Literatura científica selecionada sobre o tema "Communications (Harvard University)"

A Review Essay by Nancy Snow Japan Rearmed: The Politics of Military Power Sheila A. Smith. Harvard University Press, 2019. National Identity and Japanese Revisionism: Abe Shinzo’s Vision of a Beautiful Japan and Its Limits Michal Kolmaš. Routledge, 2019. Peak Japan: The End of Great Ambitions Brad Glosserman. Georgetown University Press, 2019. Keywords—US-Japan relations, US-Japan Security Alliance, strategic communication, strategic communications, national identity

Review of: News from Germany: The Competition to Control World Communications, 1900‐1945, Heidi J. S. Tworek (2019)Cambridge, MA and London: Harvard University Press, 333 pp.,ISBN-13: 978-0-67498-840-8, ISBN-10: 067498840X, h/bk, $27.96

Ball State University is a public university in the state of Indiana which has a College of Architecture and Planning; its Community Based Program (CBP) was developed and created in 1969, and is now one of the three oldest continuous community education and service programs in the US. The program’s main objectives are to provide an educational design service to the public sector, to immerse our students in a public participatory urban design environment, and to educate the public sector to become active in the design and planning process of their communities. After my Urban Design Graduate studies at Harvard, I published two urban design booklets (the Urban Design Primer and the Urban Design Dictionary) for public distribution, to be utilized prior to our small-town charrettes. These illustrated booklets were designed to bridge the language and design process gap between the design professional and the public citizen, and to create a more active immersive participatory urban design engagement. Since the introduction and public use of these booklets, I have been involved with over a hundred CBP charrettes. In this paper, I will introduce and present the urban design public booklets, and demonstrate how the urban design graphics and visual communications were utilized effectively through several small-town charrette case studies. The paper will also blend the transition between the analog graphics and the digital imagery.

In Ireland, there is an identified need to address the inconsistency that exists in Undergraduate Education at entry to university level. This article aims to provide a roadmap of generic skills teaching which in turn will form the foundation of a Teaching for Understanding (TFU) framework, as developed in " Ten Years at Project Zero: A Report on 1993 - 2002", Harvard Graduate Studies School of Education, in the 1990s (HGSE, 2003). Thus, at UCC, a structured, comprehensive and collaborative approach was used to develop a programme which would initially begin within the Library, but would also form the nucleus of, and have the potential to become, an all-inclusive Information and Communications Technology (ICT) type, university-wide, credit bearing module. To contextualise our model we will firstly look at the prevailing background to our project and review some of the existing literature and international standards on Information Literacy (IL).

Marking the 50th anniversary of the establishment of the Ukrainian Research Institute at Harvard University in Cambridge, Massachusetts, next year, we publish the article of Adrian Karmazyn, a member of the Ukrainian Association of American Studies, a historian and journalist, expert in American media and strategic communications, who worked for the Voice of America for more than 25 years and served as the Chief of the VOA Ukrainian Service (2005 – 2015). This is the third in a series of articles illustrating the type of reporting Adrian Karmazyn was engaged in as a radio journalist with the Voice of America’s (VOA) Ukrainian Service in the 1990s. Previously, he have written about his 1993 reporting assignment in then-newly independent Ukraine [2] and his 1996 reporting assignment at the Democratic National Convention in Chicago [4]. A collection of VOA Ukrainian Service recordings is preserved at the Ukrainian Museum-Archives in Cleveland [5]. Adrian Karmazyn’s memoir about his career at VOA is included in a collection of articles, published in conjunction with the 70th anniversary of VOA’s Ukrainian Service [3]. The Ukrainian Research Institute at Harvard University (HURI) is one of the most powerful and oldest centers of Ukrainian studies in America. It serves as a focal point for graduate and undergraduate students, fellows, and associates pursuing research in Ukrainian language, literature, and history as well as in anthropology, archaeology, art history, economics, political science, sociology, theology, and other disciplines. Most of the interviews for this story about HURI were conducted in English and then translated into Ukrainian for broadcast to Ukraine. For this article, the Ukrainian versions of interviewee comments were translated back into English.

Problem and goal. The article deals with the process of designing the high school internship program of the ITMO Universitys Information Chemistry Center by using information and communications technology (ICT). The program development process involved following stages: client briefing, exploratory study, hypotheses-formation processes and its testing, custom development, learning experience design and project defense. Methodology. The high school students views about the Infochemistry Internship Program were analyzed. Authors conduc- ted in-depth interviews with respondents and retrieved information about students scientific achievements, challenges and recommendations for improving the internship program. During the exploratory research stage the high school internship programs of Russian and foreign universities in the field of biology, chemistry, physics and IT were studied. The initial sample was composed of Stanford University Mathematics Camp (SUMaC), Stanford University Science Circle, Harvard University Summer School (Pre-College Program), Chemistry Research Academy of University of Pennsylvania. Three types of scientific practices - summer camp or summer school, university science circle and a research academy - were identified. Results. The authors emphasized that there is not a single high school internship program in the field of chemistry in Russia like at IMTO University. This immerse education program is based on laboratory learning that allows students experience chemistry principles under the guidance of leading scientists. The concept of the program based on the science education model. It involves the personalized learning pathway, scaffolding activities, and participation in the research project. Flexible learning pathway is the core of the program that includes various levels of personalization: project, scaffolding means, pace of learning, educational content, educational result. To prove the importance of using ICT and social media in educational process authors found the results of the research conducted by University College Dublin and University of Melbourne. Conclusion. The paper has highlighted the significance of revamping internship programs, identified the most common types of scientific practices and proved the importance of selected program principles.

The author graduated as an engineer from the National Technical University of Athens, and completed her DEA at the National Geographical Institute in Paris. She continued with a DEA at the French Institute of City Planning where she also obtained her Ph.D. Her post-doctorate studies include research on Regional Policy at Oxford Brookes University and Environmental Economics at Harvard University. She started her career as Special Adviser to the Greek Ministry of Transport and Communications, and the European Union. She has been an official of the European Union and Research Manager at the European Foundation for the Improvement of Living and Working Conditions. She has co-written 25 EU publications, and has published nearly 100 articles on sustainable development, urban dynamics, regional capital, city and spatial policy and cultural value-added. She worked as a consultant on issues of sustainable development at the Directorate for Science, Technology and Industry of the Organisation for Economic Co-operation and Development (OECD). She is now Scientific Officer at the Directorate General for Research, European Commission, Brussels, where her main duties are on energy research. The text that follows is a slightly edited and revised version of a paper presented at the World Society for Ekistics Symposion"Defining Success of the City in the 21st Century," Berlin, 24-28 October, 2001.

Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2010.
Page 84 blank. Cataloged from PDF version of thesis.
Includes bibliographical references.
The innate immune system is the first line of host defense, and its ability to propagate antimicrobial and inflammatory signals from the cellular microenvironment to the tissue at-large is critical for survival. In a remarkably complex microenvironment, cells are constantly processing external cues, initiating convoluted intracellular signaling cascades, and interacting with neighboring cells to generate a global, unified response. At the onset of infection or sterile injury, individual cells sense danger or damage signals and elicit innate immune responses that spread from the challenged cells to surrounding cells, thereby establishing an overall inflammatory state. However, little is known about how these dynamic spatiotemporal responses unfold. Through the use GFP reporters, in vitro transplant coculture systems, and in vivo models of infection and sterile injury, this thesis describes identification of a gap junction intercellular communication pathway for amplifying immune and inflammatory responses, and demonstrates its importance in host innate immunity. The first section describes development of stable GFP reporters to study the spatiotemporal activation patterns of two key transcription factors in inflammation and innate immunity: Nuclear factor-KappaB (NFKB) and Interferon regulatory factor 3 (IRF3). Stimulation of NFKB-GFP reporters resulted in a spatially homogeneous pattern of activation, found to be largely mediated by paracrine action of the pro-inflammatory cytokine TNFa. In contrast, the activation of IRF3 was spatially heterogeneous, resulting in the formation of multicellular colonies of activated cells in an otherwise latent background. This pattern of activation was demonstrated to be dependent on cell-cell contact mediated communication between neighboring cells, and not on paracrine signaling. The second section describes the discovery of a gap junction intercellular communication pathway responsible for the formation of IRF3 active colonies in response to immune activation. Cell sorting and gene expression profiling revealed that the activated reporter colonies, collectively, serve as the major source of critical antimicrobial and inflammatory cytokines. Using in vitro transplant coculture systems, colony formation was found to be dependent on gap junction communication. Blocking gap junctions with genetic specificity severely compromised the innate immune system's ability to mount antiviral and inflammatory responses. The third section illustrates an application of the gap junction-induced amplification of innate immunity phenomenon in an animal model of sterile injury. Drug-induced liver injury was shown to be dependent on gap junction communication for amplifying sterile inflammatory signals. Mice deficient in hepatic gap junction protein connexin 32 (Cx32) were protected against liver damage, inflammation, and death in response to hepatotoxic drugs. Co-administration of a selective pharmacologic Cx32 inhibitor with hepatotoxic drugs significantly limited hepatocyte damage and sterile inflammation, and completely abrogated mortality. These finds suggests that co-formulation of gap junction inhibitors with hepatotoxic drugs may prevent liver failure in humans, and potentially limit other forms of sterile injury. In summary, this thesis demonstrates the development of novel tools for investigating the spatiotemporal dynamics of cellular responses, describes how these tools were utilized to discover a basic gap junction communication pathway critical in innate immunity, and provides evidence for the clinical relevance of this pathway in sterile inflammatory injury.
by Suraj Jagdish Patel.
Ph.D.

Dans le cadre de l'essor des Etats-Unis comme puissance mondiale, nous étudions dans quelle mesure leur croissanceintellectuelle est favorisée par les transferts d'étudiants dans les deux sens ou d'institutions françaises en Amérique. Parmicelles-ci, une attention toute particulière est donnée à l'Ecole Libre des Sciences Politiques de Paris, dont nous avons dépouilléles archives, recensé les élèves américains depuis sa création jusqu'à la fin de notre période en 1932. Nous montronsl'importance de certains élèves, et étudions les établissements auxquels elle donne naissance en Amérique. Nous expliquons letransfert aux Etats-Unis du Musée Social de Paris. Nous tenons compte des réseaux d'historiens, de géographes,d'économistes, de sociologues et d'autres universitaires français et américains. Nous analysons les étudiants, y compris ceuxprovenant de programmes créés par James Hyde et Albert Kahn, où l'Université Harvard tient une place de choix. Ladétermination de la France à attirer les étudiants étrangers est au détriment de l'Allemagne où la plupart des grandsuniversitaires américains étaient formés. Nous étudions donc à travers une biographie intellectuelle de Jean Jules Jusserand,ambassadeur de France aux Etats-Unis pendant 22 ans, la guerre d'influence que les intellectuels allemands et français selivrent en Amérique, avant et pendant la Grande Guerre
Within the context of the expansion of the United States as a world power, we study the extent to which their intellectualdevelopment is enhanced by bidirectional exchanges of students or transfers from French institutions to America. Amongthose, we take in in-depth look at the Ecole Libre des Sciences Politiques in Paris. Having combed its archives, we could list theAmerican students there, from its founding to the end of our period of study in 1932. We point out the importance of somestudents and study the schools it gave birth to in America. We explain the transfer from the Musée Social or Paris to the U.S..We take into account the networking between French and American historians, geographers, economists, sociologists andother university scholars. We analyze exchange students, including those from programs created by James Hyde and AlbertKahn, with a particular emphasis on Harvard University. France is determined to attract foreign students at the expense ofGermany where the majority of the best American scholars were trained. Therefore, by way of an intellectual biography of JeanJules Jusserand, French ambassador to the U.S. for 22 years, we study the war of influence on American soil between Frenchand German intellectuals, before and during World War I

AbstractThe purpose of this chapter is to narrate and conceptualise the changing processes that occurred when an interdisciplinary team transitioned from face-to-face workshops to a shared digital platform space in a historical time of crisis. The chapter describes how an interdisciplinary partnership project overcame obstacles, such as the respective institutions using different communication systems, to explore possibilities for partnership research through using a common digital platform as a tool for collective writing and for experimenting with writing genres. Inspired by cultural-historical theorisations of collective resilience, we describe how team members reinforced each other to strengthen risk situations, overcome them and use them as sources to support joint development of practices and co-research. We call this collective resilient digital agility. According to a cultural-historical perspective, resilience can be understood as a higher psychological function resulting from collaborative processes (Wertsch JV. Vygotsky and the social formation of mind. Harvard University Press. https://doi.org/10.2307/j.ctv26071b0, 1988). The results show that the pandemic and the shift to using a new artefact, a digital platform, changed what it was possible to do, strengthening resilience and ways of working together and opening up a co-creative writing genre.

AbstractThe overall goal of AgeCap is to contribute to increased wellbeing and participation in life for the older population. While there are several ways to meet this challenge, AgeCap has chosen the capability approach, which focuses on a subjective perceived health- and ability-related perspective, rather than on disease or disabilities. The understanding of capability used within the centre is based on the work of the philosopher and economist Amartya Sen, described as the individual’s ability to perform actions in order to reach goals he or she has reason to value (Sen A. The idea of justice. Belknap Press of Harvard University Press, Cambridge, MA, 2009). The capability approach focuses on what people are able to do and to be – their capabilities – and on their freedom of choice to perform those actions. AgeCap’s multidisciplinary setting was an opportunity to adopt the capability approach within its research. Nevertheless, it also created challenges in establishing a common view of what capability is, and how to apply the concept in collaborations across several different research fields. Thus, at an early stage during the setting up of the Centre, it was decided that a conceptual framework aiming to capture a shared view of capability in ageing should be developed. In addition, in order to facilitate the application of the capability approach within the research setting and make it more accessible to different target groups within society, it was later proposed that a graphic illustration of the AgeCap framework of capability should be created. This chapter describes the conceptual framework and graphic illustration that were developed by the Communication Group in collaboration with the Steering Committee, Principal Investigators, other researchers within AgeCap and the company Explain Artist. Central concepts include available resources, conversion factors, capability set, freedom of choice, goals of value and justice. The purpose of the conceptual framework is mainly to serve as a platform for researchers to use in any way they find relevant from their own perspective. Furthermore, the graphic illustration was developed in order to facilitate the application of the capability approach within AgeCap and make our research more accessible to society in order to dismantle the wall between researchers, older people and the general public.

Artist/scientist Erin Espelie was trained at Cornell University as a biologist, but turned down opportunities to study biology at the graduate level at Harvard and MIT in order to explore the New York City theater scene, before finding her way into independent, “avant-garde” filmmaking, first exploring her interests in biology and the history of science in a series of short films, then producing the remarkable essay-film The Lanthanide Series (2014), which explores the importance of the “rare earths” (the elements with atomic numbers 57–71) for modern communication and informational technologies. The imagery for The Lanthanide Series was recorded, almost entirely, off the reflective surface of an iPad. In her work as a moving-image artist, Espelie combines poetry, science, environmental politics, and modern digital technologies within videos that defy traditional knowledge categories. She is currently editor in chief for Natural History magazine and a director of the NEST (Nature, Environment, Science & Technology) Studio for the Arts at the University of Colorado-Boulder.

Freedom of speech as a prerequisite of free communication, expression, and dissemination of ideas is the most fundamental pillar of any truly democratic society. Though of extreme importance, freedom of speech is not unlimited. Therefore, in the vast majority of national legal orders the legislator as well as the jurisprudence impose limits on the freedom of speech when it reflects racism or hate against the ethnic, sexual, or religious identity of a polity's citizens. These paradigms of negative speech are widely known in the international literature, as forms of “hate speech.” The chapter offers an account of this dialogue while it adopts a principal argument in favor of imposing limits in cases of “hate speech”: the harm that hate speech may cause to human dignity. This argument has been illustrated in the book of Jeremy Waldron, The Harm in Hate Speech (Harvard University Press, 2012).

Freedom of speech as a prerequisite of free communication, expression, and dissemination of ideas is the most fundamental pillar of any truly democratic society. Though of extreme importance, freedom of speech is not unlimited. Therefore, in the vast majority of national legal orders the legislator as well as the jurisprudence impose limits on the freedom of speech when it reflects racism or hate against the ethnic, sexual, or religious identity of a polity's citizens. These paradigms of negative speech are widely known in the international literature, as forms of “hate speech.” The chapter offers an account of this dialogue while it adopts a principal argument in favor of imposing limits in cases of “hate speech”: the harm that hate speech may cause to human dignity. This argument has been illustrated in the book of Jeremy Waldron, The Harm in Hate Speech (Harvard University Press, 2012).

I received an invitation to speak to the Heinz Endowments a few years ago. This major foundation was thinking of starting a program of charitable donations to help the environment and wanted advice about how to make the best use of its money. Would I participate, the director asked, in a one-day meeting on environmental education being organized by David Orr? My topic would be the role of the university. I went, and the following is more or less what I said to Heinz. During my first years as a board member of the Educational Foundation of America, which gives grants in a number of areas, including the environment and education, I was struck by the extreme scarcity of exciting, innovative, useful proposals coming out of the major research universities: Harvard, Princeton, Stanford, Berkeley, and the like. The second-tier research universities are no better; they are all scrambling to copy the bad models ahead of them. The problems that the universities are doing little or nothing to address—either in teaching or in research—are those that we must confront if our civilization is to survive. They are materialism in our culture; the deterioration of human communities; anomie; the commercialization (privatization) of former communal functions such as health, charity, and communication; the growth imperative; exploitation of the Third World; the disintegration of agriculture; our ignorance of the ecology of disease, especially epidemic disease; the loss of important skills and knowledge; the devastating decline in the moral and cultural-intellectual education of children; the impoverishment and devaluation of language; and the turning away from environmental and human realities in favor of thin, life-sucking electronic substitutes. Far from confronting these problems, universities are increasingly allying themselves with the multinational commercial forces that are causing them. The institutions that are supposed to be generating the ideas that nourish and sustain society have abandoned this function in their quest for cash. It is typical, for example, that with all the academics working on developing and patenting new crops, the only effective mechanism for monitoring and preserving the priceless and rapidly dwindling stock of existing crops in North America and Europe—the heritage of agriculture—was developed by a young farmer completely outside the university system.

Over the last 50 years, solid state physics and technology have blossomed through the application of modern quantum mechanics to the real world. The intimate relationship between basic research and application has been highlighted ever since the invention of the transistor in 1947, the laser in 1958 and the subsequent spawning of the computer and communications revolution which has so changed our lives. The awarding of the 2000 Nobel Prize in Physics to Alferov, Kroemer and Kilby is another important recognition of the unique interplay between basic science and technology. Such advances and discoveries were made in major industrial research laboratories — Bell Labs, IBM, RCA and others. Today many of these industrial laboratories are in decline due to changes in the regulatory environment and global economic competition. In this talk I will examine some of the frontiers in technology and emerging policy issues. My talk will be colored by my own experiences at Bell Labs and subsequently at a major U.S. national laboratory (Sandia) and at universities (University of California at Santa Barbara and Harvard). I will draw on experiences from my role as the Chair of the National Research Council (NRC) panel on the Future of Condensed Matter and Materials Physics (1999) and as a reviewer of the 2001 NRC report, Physics in a New Era. The growth rates of silicon and optical technologies will ultimately flatten as physical and economic limits are reached. If history is any guide, entirely new technologies will be created. Current research in nanoscience and nanotechnology is already leading to new relationships between fields as diverse as chemistry, biology, applied physics, electrical and mechanical engineering. Materials science is becoming even more interdisciplinary than in the past. Different fields of engineering are coming together. The interfaces between engineering and biology are emerging as another frontier. I will spend some time in exploring the frontier where quantum mechanics intersects the real world and the special role played by designer materials and new imaging tools to explore this emerging frontier. To position ourselves for the future, we therefore must find new ways of breaking disciplinary boundaries in academia. The focus provided by applications and the role of interdisciplinary research centers will be examined. Strangely, the reductionist approach inherent in nanoscience must be connected with the world of complex systems. Integrative approaches to science and technology will become more the norm in fields such as systems biology, soft condensed matter and other complex systems. Just like in nature, can we learn to adapt some of the great successes of industrial research laboratories to a university setting? I will take examples from materials science to delineate the roles of different entities so that a true pluralistic approach for science and technology can be facilitated to create the next revolution in our field.

This paper makes explicit processes of collaboration in a learning community partnership between Cork Prison and University College Cork (UCC). Cork Prison is a closed, medium security prison for adult males. It is a committal prison for counties Cork, Kerry and Waterford. The learning partnership has two objectives: firstly, to foster critical thinking strategies influenced by UCC’s application of the Project Zero Classroom, Harvard Graduate School of Education; secondly, to support student voices by promoting conversations on creativity resulting in the production of artworks exhibited during summertime on Spike Island, Cork Harbour, communicating prison as community in society.

This paper examines the opportunities and the challenges of introducing computer-assisted language learning, and more precisely Massive Open Online Courses (MOOCs), in foreign language education in combination with face-to-face tuition, as a more dynamic and cost-effective alternative to traditional education. As Romanian universities are facing on the one hand harsh international competition and on the other hand have to manage on a volatile and unstable domestic educational market, could MOOCs represent the solution for their repositioning on the educational market and the starting point for the redefinition of their identity? While globally MOOCs are increasingly more widely used - the world top universities, such as Stanford, Massachusetts Institute of Technology, Harvard, etc., offer such free courses for the larger public - Romanian universities are stuck in an isolationist paradigm in which lack of time and financial resources for research, and personal and institutional arrogance represent only some features of a traditional organisational culture with numerous issues of ethics and corruption. The paper reviews the European documents regarding computer-assisted education, explores some of the best practices in the field, and makes the claim that the Romanian educational market is ready for this challenge. We base this assumption on the results of a quantitative and qualitative research, presented in the paper. We conducted a small-scale survey, interviews and focus groups with students of The Bucharest University of Economic Studies in May and June 2013 with a total of 54 students of the Master's Programme International Business Communication. All Master's students show their acute interest in using computer-assisted language learning and their openness to do so in a more formal context. Our recommendations therefore are that, starting from their main stakeholders' interest, Romanian universities should definitely take MOOCs into consideration when producing their curricula and when designing specific syllabi and learning materials.

Considered repositories of objects(Cuno 2009), museums have been analysed through the object-oriented policies they mainly focus on. Three main purposes are often mentioned: preservation, dissemination of knowledge and access to tradition. Beyond these informative and cultural-laden functions, museums have also been labeled as theatres of power, the emphasis lying on nation-oriented policies. According to Michael F. Brown (2009: 148), the outcome of this moral standing of the nation-state is a mobilizing public sentiment in favour of the state power. We consider that the constant flow of national and international exhibitions or events that could be hosted in museums has a twofold consequence: on the one hand, a cultural dynamics due to the permanent contact with unknown objects, and on the other hand, some visibility strategies in order to attract visitors. This latter effect actually embodies a shift within the perception of museums from entities of knowledge towards leisure environments. Within this context where the concept of edutainment(Eschach 2007) seems to prevail in the non-formal way of acquiring new knowledge, contemporary virtual museums display visual information without regard to geographic location (Dahmen, Sarraf, 2009). They play ?a central role in making culture accessible to the mass audience(Carrazzino, Bergamasco 2010) by using new technologies and novel interaction paradigms. Our study will aim at analyzing the way in which civilization was e-framed in the virtual project ?A History of the World in 100 Objects, run by BBC Radio 4 and the British Museum in 2010. The British Museum won the 2011 Art Fund Prize for this innovative platform whose main content was created by the contributors (the museums and the members of the public). The chairman of the panel of judges, Michael Portillo, noted that the judges were impressed that the project used digital media in ground-breaking and novel ways to interact with audiences. The two theoretical frameworks used in our analysis are framing theories and critical discourse analysis. ?Schemata of interpretation? (Goffman 1974), frames are used by individuals to make sense of information or an occurrence, providing principles for the organization of social reality? (Hertog & McLeod 2001). Considered cultural structures with central ideas and more peripheral concepts and a set of relations that vary in strength and kind among them? (Hertog, McLeod 2001, p.141), frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating text or e-text. We will interpret this virtual museum as a hypertext which ?makes possible the assembly, retrieval, display and manipulation? (Kok 2004) of objects belonging to different cultures. The structural analysis of the virtual museum as a hypertext will focus on three orders of abstraction (Kok 2004): item, lexia, and cluster. Dividing civilization into 20 periods of time, from making us human (2,000,000 - 9000 BC) up to the world of our making (1914 - 2010 AD), the creators of the digital museum used 100 objects to make sense of the cultural realities which dominated our civilization. The History of the World in 100 Objects used images of these objects which can be considered ?as ideological and as power-laden as word (Jewitt 2008). Closely related to identities, ideologies embed those elements which provide a group legitimation, identification and cohesion. In our analysis of the 100 virtual objects framing e-civilization we will use the six categories which supply the structure of ideologies in the critical discourse analysis framework (van Dijk 2000: 69): membership, activities, goals, values/norms, position (group-relations), resources. The research questions will focus on the content of this digital museum: (1) the types of objects belonging to the 20 periods of e-civilization; (2) the salience of countries of origin for the 100 objects; (3) the salience of social practices framed in the non-formal teaching of e-civilization/culture; and on the visitors? response: (1) the types of attitudes expressed in the forum comments; (2) the types of messages visitors decoded from the analysis of the objects; (3) the (creative) value of such e-resources. References Brown, M.F. (2009). Exhibiting indigenous heritage in the age of cultural property. J.Cuno (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Carrazzino, M., Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11, 452-458. Cuno, J. (2009) (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Dahmen, N. S., & Sarraf, S. (2009, May 22). Edward Hopper goes to the net: Media aesthetics and visitor analytics of an online art museum exhibition. Visual Communication Studies, Annual Conference of the International Communication Association, Chicago, IL. Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education . Journal of Science Education and Technology, 16 (2), 171-190. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press. Hertog, J.K., & McLeod, D. M. (2001). A multiperspectival approach to framing analysis: A field guide. In S.D. Reese, O.H. Gandy, & A.E. Grant (Eds.), Framing public life: Perspective on media and our understanding of the social world (pp. 139-162). Mahwah, NJ: Lawrence Erlbaum Associates. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32 (1), 241-267. Kok, K.C.A. (2004). Multisemiotic mediation in hypetext. In Kay L. O?Halloren (Ed.), Multimodal discourse analysis. Systemic functional perspectives (pp. 131-159), London: Continuum. van Dijk, T. A. (2000). Ideology ? a multidisciplinary approach. London, Thousand Oaks, New Delhi: Sage.