THE ASSOCIATION OF SOCIAL ANHEDONIA WITH ROMANTIC RELATIONSHIP PROCESSES

Social anhedonia is a deficiency in the capacity to experience pleasure from social interactions. This study examined the implications of social anhedonia for romantic relationship functioning, including the association of social anhedonia with sentiments towards romantic partners that are central to relationship functioning (satisfaction, commitment, regard, and care), analogous perceptions of the partner’s sentiments, hostile behavior during relationship conflict, and perception of the partner’s hostile behavior. Data were collected from 281 participants who were involved in romantic relationships. Support was found for social anhedonia’s hypothesized negative association with satisfaction, regard, and care, as well as all four perceived partner sentiments. These associations were independent of attachment anxiety and avoidance. Additionally, attachment avoidance mediated social anhedonia’s relationship with commitment. However, no support was found for social anhedonia’s hypothesized positive association with actual and perceived partner hostile behavior. Results suggest that social anhedonia may undermine the functioning of interpersonal relationships.

As redes sociais online na hotelaria

Dissertação de Mestrado, Direção e Gestão Hoteleira, Escola Superior de Gestão, Hotelaria e Turismo, Universidade do Algarve, 2016

Online distance education models and research implications

As a form of education, distance education is influenced by educationaltheories and ideologies. Hence, over time its various theoretical modelshave reflected varying emphases on students, both individually and ingroups, on content and process, and on administration and costs, and itsguiding philosophies have ranged from knowledge replication to knowledge creation, and from teacher direction to learner engagement. Its founding purpose was the provision of education to populations who were not able to access available residential education. The reasons were not only based on the individual situation, such as, geographic location, family commitments,work commitments, or cost factors, but also included state issues such as insufficient institutions or a lack of enrolment places, full-time funding, or sufficient staff. These factors have contributed in various ways to the growth of distance education, both historically as when distance education was a major focus in many European countries after WWII, and as a current imperative in many countries where the need and desire for education outstrips the supply through residential institutions, regardless of their fiscal capacities. Education is seen by both individuals and states as essential for the development of a better socio-economic environment, hence, distance education has become the cost-affordable means of provision for millions worldwide.Distance education, then, is framed within larger socio-economic andpolitical contexts. These are not only reflective of societal characteristics like those identified by Keegan (2000): immediacy, globalization, privatization, and industrialization, to which we added professional learning, but also reflective of current social, political, and economic circumstances, such as the sequence of global economic crises this century.Within these contexts then, the provision of distance education seldomarises from the desire of an institution alone; rather there are likely to becomplex national, local, and individual aspirations where distance education is seen as the best solution. The realization of this provision depends on the issues being addressed and the various influences on the particular configuration of design and provision. It may be publicly or privately funded; it may seek to emulate or extend educational provision in residential institutions; its focus may be on increasing access or openness or convenience.Models or designs for distance education, then, have generally arisen from consideration of these instances, in part to provide a framework for researchers and in part to provide a means to reflect on issues that the models themselves have tried to resolve and sometimes inadvertently create.

Co-creative expertise : Auran Games and Fury - a case study

This article discusses the ways in which the relations among professional and non-professional participants in co-creative relations are being reconfigured as part of the shift from a closed industrial paradigm of expertise toward open and distributed expertise networks. This article draws on ethnographic consultancy research undertaken throughout 2007 with Auran Games, a Brisbane, Australia based games developer, to explore the co-creative relationships between professional developers and gamers. This research followed and informed Auran’s online community management and social networking strategies for Fury (http://unleashthefury.com), a massively multiplayer online game released in October 2007. This paper argues that these co-creative forms of expertise involve co-ordinating expertises through social-network markets.

What advertisers need to know about the iYGeneration : An Australian perspective

A great challenge exists today: how to reach youth (a.k.a. the iYGeneration) who consume multiple media concurrently, who can access information on demand, and who have intertwined virtual social media networks in their lives. Our research finds that Australian youth multi-task and rarely use traditional media, although significant differences between males and females, as well as late tweens and 20-somethings, exist. Technology convergence facilitates two-way dialogue, allowing growing social interactions to occur in their technological environments. Our findings show that in order for marketing communication professionals to effectively communicate with this market, it is crucial to know exactly how the iYGeneration use media, which media they use, and when they use it.

Designing participation in agile ridesharing with mobile social software

Growing participation is a key challenge for the viability of sustainability initiatives, many of which require enactment at a local community level in order to be effective. This paper undertakes a review of technology assisted carpooling in order to understand the challenge of designing participation and consider how mobile social software and interface design can be brought to bear. It was found that while persuasive technology and social networking approaches have roles to play, critical factors in the design of carpooling are convenience, ease of use and fit with contingent circumstances, all of which require a use-centred approach to designing a technological system and building participation. Moreover, the reach of technology platform-based global approaches may be limited if they do not cater to local needs. An approach that focuses on iteratively designing technology to support and grow mobile social ridesharing networks in particular locales is proposed. The paper contributes an understanding of HCI approaches in the context of other designing participation approaches.

Digital kids, analogue students : a mixed methods study of students' engagement with a school-based Web 2.0 learning innovation

The inquiry documented in this thesis is located at the nexus of technological innovation and traditional schooling. As we enter the second decade of a new century, few would argue against the increasingly urgent need to integrate digital literacies with traditional academic knowledge. Yet, despite substantial investments from governments and businesses, the adoption and diffusion of contemporary digital tools in formal schooling remain sluggish. To date, research on technology adoption in schools tends to take a deficit perspective of schools and teachers, with the lack of resources and teacher ‘technophobia’ most commonly cited as barriers to digital uptake. Corresponding interventions that focus on increasing funding and upskilling teachers, however, have made little difference to adoption trends in the last decade. Empirical evidence that explicates the cultural and pedagogical complexities of innovation diffusion within long-established conventions of mainstream schooling, particularly from the standpoint of students, is wanting. To address this knowledge gap, this thesis inquires into how students evaluate and account for the constraints and affordances of contemporary digital tools when they engage with them as part of their conventional schooling. It documents the attempted integration of a student-led Web 2.0 learning initiative, known as the Student Media Centre (SMC), into the schooling practices of a long-established, high-performing independent senior boys’ school in urban Australia. The study employed an ‘explanatory’ two-phase research design (Creswell, 2003) that combined complementary quantitative and qualitative methods to achieve both breadth of measurement and richness of characterisation. In the initial quantitative phase, a self-reported questionnaire was administered to the senior school student population to determine adoption trends and predictors of SMC usage (N=481). Measurement constructs included individual learning dispositions (learning and performance goals, cognitive playfulness and personal innovativeness), as well as social and technological variables (peer support, perceived usefulness and ease of use). Incremental predictive models of SMC usage were conducted using Classification and Regression Tree (CART) modelling: (i) individual-level predictors, (ii) individual and social predictors, and (iii) individual, social and technological predictors. Peer support emerged as the best predictor of SMC usage. Other salient predictors include perceived ease of use and usefulness, cognitive playfulness and learning goals. On the whole, an overwhelming proportion of students reported low usage levels, low perceived usefulness and a lack of peer support for engaging with the digital learning initiative. The small minority of frequent users reported having high levels of peer support and robust learning goal orientations, rather than being predominantly driven by performance goals. These findings indicate that tensions around social validation, digital learning and academic performance pressures influence students’ engagement with the Web 2.0 learning initiative. The qualitative phase that followed provided insights into these tensions by shifting the analytics from individual attitudes and behaviours to shared social and cultural reasoning practices that explain students’ engagement with the innovation. Six indepth focus groups, comprising 60 students with different levels of SMC usage, were conducted, audio-recorded and transcribed. Textual data were analysed using Membership Categorisation Analysis. Students’ accounts converged around a key proposition. The Web 2.0 learning initiative was useful-in-principle but useless-in-practice. While students endorsed the usefulness of the SMC for enhancing multimodal engagement, extending peer-topeer networks and acquiring real-world skills, they also called attention to a number of constraints that obfuscated the realisation of these design affordances in practice. These constraints were cast in terms of three binary formulations of social and cultural imperatives at play within the school: (i) ‘cool/uncool’, (ii) ‘dominant staff/compliant student’, and (iii) ‘digital learning/academic performance’. The first formulation foregrounds the social stigma of the SMC among peers and its resultant lack of positive network benefits. The second relates to students’ perception of the school culture as authoritarian and punitive with adverse effects on the very student agency required to drive the innovation. The third points to academic performance pressures in a crowded curriculum with tight timelines. Taken together, findings from both phases of the study provide the following key insights. First, students endorsed the learning affordances of contemporary digital tools such as the SMC for enhancing their current schooling practices. For the majority of students, however, these learning affordances were overshadowed by the performative demands of schooling, both social and academic. The student participants saw engagement with the SMC in-school as distinct from, even oppositional to, the conventional social and academic performance indicators of schooling, namely (i) being ‘cool’ (or at least ‘not uncool’), (ii) sufficiently ‘compliant’, and (iii) achieving good academic grades. Their reasoned response therefore, was simply to resist engagement with the digital learning innovation. Second, a small minority of students seemed dispositionally inclined to negotiate the learning affordances and performance constraints of digital learning and traditional schooling more effectively than others. These students were able to engage more frequently and meaningfully with the SMC in school. Their ability to adapt and traverse seemingly incommensurate social and institutional identities and norms is theorised as cultural agility – a dispositional construct that comprises personal innovativeness, cognitive playfulness and learning goals orientation. The logic then is ‘both and’ rather than ‘either or’ for these individuals with a capacity to accommodate both learning and performance in school, whether in terms of digital engagement and academic excellence, or successful brokerage across multiple social identities and institutional affiliations within the school. In sum, this study takes us beyond the familiar terrain of deficit discourses that tend to blame institutional conservatism, lack of resourcing and teacher resistance for low uptake of digital technologies in schools. It does so by providing an empirical base for the development of a ‘third way’ of theorising technological and pedagogical innovation in schools, one which is more informed by students as critical stakeholders and thus more relevant to the lived culture within the school, and its complex relationship to students’ lives outside of school. It is in this relationship that we find an explanation for how these individuals can, at the one time, be digital kids and analogue students.

From social butterfly to urban citizen workshop

Web applications such as blogs, wikis, video and photo sharing sites, and social networking systems have been termed ‘Web 2.0’ to highlight an arguably more open, collaborative, personalisable, and therefore more participatory internet experience than what had previously been possible. Giving rise to a culture of participation, an increasing number of these social applications are now available on mobile phones where they take advantage of device-specific features such as sensors, location and context awareness. This workshop made a contribution towards exploring and better understanding the opportunities and challenges provided by tools, interfaces, methods and practices of social and mobile technology that enable participation and engagement. It brought together a group of academics and practitioners from a diverse range of disciplines such as computing and engineering, social sciences, digital media and human-computer interaction to critically examine a range of applications of social and mobile technology, such as social networking, mobile interaction, wikis (eg., futuremelbourne.com.au), twitter, blogging, virtual worlds (eg, hub2.org), and their impact to foster community activism, civic engagement and cultural citizenship.

Community engagement for sustainable urban futures : editorial preface

This special issue of Futures is concerned with community engagement strategies that help to inform medium and long-term futures studies in order to foster sustainable urban environments. Recent special issues of Futures, such as Human Extinction (41:10) and Utopian Thought (41:4), reflect the increasing significance of sustainability issues, which is why we present another crucial component of sustainability, community engagement. Responding to futurists’ long term concerns about climate change outlined in Futures 41(9) [1], Stevenson concluded that we can no longer support infinite growth, and that our goal should be to reshape the economy to let us live within our means. In the face of the continued and accelerated crisis in environmental, economic and social sustainability, a number of trends informed our call for papers on the possible role of community engagement in contributing to enhanced urban sustainability: • Changes in the public sphere in terms of participation, online deliberation systems, polity of urban futures; • The possible use of user-generated content for urban planning (paralleling the rise of user generated content elsewhere); • The related role of social networking, collective and civic intelligence, and crowd- sourcing in urban futures; • The rise of technologies such as wireless Internet and mobile applications, and the impact of neogeography, simulations and 3D virtual environments that reproduce and analyse complex social phenomena and city systems in urban futures, design and planning.

Towards developing an integrated model of information behaviour

This paper presents the results from a study of information behaviors in the context of people's everyday lives undertaken in order to develop an integrated model of information behavior (IB). 34 participants from across 6 countries maintained a daily information journal or diary – mainly through a secure web log – for two weeks, to an aggregate of 468 participant days over five months. The text-rich diary data was analyzed using a multi-method qualitative-quantitative analysis in the following order: Grounded Theory analysis with manual coding, automated concept analysis using thesaurus-based visualization, and finally a statistical analysis of the coding data. The findings indicate that people engage in several information behaviors simultaneously throughout their everyday lives (including home and work life) and that sense-making is entangled in all aspects of them. Participants engaged in many of the information behaviors in a parallel, distributed, and concurrent fashion: many information behaviors for one information problem, one information behavior across many information problems, and many information behaviors concurrently across many information problems. Findings indicate also that information avoidance – both active and passive avoidance – is a common phenomenon and that information organizing behaviors or the lack thereof caused the most problems for participants. An integrated model of information behaviors is presented based on the findings.

Communicating with first year students ; so many channels but is anyone listening? A practice report

Communicating with first year students has become a far more complex prospect in the digital age. There is a lot of competition for limited attentional resources from media sources in almost endless channels. Getting important messages to students when there is so much competing information is a difficult prospect for academic and professional divisions of the university alike. Students’ preferences for these communication channels are not well understood and are constantly changing with the introduction of new technology. A first year group was surveyed about their use and preference for various sources of information. Students were generally positive about the use of social networking and other new online media but strongly preferred more established channels for official academic and administrative information. A discussion of the findings and recommendations follows.

Playpolis : transyouth and urban networking in Seoul

The overarching aim of this study is to create new knowledge about how playful interactions (re)create the city via ubiquitous technologies, with an outlook to apply the knowledge for pragmatic innovations in relevant fields such as urban planning and technology development in the future. The study looks at the case of transyouth, the in-between demographic bridging youth and adulthood in Seoul, one of the most connected, densely populated, and quickly transforming metropolises in the world. To unravel the elusiveness of ‘play’ as a subject and the complexity of urban networks, this study takes a three-tier transdisciplinary approach comprised of an extensive literature review, Shared Visual Ethnography (SVE), and interviews with leading industry representatives who design and develop the playscape for Seoul transyouth. Through these methodological tools, the study responds to the following four research aims: 1. Examine the sociocultural, technological, and architectural context of Seoul 2. Investigate Seoul transyouth’s perception of the self and their technosocial environment 3. Identify the pattern of their playful interaction through which meanings of the self and the city are recreated 4. Develop an analytical framework for enactment of play This thesis argues that the city is a contested space that continuously changes through multiple interactions among its constituents on the seam of control and freedom. At the core of this interactive (re)creation process is play. Play is a phenomenon that is enacted at the centre of three inter-related elements of pressure, possibility, and pleasure, the analytical framework this thesis puts forward as a conceptual apparatus for studying play across disciplines. The thesis concludes by illustrating possible trajectories for pragmatic application of the framework for envisioning and building the creative, sustainable, and seductive city.

Fear and danger in nocturnal urban environments

At the centre of this research is an ethnographic study that saw the researcher embedded within the fabric of inner city life to better understand what characteristics of user activity and interaction could be enhanced by technology. The initial research indicated that the experience of traversing the city after dark unified an otherwise divergent user group through a shared concern for personal safety. Managing this fear and danger represented an important user need. We found that mobile social networking systems are not only integral for bringing people together, they can help in the process of users safely dispersing as well. We conclude, however, that at a time when the average iPhone staggers under the weight of a plethora of apps that do everything from acting as a carpenter’s level to a pregnancy predictor, we consider the potential for the functionality of a personal safety device to be embodied within a stand alone artifact.

Perceptions of the psychological well-being and care of older home care clients : clients and their carers

Aim. To explore and compare older home care clients’ (65+) and their professionals’ perceptions of the clients’ psychological well-being and care and to identify possible differences in these perceptions. Background. Psychological well-being is considered an important dimension of quality of life. With advancing age, older people require home care support to be able to remain in their own home. The main goal of care is to maximise their independence and quality of life. Design. Descriptive, survey design with questionnaire. Methods. A postal questionnaire was distributed to 200 older home care clients and 570 social and health care professionals in 2007. The total response rate was 63%. The questionnaire consisted of questions about clients’ psychological well-being and the provision of care by home care professionals. The differences in responses between clients and professionals were analysed using cross-tabulations, the Pearson Chi-Square Test and Fisher’s Exact Tests. Results. The professional group believed that their clients did not have plans for the future. They believed that their clients felt themselves depressed and suffering from loneliness significantly more often than the client group did. The client group were also significantly more critical of the care (motivating independent actions, physical, psychological and social care) they got from the professional group than how the professionals evaluated the care they gave. Conclusions. To be able to support older clients to continue living at home, professionals need to provide a service that meets client’s own perceptions and complex social and health care needs as well as personal sense of well-being. Relevance to clinical practice. The findings offer useful insights for the professional in planning and delivering appropriate home care services. A better understanding of differences between clients’ and professionals’ perceptions could lead to a better individualised care outcome.

From social butterfly to engaged citizen: Urban informatics, social media, ubiquitous computing, and mobile technology to support citizen engagement

Web applications such as blogs, wikis, video and photo sharing sites, and social networking systems have been termed ‘Web 2.0’ to highlight an arguably more open, collaborative, personalisable, and therefore more participatory internet experience than what had previously been possible. Giving rise to a culture of participation, an increasing number of these social applications are now available on mobile phones where they take advantage of device-specific features such as sensors, location and context awareness. This international volume of book chapters will make a contribution towards exploring and better understanding the opportunities and challenges provided by tools, interfaces, methods and practices of social and mobile technology that enable participation and engagement. It brings together an international group of academics and practitioners from a diverse range of disciplines such as computing and engineering, social sciences, digital media and human-computer interaction to critically examine a range of applications of social and mobile technology, such as social networking, mobile interaction, wikis, twitter, blogging, virtual worlds, shared displays and urban sceens, and their impact to foster community activism, civic engagement and cultural citizenship.