TECNOLOGIAS DIGITAIS NAS ATIVIDADES LABORATORIAIS. NPT Educacional, March 2015. http://dx.doi.org/10.17699/workshopnpt.12.2.

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