Like a Family, at is based on the oral histories gathered in the process of researching Jacquelyn Dowd Hall, James Leloudis, Robert Korstad, Mary Murphy, Lu Ann Jones, and Christopher B. Daly, Like a Family: The Making of a Southern Cotton Mill World (Chapel Hill: University of North Carolina Press, 1987).
The“Shirtwaist Strike” editorial project is accessible at . For the broader Women and Social Movements Web site, see . This Web site, developed at the State University of New York at Binghamton, is co-directed by Kathryn Kish Sklar and the author, who trusts readers will excuse him for directing them to an educational site he has had such a large role in developing. While focusing on women and social movements quite generally, the student-based projects include extensive primary documents related to issues of gender and class.
History Matters, . Other valuable webographies, which will not be discussed in any detail , are available in a loose-knit collection of listings, the WWW Virtual Library, , which includes “Labour and business,” at , and listings of links on “U.S. labor history,” at .
- Cover Page
- Table of Contents
- Eudora, Microsoft Internet Explorer 5.x/6.x, Netscape Communicator 6.x/7.x (E-mail program of the Web browser)
- Internet Relay Chat (IRC)
- File Transfer Protocol (FTP)
- World Wide Web
- Netscape Communicator 6.x/7.x
- MS Internet Explorer 5.x/6.x
- Search Engines: Yahoo, Altavista, Google, etc.
[tags: telecommunications, satellite, world wide web]
Finally, in a globalised world, the last ten years have seen the internet augment a multicultural society by creating a venue to air diverse cultural opinions and to construct diverse cultural identities. Mainstream newspapers, radio and current affairs programmes are representative of a perceived norm and do not reflect the complexity of a multicultural society. In turn, ethnocentric or non-mainstream media reach a narrowly targeted audience and serve to further ghettoize "the other" (Zadrow 2010 p.11). The internet thus provides the opportunity for any voice to be heard alongside and equally with all other voices in the country, community, or indeed, the world. In this way the internet equips the global citizen with a fluidity they can use to exist and interact both globally and locally, rather than being confined to a fixed and marginalised identity. Notwithstanding the fact that the internet is English based and broadly advocates a western lifestyle, this does not necessarily mean it must lead to a homogenized world. Citing the research of Kennard, Zadrow (2010) maintains that the internet acts as an interactive archive from which an individual can draw all the elements to both create and, more importantly, preserve cultural identity.
It was called the WorldWideWeb.
Many current weblogs follow this original style. Their editors present links both to little-known corners of the web and to current news articles they feel are worthy of note. Such links are nearly always accompanied by the editor's commentary. An editor with some expertise in a field might demonstrate the accuracy or inaccuracy of a highlighted article or certain facts therein; provide additional facts he feels are pertinent to the issue at hand; or simply add an opinion or differing viewpoint from the one in the piece he has linked. Typically this commentary is characterized by an irreverent, sometimes sarcastic tone. More skillful editors manage to convey all of these things in the sentence or two with which they introduce the link (making them, as pointed out to me, pioneers in the art and craft of ). Indeed, the format of the typical weblog, providing only a very short space in which to write an entry, encourages pithiness on the part of the writer; longer commentary is often given its own space as a separate essay.
Global Literacies and the World-Wide Web.
But this type of weblog is important for another reason, I think. In Douglas Rushkoff's Media Virus, Greg Ruggiero of the is quoted as saying, "Media is a corporate possession...You cannot participate in the media. Bringing that into the foreground is the first step. The second step is to define the difference between public and audience. An audience is passive; a public is participatory. We need a definition of media that is public in its orientation."