网购信任形成的动态模型研究

网络购物的信任文化不是一个静态的现象，而是一个动态的过程。已经存在的信任文化或不信任文化通过网络购物的积极或消极经验，产生增强的信任文化或不信任文化，形成新的网购信任文化背景，辐射至更大范围内的潜在网购用户，使网络购物的信任文化产生自我增强效应。     

Between Reality and Illusion: Re-Examining the Diversity of Media and Online Professional Journalism in the Baltic States

This article addresses the relationship between the size of media markets and content diversity online. In the Baltic countries, the Internet offers new channels with a greater diversity of information; at the same time, the increasing presence of hybrid discourses (PR-based news, promotional writing) on online media channels is creating an illusory impression of news diversity: the same sources and the same story frames are dominating online. The authors argue that new concepts (quality of information processing, media literacy) need to be taken into account to adequately assess online journalism professionalization (the changing identities and functions of journalists) in a small country.     

网络舆情视阈下的青年思想政治教育探究

现代社会发展步伐的加快,传统的家庭、学校以及社会的思想政治教育功能受到严重冲击,当代的青年思想政治教育面临诸多挑战。网络舆情具有直接性、突发性、偏差性、难以纠错性等特点,本文在分析网络舆情的特点及其影响的基础上,从树立阵地意识、正确引导网络舆情走向以及关注青年网络需求等方面探讨如何在新形式下利用网络舆情完善青年思想政治教育。     

论网络交易平台提供商之交易安全保障义务

网络交易平台提供商是指为网络购物交易方提供网络交易平台服务的人。网络交易平台提供商的交易安全保障义务是指网络交易平台提供商负有的采取直接或间接措施避免或减少网络交易风险,保护交易方财产利益不受损害的法律义务。该义务防范的交易风险主要是交易方实质性的虚假陈述及不归因于交易方的重要信息错误、延误、丢失或不能辨认,而不包括一般的违约行为及产品责任风险。该义务应该由法律直接规定最低标准,但并不排除当事方之间进行更高水平的约定。最低标准可参照侵权法上的安全保障义务的要求设定,并融合限制网络服务提供商损害赔偿责任的＂安全港＂制度。     

网络教育教学模式新探

网络教育是伴随现代信息技术发展而产生的一种新型教育形式,是人们实现终身学习的重要途径。网络教育的重要特征之一是如何引导学习者自主学习。本文通过分析网络环境下教育的表现特征,探讨了如何改善网络环境下的教学模式,以及在实施过程中应注意的问题。     

网络卖淫嫖娼治安违法案件的证据研究

如何认定网络卖淫嫖娼违法行为备受人们关注。本文从理论上探讨了网络卖淫嫖娼治安案件的证据认定标准,从实践工作的角度讨论了相关侦查手段的合法性,以期达到理论与实践相结合。     

裁判文书网上公开问题实证研究

裁判文书网上公开是实现司法公开的重要方式之一，有关司法解释为裁判文书网上公开确定了全面性、及时性等要求，并力图实现文书公开与当事人隐私权保护的微妙平衡。实证研究显示，部分地方法院在网上公开裁判文书时，存在公开率不足、有选择性地公开裁判文书、公开频率较低、裁判文书自生效至公开的时间间隔过长等问题。同时，对于司法解释为平衡裁判文书公开与当事人隐私权保护所规定的技术处理措施，部分地方法院也未能很好地贯彻。     

关于开展青少年媒介素养教育的思考

媒介素养是青少年必备的素养之一。建立政府主导和社会协同有机结合的保障机制,设置独立教学推进课程建设,转换教师角色并加强师资队伍建设,重视家庭教育以保证青少年形成良好持续的媒介习惯等,都有利于青少年接受优质的媒介素养教育,形成良好的媒介素养。     

Using online social networking for teaching and learning: Facebook use at the University of Cape Town

Abstract

Web-based learning has made learning content much more freely and instantaneously available to students who can download course notes and readings with a single mouse click. Facebook is one of many Web 2.0 tools – wikis, delicious, YouTube, podcasts – that are listed as having potential applications for teaching and learning. Moreover, it has been argued that the current generation of youth, often described as Net Geners or Digital Natives, may be resistant to traditional methods of teaching and learning. This article explores student use of Facebook at the University of Cape Town, as well as lecturer engagement with students via the new social media. Drawing on a virtual ethnography and qualitative interviews, this article shows that while there are potential positive benefits to using Facebook in teaching and learning, particularly for the development of educational micro-communities, certain challenges, including ICT literacy and uneven access, remain pertinent.     

An elusive community? Lesbian usage of the Internet in South Africa

Abstract

The initial celebratory response that hailed the Internet as some kind of utopia has been tempered, and gender scholars increasingly interrogate the Internet in relation to gender (in)justice. There is still a scarcity of work that engages with non-normative identities, and while there is a growing visibility of gay sexuality in the literature, lesbian usage is seldom considered – particularly in South Africa. Against the background of homophobia and limited Internet access, the article first presents an overview of sites relevant to lesbian users by mapping the South African lesbian web sphere, and categorising dating, lifestyle and political sites. It then considers the responses of lesbian users of the Internet as pertains to the value they ascribe to it. While the overview of the websites suggests a fragmented or elusive online lesbian community, the respondents insist on the value of the Internet as a space for community engagement. This contradiction points to the potential for personal and political engagement through the Internet – one that is arguably not yet fully realised.