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This timely collection explores trust research from many angles
while ably demonstrating the potential of cross-discipline
collaboration to deepen our understanding of institutional trust.
Citing, among other things, current breakdowns of trust in
prominent institutions, the book presents a multilevel model
identifying universal aspects of trust as well as domain- and
context-specific variations deserving further study. Contributors
analyze similarities and differences in trust across public domains
from politics and policing to medicine and science, and across
languages and nations. Innovative strategies for measuring and
assessing trust also shed new light on this essentially human
behavior. Highlights of the coverage: Consensus on
conceptualizations and definitions of trust: are we there yet?
Differentiating between trust and legitimacy in public attitudes
towards legal authority. Examining the relationship between
interpersonal and institutional trust in political and health care
contexts. Trust as a multilevel phenomenon across contexts.
Institutional trust across cultures. The "dark side" of
institutional trust. With its stimulating array of concepts and
applications, Interdisciplinary Perspectives on Trust will attract
a varied audience, among them experts in political science,
criminal justice, psychology, law, economics, healthcare,
sociology, public administration, cross-cultural studies, and
business administration.
Mission Statement: This volume will highlight papers presented at
the second Nebraska Symposium on Information Technology in
Education. With chapters focusing on the latest research findings
and theoretical principles for using technology in education, the
volume will extend findings from current research on
technology-mediated instruction into a set of practical principles
for designers, teachers, and managers of educational technology.
Contributors will identify technical and design features required
for sharing of content and assessment tools and will target
promising areas for future research and development in
technology-based learning, instruction and assessment.
Topics covered in this volume include: research on web-based
learning; ways to reduce cognitive load in multimedia learning;
gathering and organizing web-based information; the risks in
cyberspace; engineering perspectives; and the pedagogical impact of
course management systems.
This compact open access reference delves beyond popular concepts
of educated consumers and an informed public by examining the
science behind deliberative engagement. Using data from four
longitudinal studies, the authors assess public engagement methods
in deliberative discussions of ethical, legal, and social issues
concerning innovations in nanotechnology. Coverage includes the
theoretical origins of the studies, forms of engagement and
variations used, and in-depth details on cognitive, affective, and
social components that go into the critical thinking process and
forming of opinions. Not only are the findings intriguing in and of
themselves, but researchers from varied fields will also find them
useful in pursuing their own projects. Featured in the coverage:
Experimental methods and measures used in relation to specific
outcomes. Forms of deliberative engagement affecting objective and
subjective knowledge. Effects of engagement variables on attitude
formation, change, and polarization. Tracing the processes leading
to policy acceptance and support. Study conclusions and evaluation.
Plus supplemental materials giving readers access to full study
data. Since public engagement methods are widely regarded as
valuable for policy input, planning purposes, and understanding
societal processes, Deliberative Engagement with Science stands to
have a wide audience among psychologists, researchers, academics,
and policymakers, as well as professionals in the corporate sphere
and the tech industries.
This timely collection explores trust research from many angles
while ably demonstrating the potential of cross-discipline
collaboration to deepen our understanding of institutional trust.
Citing, among other things, current breakdowns of trust in
prominent institutions, the book presents a multilevel model
identifying universal aspects of trust as well as domain- and
context-specific variations deserving further study. Contributors
analyze similarities and differences in trust across public domains
from politics and policing to medicine and science, and across
languages and nations. Innovative strategies for measuring and
assessing trust also shed new light on this essentially human
behavior. Highlights of the coverage: Consensus on
conceptualizations and definitions of trust: are we there yet?
Differentiating between trust and legitimacy in public attitudes
towards legal authority. Examining the relationship between
interpersonal and institutional trust in political and health care
contexts. Trust as a multilevel phenomenon across contexts.
Institutional trust across cultures. The "dark side" of
institutional trust. With its stimulating array of concepts and
applications, Interdisciplinary Perspectives on Trust will attract
a varied audience, among them experts in political science,
criminal justice, psychology, law, economics, healthcare,
sociology, public administration, cross-cultural studies, and
business administration.
Mission Statement: This volume will highlight papers presented at
the second Nebraska Symposium on Information Technology in
Education. With chapters focusing on the latest research findings
and theoretical principles for using technology in education, the
volume will extend findings from current research on
technology-mediated instruction into a set of practical principles
for designers, teachers, and managers of educational technology.
Contributors will identify technical and design features required
for sharing of content and assessment tools and will target
promising areas for future research and development in
technology-based learning, instruction and assessment.
Topics covered in this volume include: research on web-based
learning; ways to reduce cognitive load in multimedia learning;
gathering and organizing web-based information; the risks in
cyberspace; engineering perspectives; and the pedagogical impact of
course management systems.
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