Information and Communication Technologies (ICTs) affect the environment in various ways. Their energy consumption is growing exponentially, with and without the use of ‘green’ energy. Increasing environmental awareness within information science has led to discussions on sustainable development. ‘Green Computing’ has been introduced: the study and practice of environmentally sus- tainable computing. This can be defined as ‘designing, manufacturing, using, and disposing of com- puters, servers, and associated subsystems - such as monitors, printers, storage devices, and net- working and communications systems - efficiently and effectively with minimal or no impact on the en- vironment’. Nevertheless, the data deluge makes it not only necessary to pay attention to the hard- and software dimensions of ICTs but also to the value of the data stored. We explore the possibilities to use information and archival science to reduce the amount of stored data. In reducing this amount of stored data, it’s possible to curb unnecessary power consumption. The objectives of this paper are to develop a model (and test its viablility) to [1] increase awareness in organizations for the environ- mental aspects of data storage, [2] reduce the amount of stored data, and [3] reduce power consump- tion for data storage. This model integrates the theories of Green Computing, Information Value Chain (IVC) and Archival Retention Levels (ARLs). We call this combination ‘Green Archiving’. Our explora- tory research was a combination of desk research, qualitative interviews with information technology and information management experts, a focus group, and two exploratory case studies. This paper is the result of the first stage of a research project that is aimed at developing low power ICTs that will automatically appraise, select, preserve or permanently delete data based on their value. Such an ICT will automatically reduce storage capacity and curb power consumption used for data storage. At the same time, data disposal will reduce overload caused by storing the same data in different for- mats, it will lower costs and it reduces the potential for liability.
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Computers create environmental problems. Their production requires electricity, raw materials, chemical materials and large amounts of water, and supplies (often toxic) waste. They poison dumping sites and pollute groundwater. In addition, the energy consumption in IT is growing exponentially, with and without the use of ‘green’ energy. Increasing environmental awareness within information science has led to discussions on sustainable development. ‘Green Computing’ has been introduced: the study and practice of environmentally sustainable computing or IT. It is necessary to pay attention to the value of the information stored. In this paper, we explored the possibilities of combining Green Computing components with two theories of archival science (Archival Retention Levels and Information Value Chain respectively) to curb unnecessary power consumption. Because in 2012 storage networks were responsible for almost 30 % of total IT energy costs, reducing the amount of stored information by the disposal of unneeded information should have a direct effect on IT energy use. Based on a theoretical analysis and qualitative interviews with an expert group, we developed a ‘Green Archiving’ model, that could be used by organizations to 1] reduce the amount of stored information, and 2] reduce IT power consumption. We used two exploratory case studies to research the viability of this model.
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The evolving landscape of science communication highlights a shift from traditional dissemination to participatory engagement. This study explores Dutch citizens’ perspectives on science communication, focusing on science capital, public engagement, and communication goals. Using a mixed-methods approach, it combines survey data (n = 376) with focus group (n = 66) insights. Findings show increasing public interest in participating in science, though barriers like knowledge gaps persist. Trust-building, engaging adolescents, and integrating science into society were identified as key goals. These insights support the development of the Netherlands’ National Centre of Expertise on Science and Society and provide guidance for inclusive, effective science communication practices.
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Our approach is multi-actor and solution driven: • We study global problems with the people directly involved in those problems. • We study what those people do, how they do it, and how their practices can be improved. • This allows us to unpack global governance into more local practices of new and underrepresented actors, and • to develop new collaborative solutions to global problems through communities of practice • using research methods such as interviews, surveys, focus discussion groups, archival work, and citizen science
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Editorial on the Research Topic "Leveraging artificial intelligence and open science for toxicological risk assessment"
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[ENG] Water Nation is an artistic research project and short film exploring archival footage of the Institute of Sound & Vision of flooding in The Netherlands. Told from the artist’s perspective it is a reflection on how to connect and make climate change and the Dutch history around water and flooding palpable. Through artistic and AI experiments a short animated film was created. [NL] Water Nation is een artistiek onderzoeksproject en een korte film waarin archiefmateriaal van het Instituut voor Beeld & Geluid over overstromingen in Nederland is verwerkt. Vanuit het perspectief van de kunstenaar is het een reflectie op hoe klimaatverandering en de Nederlandse geschiedenis rond water en overstromingen invoelbaar kunnen worden gemaakt en met elkaar kunnen worden verbonden. Door middel van artistieke en AI-experimenten werd een korte animatiefilm gecreëerd.
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In 2017, I introduced a new theoretical framework in Archival Science, that of the ‘Archive–as–Is’. This framework proposes a theoretical foundation for Enterprise Information Management (EIM) in World 2.0, the virtual, interactive, and hyper connected platform that is developing around us. This framework should allow EIM to end the existing ‘information chaos’, to computerize information management, to improve the organizational ability to reach business objectives, and to define business strategies. The concepts of records and archives are crucial for those endeavours. The framework of the ‘Archive–as–Is’ is an organization–oriented archival theory, consisting of five components, namely: [1] four dimensions of information, [2] two archival principles, [3] five requirements of information accessibility, [4] the information value chain; and [5] organizational behaviour. In this paper, the subject of research is component 5 of the framework: organizational behaviour. Behaviour of employees (including archivists) is one of the most complicated aspects within organizations when creating, processing, managing, and preserving information, records, and archives. There is an almost universal ‘sound of silence’ in scholarly literature from archival and information studies although this subject and its effects on information management are studied extensively in many other disciplines, like psychology, sociology, anthropology, and organization science. In this paper, I want to study how and why employees behave as they do when they are working with records and archives and how EIM is influenced by this behaviour.
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Nurse clinician-scientists are increasingly expected to show leadership aimed at transforming healthcare. However, research on nurse clinician-scientists' leadership (integrating researcher and practitioner roles) is scarce and hardly embedded in sociohistorical contexts. This study introduces leadership moments, that is, concrete events in practices that are perceived as acts of empowerment, in order to understand leadership in the daily work of newly appointed nurse clinician-scientists. Following the learning history method we gathered data using multiple (qualitative) methods to get close to their daily practices. A document analysis provided us with insight into the history of nursing science to illustrate how leadership moments in the everyday work of nurse clinician-scientists in the “here and now” can be related to the particular histories from which they emerged. A qualitative analysis led to three acts of empowerment: (1) becoming visible, (2) building networks, and (3) getting wired in. These acts are illustrated with three series of events in which nurse clinician-scientists' leadership becomes visible. This study contributes to a more socially embedded understanding of nursing leadership, enables us to get a grip on crucial leadership moments, and provides academic and practical starting points for strengthening nurse clinician-scientists' leadership practices. Transformations in healthcare call for transformed notions of leadership.
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This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.
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