Publishing software publicly is a new phenomenon for U.S. federal government agencies. In August 2016, the White House issued the Federal Source Code Policy: Achieving Efficiency, Transparency, and Innovation through Reusable and Open Source Software (FSCP). The FSCP mandated Chief Financial Officers (CFO) Act agencies to publish at least 20% of their custom developed code as open source software (OSS). The federal government has the responsibility to account for public spending, including spending for IT. The publication of OSS is one way the public can know about government spending. OSS additionally benefits the public by providing access to code, thus, making it the "People's Code." From 2016 to 2019, the progress of CFO Act agencies in implementing the policy was mixed. This study examines whether and how organizational theoretical variables – cultural beliefs, public engagement, structural dimensions, and organizational location – affect policy implementation. The study uses the publication of OSS as an indicator of effective policy implementation, and it identifies the factors that hinder or aid publishing OSS. Using metadata collected from GitHub's application programming interface (API), I created a sampling frame that included 23 of 24 executive agencies publishing OSS before and after the FSCP was published. From the sampling frame, 25 participants from 20 agencies agreed to participate in the study. These participants were from software development units that minimally, moderately, or frequently published OSS. The sample consisted of participants from units mostly located outside a Chief Information Officer (CIO) office focused on software development and data science activities. Grounded theory provided an approach for data collection with elite interviews and artifact gathering allowing for analysis in an iterative, comparative manner for generating a theory of policy implementation for OSS publication. Units more frequently published OSS when they expressed non-monolithic and advantageous cultural beliefs; practiced more and more varied public engagement through bi-directional communication, events, and electronic tools; had structures with less centralization, more formalization, more differentiation, and more coordination; and were located in the "middle" of organizations with fewer hierarchical layers. Additionally, some units expressed both cautionary and advantageous cultural beliefs suggesting beliefs alone are not enough to allow units to publish OSS. This study contributes to policy, public administration, and organization theory literatures. It enhances scholarship by examining a new phenomenon and aids practitioners by providing implications for consideration when implementing policy. / Doctor of Philosophy / Publishing software and its associated source code for public use is a new phenomenon for U.S. federal government agencies. In August 2016, the White House issued the Federal Source Code Policy: Achieving Efficiency, Transparency, and Innovation through Reusable and Open Source Software (FSCP). The FSCP mandated executive-level agencies to publish at least 20% of their custom developed code as open source software (OSS). OSS is software that can be shared within a community of developers through accompanying licenses hosted in online code sharing platforms. The federal government has the responsibility to account for public spending, including spending for IT. The publication of OSS is one way the public can know about government spending. OSS additionally benefits the public by providing access to code, thus, making it the "People's Code." From 2016 to 2019, the progress of executive branch agencies in implementing the FSCP was mixed. This study examines whether and how organizational factors – cultural beliefs, public engagement, structural dimensions, and organizational location – affect agency policy implementation. The study uses the publication of OSS as an indicator of effective policy implementation, and it identifies the factors that hinder or aid publishing OSS. To arrive at a general understanding of agency efforts at policy implementation, I collected data from GitHub's application programming interface (API) and created a list of 23 of 24 executive-level agencies that published OSS both before and after the FSCP was issued. From these agencies, 25 participants from 20 agencies agreed to participate in the study. These participants were from software development units that minimally, moderately, or frequently published OSS. The sample consisted of participants from units mostly located outside a Chief Information Officer (CIO) office that focused on software development and data science activities. Grounded theory provided an approach for data collection with interviews and document collection, leading to continuous analysis for generating a theory of policy implementation for OSS publication. Units more frequently published OSS when they expressed views complementary to those of their parent organization and held advantageous cultural beliefs; practiced more and more varied public engagement through two-way communication, events, and electronic tools; had structures with less centralization, more formalization, more differentiation, and more coordination; and were located in the "middle" of an organization with fewer hierarchical layers. Additionally, some units expressed both cautionary and advantageous cultural beliefs suggesting beliefs alone are not enough to allow units to publish OSS. This study contributes to policy, public administration, and organization theory literatures. It enhances scholarship by examining a new phenomenon and aids practitioners by providing implications for consideration when implementing policy.

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I detta examensarbete beskrivs uppdrag, tillvägagångssätt och resultat för framställning av prototyper för editering av webbsända presentationer. Prototyperna består av två produktionslägen, On-Demand och Live, anpassat för en befintlig webcast- produkt. Utvecklingen har skett iterativt tillsammans med uppdragsgivaren Qbrick. För att prototyperna ska uppnå en god användbarhet har kognitiva- & heuristiska genomgångar genomförts. Funktioner och tilltänkta arbetsflöden har tagits fram efter en användarprofil utifrån resultat av genomförd förstudie. Efter kognitiva genomgångar med användbarhetsexperter beskrevs prototyperna kunna upprätthålla en god överskådlighet samt användarkontroll för användaren, men att inlärningskurvan vid användning av nya funktioner kan vara hög för förstagångsanvändare. / This thesis describes the assignment, procedures and results for the assembled and developed prototypes for editing webcast- presentations. The prototypes consist of two production modes, On-Demand and Live, adapted to an already existing webcast- product. The process has been iteratively developed together with the employer Qbrick. To achieve good usability - cognitive & heuristic walkthroughs have been conducted. Features and estimated workflows have been developed for a specific user profile from results of a pre-study. With several cognitive walkthroughs - usability experts have described elements in the prototypes to maintain a good transparency and usability for the user, however the learning curve for first-time users may be high when using new implemented functions.

In March 2002, Idaho Falls Post Register owner/publisher Jerry Brady announced his intent to run as the Democratic challenger in the Idaho gubernatorial race. His decision left the newspaper and its editorial staff scrambling for an appropriate way to objectively cover the state's most prominent race involving the man who signed the checks. In an effort to meet this expectation, the newspaper established a detailed plan, which included Brady moving away from the newspaper's operations, both physically and editorially. Additionally, the Post Register brought in an outside media professional to monitor its coverage of the race and hosted several meetings for readers. While several studies have examined the relationship between politics and journalism, there have not been any significant studies related to a newspaper covering one of its own, which is the focus of this work. Using a case study approach, this study examines the Post Register's plan for covering the gubernatorial race and analyzes whether the paper followed its plan. The study includes a content analysis of the campaign-related articles published by the paper based on five components of objectivity as presented by Mindich (1999). These components include detachment, nonpartisanship, inverted pyramid, facticity, and balance. From this analysis, this study aims to answer the question, "Was the Post Register objective in its coverage of the race?" The study addresses the concept of objectivity and examines three general perspectives of journalistic morality and the viewpoints within those perspectives in an effort to determine which would apply to the Post Register's situation. They include the individualist perspective (autonomy, existentialism), the collectivist perspective (communitarianism), and the dialectic perspective (public journalism). The findings reveal that the Post Register staff stuck to their coverage plan and was objective in its coverage of the race. The author suggests that these two elements are related. In other words, because the Post Register staff adopted a coverage plan and stuck to it, they were able to remain objective. The author concludes that Post Register was not rooted in one specific viewpoint. The editorial staff chose to use public journalism tactics as tools toward maintaining a perceived autonomy. In the process, they most heartily embraced the communitarian belief. In other words, if the readers are happy, we must be doing a good job.

The diploma thesis deals with examination of knowledge of products of nature among pupils in classes five in elementary school. The knowledge was investigated with a form of didactical test. The thesis also mentions the way of teaching in the natural science lessons in elementary school. It focuses on analyse of schoolbooks of the SPN publisher. The conclusions of the thesis serve to get a clearer idea, how pupils know the given curriculum of elementary school.

Submitted by Ricardo Carrasco (ricardogc84@uepb.edu.br) on 2016-10-25T12:40:10Z No. of bitstreams: 1 PDF - Iara Costa Nascimento.pdf: 50396277 bytes, checksum: 734e6ca03a1a0e741985ff7b56f2b8cc (MD5) / Approved for entry into archive by Irenilda Medeiros (nildamedeiros@uepb.edu.br) on 2016-11-07T19:30:14Z (GMT) No. of bitstreams: 1 PDF - Iara Costa Nascimento.pdf: 50396277 bytes, checksum: 734e6ca03a1a0e741985ff7b56f2b8cc (MD5) / Made available in DSpace on 2016-11-07T19:30:14Z (GMT). No. of bitstreams: 1 PDF - Iara Costa Nascimento.pdf: 50396277 bytes, checksum: 734e6ca03a1a0e741985ff7b56f2b8cc (MD5) Previous issue date: 2015-09-30 / We understand the language as a process and interaction and literacies as contextualized processes that comprise the social practices of reading and writing various types of text. We argue that the school should contribute to the development of this literacy in its daily teaching practice, taking into account the educational needs of the contemporary world, immersed in a digital culture. Considering the issue of liability granted to school and to promote a digital literacy process, we build a problem axis that directed the methodological procedures of this research: how to favor students of the 5th year of elementary school, at a public school in the city of Campina Grande, with the viability of digital literacy? From this research question, we developed a methodology to find a possible answer and / or solution to this question. We decided to do a qualitative research of applied nature and explanatory type which was designed as action research. The instruments used for data collection were a questionnaire probing, with participant observation, video and audio recordings of the meetings and a question made to the students at the end of the survey. The goal was to use the Publisher software as a pedagogical tool for making the digital leaflet, with the students of the 5th year of elementary school, at a public school in Campina Grande, State of Paraiba, and consider whether this action contributed to enabling the digital literacy of the class. To support the discussion, we sought theoretical basis of authors such as: Koch (2006) and Travaglia (2008) on language and interaction; Street (1984, 2014), Kleiman (2005, 2012), Aranha (2008, 2011), Rojo (2012) and Soares (2009, 2012), about literacies; Lévy (1993, 1999) and Xavier on technologies; Braga & Ricarte (2005) and Palfrey & Gasser (2011), about digital natives and digital literacy. The proposal is not intended to be a digital revolution in school, or even the substitution of a new literacy for another, but we seek to promote access to knowledge that would enable the development of new skills, and, through these, students would have the will and autonomy to perform their reading and writing skills in digital media in various social contexts, beyond the school environment. We understand that the proposal contributed to enabling digital literacy, thus responding to the research question that started this work, proving the hypothesis: "Using the Publisher software as a pedagogical tool in the making of a digital leaflet enables the digital literacy process for students of the 5th year of elementary school I". To share this experience with other educators and people who are interested, we have created a Digital Guide with guidelines for teachers who wish to make a similar or identical proposal for their courses, adapting it to the context, providing opportunities for other students to experience the use of a software application as a pedagogical tool. / Compreendemos a linguagem como processo e interação, e letramentos como processos contextualizados, que compreendem práticas sociais de leitura e escrita em diversos tipos de suportes textuais. Defendemos que a escola deve contribuir para o desenvolvimento desse letramento em sua prática pedagógica cotidiana, levando em consideração as necessidades educativas da contemporaneidade, imersa em uma cultura digital. Considerando a questão da responsabilidade outorgada à escola quanto à promoção do processo de letramento digital, construímos um eixo problematizador que direcionou os procedimentos metodológicos desta pesquisa: como favorecer aos alunos do 5º ano, do Ensino Fundamental I, de uma escola municipal da cidade de Campina Grande, à viabilização do letramento digital? A partir dessa pergunta investigativa, elaboramos uma metodologia para buscar uma possível resposta e/ou solução para esse questionamento. Decidimos por uma pesquisa qualitativa, de natureza aplicada, do tipo explicativa e delineada como pesquisa-ação. Os instrumentos usados para coleta de dados foram: um questionário de sondagem, a observação participante, as gravações em vídeo e áudio dos encontros realizados e a pergunta feita aos alunos no final da pesquisa. O objetivo era usar o software Publisher como ferramenta pedagógica para confeccionar o folheto informativo digital junto aos referidos alunos citados logo acima e, analisar se essa ação contribuía para viabilização do letramento digital da turma. Para apoiar as discussões, buscamos base teórica em autores como: Koch (2006) e Travaglia (2008) sobre linguagem e interação; Street (1984, 2014), Kleiman (2005, 2012), Aranha (2008, 2011), Rojo (2012) e Soares (2009, 2012), sobre letramentos; Lévy (1993, 1999) e Xavier (2002), sobre tecnologias, e Braga & Ricarte (2005) e Palfrey & Gasser (2011), sobre letramento digital e nativos digitais. Não pretendemos constituir uma revolução digital na escola, ou mesmo na transposição de um letramento para outro, mas sim promover a busca pelo acesso a conhecimentos que permitam o desenvolvimento de novas habilidades e, por meio destas, os alunos sintam vontade e autonomia para desempenhar suas competências relacionadas à leitura e a escrita em suportes digitais nos diversos contextos sociais, além do ambiente escolar. Entendemos que a proposta contribuiu para viabilização do letramento digital, respondendo, assim, à questão investigativa que deu início a esta pesquisa, comprovando a hipótese: “o uso do software aplicativo Publisher, como ferramenta pedagógica, na confecção de um folheto informativo digital viabiliza o processo de letramento digital aos alunos do 5º ano do Ensino Fundamental I”. Para compartilhar esta experiência com outros educadores e interessados, criamos um Guia Digital, com orientações para os professores que desejem realizar uma proposta igual ou semelhante para suas turmas, adaptando-a ao seu contexto, oportunizando outros alunos experimentarem o uso de um software aplicativo como ferramenta pedagógica.

Correction to: Nature https://doi.org/10.1038/s41586-021-03842-3

Thesis (Doktorwürde)--Rheinische Friedrich Wilhelms-Universität zu Bonn, 1935. / Place and publisher on back cover. Includes bibliographical references (p. v-ix).

Thesis (B. Soc. Sci. (Hons) Criminology)--University of Cape Town, 2000. / Title from title frame of PDF file ; viewed 28 Mar. 2005. Includes bibliographical references.