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In July 1997, when Hong Kong reverted to Chinese sovereignty, this former British colony became a new kind of place: a Special Administrative Region (SAR) of the People's Republic of China (PRC). In the several years leading up to the 1997 transition, a sudden outpouring of Mainland Chinese scholarship stressed how Hong Kong had been an inalienable part of China since ancient times. Until then, however, Hong Kong had rarely figured in Mainland Chinese scholarship. Indeed, Hong Kong suffered from what Michael Yahuda has called a "peculiar neglect": administered by the British but claimed by China, it was "a kind of bureaucratic no-man's land." Only one university in all of China had a research institute dedicated primarily to studying Hong Kong. As part of this new "Hong Kong studies" (Xianggangxue), in 1997 China's national television studio produced two multi-episodic documentaries on Hong Kong: "One Hundred Years of Hong Kong" (Xianggang bainian) and "Hong Kong Vicissitudes" (Xianggang cangsang). The studio also produced two shorter documentaries, "One Hundred Points about Hong Kong" (Xianggang baiti) and "The Story of Hong Kong" (Xianggang de gushi). The "Fragrant Harbor" that PRC historians had generally dismissed as an embarrassing anachronism in a predominantly postcolonial world suddenly found its way into millions of Mainland Chinese homes.

Some of the most troubling problems for users of computer equipment arise in the getting started stage. A "training-wheels" system was designed for a commercial word processor in which system functions that new users typically do not need, but which can be springboards for errors and confusions, were disabled. The training-wheels word processor improved learning efficiency in two experiments, one of which examined learning by doing and the other, learning by the book.

Intro -- Preface -- Acknowledgments -- Introduction -- 1.1 Technology and the Public Sphere -- 1.2 Civic Engagement -- 1.3 Social Media -- 1.4 Organization -- History -- 2.1 Digital Cities -- 2.2 E-Government Portals -- 2.3 Open Government -- 2.4 Smart Cities, "Civic Tech," and Urban Informatics -- 2.5 Hyperlocal Social Media -- 2.6 Summary -- Theory -- 3.1 Public Sphere -- 3.2 Social Capital and Civil Society -- 3.3 Networked Self and Context Collapse -- 3.4 Uses and Gratifications -- 3.5 Agenda Setting and Framing -- 3.6 Structuration -- 3.7 Actor-Network Theory -- 3.8 Information Diffusion -- 3.9 Summary -- Engagement -- 4.1 Political Participation -- 4.2 Candidates, Politicians, and Political Parties -- 4.2.1 Audience and Microtargeting -- 4.2.2 Agenda Setting and Framing -- 4.3 Citizens, Constituents, and Voters -- 4.3.1 Information Seeking -- 4.3.2 Citizen-to-Politician -- 4.3.3 Citizen-to-Citizen -- 4.3.4 Social Watching -- 4.4 Activism and Protest -- 4.5 Summary -- Challenges -- 5.1 Homophily and Polarization -- 5.2 Equity -- 5.3 Transparency and Trust -- 5.4 Fake News, Misinformation, and Propaganda -- 5.5 Summary -- Epilogue -- Bibliography -- Author Biography -- Blank Page

Social identity is a key construct to understand online community life. While existing online identity studies present a relatively static conception of identity, grounded in user profiles and other personal information, in this paper the authors investigate more dynamic aspects of identity, grounded in patterns of social interaction in Facebook community life, drawing on social science research on identity theory and social identity theory. The authors examine the tensions experienced by people between assimilation and differentiation with respect to group identities and role identities. The study provides a framework for understanding how users construct self-presentations in different online social interactions, actively managing identity, rather than merely declaring it in a relatively static profile. The authors speculate on how social computing environments could more effectively support identity presentation.

AbstractOver the past decade there has been an increased focus on the importance of contextual factors in all IT disciplines. At the same time, scholars have heeded the call for investigating the creation of more effective synergies between science and design. For example, the task–artifact (TA) framework was developed to support better utilization of behavioral, cognitive, and social science in Human–Computer Interaction (HCI) design. This framework is based on the general developmental pattern of human activities and technologiesteamed with two analytical tools for design. In this paper, we extend this framework from its original focus on individual and small group HCI to the organizational level utilizing organizational learning theory. This extension will (1) integrate relevant concepts and analysis drawn from the social sciences in order to guide design more effectively; (2) incorporate organizational level analysis, when we study information artifact design and appropriation; and (3) help organizations complete their learning circle. Copyright © 2010 John Wiley & Sons, Ltd.