Notice bibliographique
Résumé
Do older people participate in this major conveyor of twenty-first century images? Many of the images in media and marketing today are conveyed by the Internet. To what extent do older people participate in this vehicle that has such influence on attitudes and perceptions in current culture? Older people can and do go online to get London theater reviews, track the elephant migration in Africa, reserve a hotel room in New York, participate in a book club, receive the latest picture of a grandchild, join a that room, or play bridge. The information highway is wide and long, and older people are aboard. The computers may be hand-me-downs from their children or grandchildren, used in a library, or their own purchases. A 1999 independent research study funded by Microsoft in conjunction with the American Society on Aging shows that 30 percent of older people in the United States between the ages of 50 and 79 own and use a computer. This study also shows that computer buyers over the age of 55 represented more than 23 percent of all personal computer purchases in a quarter of 1998, showing a growth in the number of purchases of over 150 percent from 1997 (Microsoft Corporation, 1999). According to the U.S. Commerce Department, 29.6 million Americans over age 50 used the Internet in 2000, compared with 19.3 million users in 1998. In increasing numbers, older people have access to computers, have learned how to use them, and can navigate the Internet. Like sophisticated users of all ages they can make purchases, do their banking, and navigate the Internet media with its new and specialized information searching systems. Older would-be computer users had to start at the beginning when they were persuaded by family and friends, had their own fears of being left behind, or were challenged by the potential of a new technology. In addition to being self-taught or helped by a friend or relative, older people can learn how to use a computer through classes offered in continuing education classes in high schools, community colleges, and universities, through recreation centers, and special programs designed for older adults. A successful example of these special programs is SeniorNet, a not-for-profit organization in California whose aim is to provide older adults with computer education and access to computers and the Internet in order to enrich their lives. Now fifteen years old, SeniorNet (www.seniornet. org/research) has over 200 learning centers and 39,000 members who have participated in their computer classes. Classes in these learning centers are led by volunteer instructors and coaches who share their expertise in and enthusiasm for computers. In addition, AARP provides online basic how-to programs. Health organizations offer training programs on how to gain access to health information via computer. Government grants provide training for older people to learn how to use computers to enter or reenter the labor market. Many opportunities exist for older people to learn in the marketplace, educational organizations, as well as in programs specifically designed for elders. Learning how to use the computer with its software applications is only the initial step. Accessing the Internet is more complicated and is becoming ever more complex. Keeping up with all the new and specialized informationsearch systems is a discipline in itself. As early as 1997, the Department of Health and Human Services announced the Computers for Seniors program designed to help give older Americans access to the Internet and help them make better use of Medicare, Medicaid, and other HHs programs. AARP provides a guide listing some of the Internet search tools that they have found to be useful for older people (www.aarp.org). Included is Internet Development for the Aging Network: Online Resources, developed by Saadia Greenberg of the U.S. Administration on Aging for distribution by the National Aging Information Center. Major companies like Microsoft and Intel support research on the older adult market, donate hardware and software to senior programs, and continue to woo older potential buyers. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».