Bibliographic record
Abstract
Virtuality is a socially constructed reality mediated by electronic media (Morse, 1998). Virtuality has overcome the stage of being considered a “false” reality, and is now being recognized as a process of becoming through information and communication technologies (ICTs), one of the main changing trends in a world in which ownership of assets is overrated. Organizations such as Amazon, Google, Cisco Systems, IBM, Intel Capital, Orange, and Hewlett-Packard are some of the innovative enterprises that have adopted virtual teams in order to accelerate access to global business. For example, most of the people working in product development in Orange Group, one of the UK’s leading mobile phone service providers, work in virtual teams. The World Bank is also using virtual teams that collaborate across national and technical boundaries to meet organizational objectives. IBM, in a way to open up the innovation process, is pulling a technology- enabled global team (around 100,000 people) together for the online equivalent of a town meeting (Business Week Online, 2006) that will hopefully lead to idea generation by the whole IBM population, and powerful innovations in IBM. Characterized mainly by the dimension of timespace distantiation (Giddens, 1991) virtuality has an impact on the nature and dynamics of knowledge creation (Thompson, 1995), innovation (MacKenzie, 2006), social identity (Papacharalambous & McCalman, 2000), and organizational culture (available at http://www.etw. org/2003/Archives/telework2001-proc.pdf). The relentless advancement of ICT, in terms both of new technology and the convergence of technology (e.g., multimedia), is making virtual networking the norm rather than the exception. Socially, virtual communities are more dispersed, have different power dynamics, are less hierarchical, tend to be shaped around special interests, and are open to multiple interpretations, when compared to face-to-face equivalents. To successfully manage virtual communities, these differences need first to be understood, second, the understanding related to varying organizational aims, and third, the contextualised understanding needs to be translated into appropriate managerial implications. In business terms, virtuality exists in the form of lifestyle choices (home-working), ways of working (global product development teams), new products (virtual theme parks), and new business models (e.g., Internet dating agencies). Socially, virtuality can take the form of talking to intelligent agents, combining reality and virtuality in surgery (e.g., using 3D imaging before and during an operation), or in policy making (e.g., combining research and engineering reports with real satellite images of a landscape with digital animations of being within that landscape, to aid environmental policy decisions). Defining virtuality today is easy in comparison with defining, understanding, and managing it on an ongoing basis. As the title “Going Virtual” suggests, virtuality is a matter of a phenomenon in the making, as we enter into it during our everyday lives, as the technology develops, and as society changes as a result of virtual existences. The relentless advances in the technical complexity which underlies virtual functionality and the speeding up and broadening of our lives as a consequence of virtuality, make for little time and inclination to reflect upon the exact nature and effect of going virtual. As it pervades the way we live, work, and play at such a fast rate, we rarely have the time to stop and think about the implications of the phenomenon.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".