Social cognitive theory and factors associated with Mexican-American parents' beliefs, attitudes and practices regarding communication with their adolescent children about sex

Latinos have the highest teen birth rate nationally. Cameron County, Texas is primarily Latino (Mexican-American). This mixed-method study (n=43) examines Mexican-American parents of adolescents' beliefs, attitudes and practices regarding communication with their adolescent children about sex. Social Cognitive Theory (SCT) constructs self-efficacy, behavioral determinism, environment, outcome expectations and reciprocal determinism can be influences on frequency and quality of parent-adolescent sex communication.^ This study describes Mexican-American parents' of adolescents recollections of their own experiences associated with learning about sexuality. It also examines the attitudes and practices regarding communication about sex and the self-efficacy and behavioral capability of participants to teach their adolescent children about sex and sexually transmitted infections. ^ Negative childhood experiences (shame, lies and trauma) of the parents in this study played a key role in terms of their desire to communicate more comprehensively about sexuality with their own children than did their parents. While participants' reported low self-efficacy and behavioral capability to communicate with their adolescent children about sex, they reported relatively high frequency and quality of communication, with 75% of participants receiving a high quality score and over 44% reporting frequent communication with their adolescent children about sex. A Chi square analysis and Fisher's Exact Score revealed no association between acculturation status, gender or having a child who has mothered/fathered a baby and the frequency or quality of communication about sex with adolescent children. Study participants also gave specific recommendations for method, content and setting of sex education for their children and themselves. Promotora delivery of information and education in a comfortable, culturally appropriate neighborhood setting, as well as parent –child learning sessions were identified as possible approaches to address improve self-efficacy and behavioral capability of parents communicating with their adolescent children about sex.^ The results of this analysis provide public health practitioners and interested community entities data to identify and develop interventions that use a theoretical, evidence-based framework for culturally appropriate interventions to encourage and equip Mexican-American parents to effectively communicate with their adolescent children about sexuality, and ultimately to address the high rates of teen pregnancy in this U.S.-Mexico border community. ^

Essentials of community efficiency; a statement of the human forces and factors involved in making effective in American communities, ideals and principles and practices of social responsiblity and community welfare,

Mode of access: Internet.

Stakeholder accountability or stakeholder management: a review of UK firms? Social and ethical accounting, auditing and reporting SEAAR practices

The main aim of this study is to undertake an evaluation of the initial wave of stand-alone social reports issued by the major market players in the UK using AA1000 as an evaluative tool, or benchmark, in order to ascertain the extent to which they conform to the provisions of AA1000, in particular the core principles of accountability and inclusivity. Applying the lens of the stakeholder model the paper examines to what extent contemporary SEAAR practices in the UK are likely to promote stakeholder accountability, or whether they are simply exercises in stakeholder management.

Autochthonous heritage languages and social media:writing and bilingual practices in Low German on Facebook

This article analyses how speakers of an autochthonous heritage language (AHL) make use of digital media, through the example of Low German, a regional language used by a decreasing number of speakers mainly in northern Germany. The focus of the analysis is on Web 2.0 and its interactive potential for individual speakers. The study therefore examines linguistic practices on the social network site Facebook, with special emphasis on language choice, bilingual practices and writing in the autochthonous heritage language. The findings suggest that social network sites such as Facebook have the potential to provide new mediatized spaces for speakers of an AHL that can instigate sociolinguistic change.

Conflicts and online community social capital:the influence of conflict management practices

Conflicts are part and parcel of online community dynamics (De Valck 2007; Harrison and Jenkins 1996; Kozinets 2001) – from flames about publishing inappropriate content (De Zwart and Lindsay 2009) to battles to win high status positions (Campbell, Fletcher and Greenhill 2009) and stigmatization of illegitimate insiders (Tikkanen, Hietanen, Henttonen, and Rokka 2009) up to bashing and smearing campaigns (Bocij 2002). As the concept of community presumes unity, marketers may be inclined to suppress any dissonance in their online brand communities thinking that it may hurt brand image or community attractiveness. However, Fournier and Lee (2009) advise marketers to embrace the conflicts that make communities thrive. As tensions and conflict cannot be avoided this seems logical advice. Nevertheless, are all tensions and conflicts created equally? Are some not more constructive (or destructive) than others? Thus, should all tensions and conflicts really be embraced, and what can be done to channel tensions and conflicts such that they do not become destructive? These questions form the starting point of this paper.

The ‘situated functionality’ of accounting in private equity practices:a social ‘site’ analysis

This paper contributes to the recent ‘practice turn’ in management accounting literature in two ways: (1) by investigating the meshing and consequently the ‘situated functionality’ of accounting in various private equity (PE) practices, and (2) by experimenting with the application of Schatzki’s ‘site’ ontology. By identifying and describing the role and nature of accounting and associated calculative practices in different parts of the PE value chain, we note that the ‘situated functionality’ of accounting is ‘prefigured’ by its ‘dispersed’ nature. A particular contribution of experimenting with Schatzki’s ‘site’ ontology has been to identify theoretical concerns in relation to the meaning and role of the concept ‘general understandings’ and to clarify the definitional issues surrounding this concept. We also identify the close relationship between ‘general understandings’ and ‘teleoaffective structure’ and note their mutually constitutive nature.

Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices

Obesity and overweight disproportionately impact Black American adolescent females—placing them at a lifetime of elevated physical health risks. Despite this burden, the literature that explores the contributors to obesity and overweight among Black American adolescent females remains limited and unclear. This dissertation aims to develop knowledge related to obesity and overweight in Black American adolescent females, by appraising the current understanding of factors that contribute to their obesity and overweight, and explicating the everyday social influences on dietary practices. The primary study conducted for this dissertation used a mixed method, multiple case study design to examine the mother, daughter, and other household contributors to Black American adolescent daughters’ everyday practices of food consumption, acquisition, preparation, and planning. Findings reveal the importance of understanding the complex and dynamic ways mothers and other household members contribute to a holistic view of everyday dietary practices among adolescent daughters. By deeply examining the nuanced ways the multiple cases varied, context-dependent knowledge essential to understanding the complicated health challenge of obesity was produced. Subsequently, recommendations are provided for health providers and scholars to more holistically approach and examine obesity—particularly among populations who are disproportionately affected.

Good practices in the Enred@te Pilot Project: a digital social network for older adults and Spanish Red Cross volunteers

The Enred@te initiative, created by Red Cross, the Vodafone Foundation and the TECSOS Foundation, emerged as an evolution of a previous project that developed and piloted a video-communication solution with older adults, using a system installed in their own televisions. Following the success of this first initiative, it was decided to advance toward a more flexible, robust, easy-to-use and high-quality solution, producing a social network accessible through tablets. Older adults can use the network to video-communicate with other older adults and stay informed on various topics of interest. Additionally, a new innovation incorporates the participation of virtual volunteers, a part of the network that promotes its use in an inclusive and participative manner. This solution was also piloted in 2014 with positive results and work to turn it into a service that can reach older adults through the Red Cross is currently on-going.

Community owned solutions: identifying local best practices for social-ecological sustainability

Policies and actions that come from higher scale structures, such as international bodies and national governments, are not always compatible with the realities and perspectives of smaller scale units including indigenous communities. Yet, it is at this local social-ecological scale that mechanisms and solutions for dealing with unpredictability and change can be increasingly seen emerging from across the world. Although there is a large body of knowledge specifying the conditions necessary to promote local governance of natural resources, there is a parallel need to develop practical methods for operationalizing the evaluation of local social-ecological systems. In this paper, we report on a systemic, participatory, and visual approach for engaging local communities in an exploration of their own social-ecological system. Working with indigenous communities of the North Rupununi, Guyana, this involved using participatory video and photography within a system viability framework to enable local participants to analyze their own situation by defining indicators of successful strategies that were meaningful to them. Participatory multicriteria analysis was then used to arrive at a short list of best practice strategies. We present six best practices and show how they are intimately linked through the themes of indigenous knowledge, local governance and values, and partnerships and networks. We highlight how developing shared narratives of community owned solutions can help communities to plan governance and management of land and resource systems, while reinforcing sustainable practices by discussing and showcasing them within communities, and by engendering a sense of pride in local solutions.

Weathering crises on social media – Theory and practices from social media active organizations operating in Finland

Thesis compiles findings from previous research to produce guidelines on addressing crises on social media. These guidelines extracted from previous research are compared qualitatively with empirical evidence from 12 organizations by examining whether organizations apply practices recommended in previous research. Much of guidelines gain support from practitioners with few exceptions. Findings stemming from theory and practice combine to shed light on how controversies are born on social media, how crises can be prevented on social media and how organizations may manage crisis situations on social media. The majority of the resulting guidelines focus on how to address negative information and communicate during a crisis but other means of crisis management are also presented. Previous research had voiced that the field of public relations was very fractured, crisis management was lacking qualitative research and provided very little information on what organizations should do before a crisis. Thesis collects a comprehensive amount of previous research from various fields of PR in an effort to unite findings and guidelines, gathers and analyzes empirical data in a qualitative manner and includes a pre-crisis paradigm. One of the challenges in the field of crisis management still remains the absence of universally agreed definition of a crisis and the lack of means to quantify and compare the magnitude of crises.

ESL teacher profiles of ICT integration in their classroom practices and assessment activities : a portrait viewed through the lens of some Quebec teachers’ social representations

Abstract : Information and communication technologies (ICTs, henceforth) have become ubiquitous in our society. The plethora of devices competing with the computer, from iPads to the Interactive whiteboard, just to name a few, has provided teachers and students alike with the ability to communicate and access information with unprecedented accessibility and speed. It is only logical that schools reflect these changes given that their purpose is to prepare students for the future. Surprisingly enough, research indicates that ICT integration into teaching activities is still marginal. Many elementary and secondary schoolteachers are not making effective use of ICTs in their teaching activities as well as in their assessment practices. The purpose of the current study is a) to describe Quebec ESL teachers’ profiles of using ICTs in their daily teaching activities; b) to describe teachers’ ICT integration and assessment practices; and c) to describe teachers’ social representations regarding the utility and relevance of ICT use in their daily teaching activities and assessment practices. In order to attain our objectives, we based our theoretical framework, principally, on the social representations (SR, henceforth) theory and we defined most related constructs which were deemed fundamental to the current thesis. We also collected data from 28 ESL elementary and secondary school teachers working in public and private sectors. The interview guide used to that end included a range of items to elicit teachers’ SR in terms of ICT daily use in teaching activities as well as in assessment practices. In addition, we carried out our data analyses from a textual statistics perspective, a particular mode of content analysis, in order to extract the indicators underlying teachers’ representations of the teachers. The findings suggest that although almost all participants use a wide range of ICT tools in their practices, ICT implementation is seemingly not exploited to its fullest potential and, correspondingly, is likely to produce limited effects on students’ learning. Moreover, none of the interviewees claim that they use ICTs in their assessment practices and they still hold to the traditional paper-based assessment (PBA, henceforth) approach of assessing students’ learning. Teachers’ common discourse reveals a gap between the positive standpoint with regards to ICT integration, on the one hand, and the actual uses of instructional technology, on the other. These results are useful for better understanding the way ESL teachers in Quebec currently view their use of ICTs, particularly for evaluation purposes. In fact, they provide a starting place for reconsidering the implementation of ICTs in elementary and secondary schools. They may also be useful to open up avenues for the development of a future research program in this regard.

Towards the Enabling City: Intermediate Places between Practices and Planning for Social Innovation in Bologna

The research investigates the interaction between social innovation practices and urban planning, assuming as a case study and field of application the city of Bologna, observed from the point of view of the production of urban policies and with respect to the places where it is practiced. Social innovation are localised actions tackling current urban complexities with micro-scale practices of service and urban production, by which new urban actors find answers to social needs, which are less afforded by the market and the public sectors. Planning and social innovation practices are two dimensions working in the city in different but complementary ways, subject to a mismatch. Through the lenses of interaction, the research explores the context of Bologna, a paradigmatic study and application field, a laboratory of innovative policies where a tradition of collective civic initiatives intertwines with a more responsible institutional planning framework. After drawing from area-based policies of Berlin and Barcelona, the thesis reads the role of specific intermediate places, mediators in bridging the level of institutions and the practices. Through an inventory and a cross-cutting taxonomy of intermediate places, the research draws the knowledge to inform a new urban model for the city of Bologna, aimed at overtake the mismatches by enabling the practices to act, allowing urban planning to frame them in a cross-fertilisation dimension. The proposed urban diagrammatic model, foresees intermediate places as local socio-urban observatories for research and development, interacting with both institutions and communities. The goal is to critically explore the limits and widen the meaning of the capacity of action of social innovation practices engaging in mutual-learning with the city. The model suggests a new possibility for reflection on urban planning as a more flexible approach, which translates the numerous experiences of the city into alternatives and multiple visions.

Performing inclusion and exclusion in the peer group. Children's social organization and peer socializing practices in the classroom

This PhD thesis investigates children’s peer practices in two primary schools in Italy, focusing on the ordinary and the Italian L2 classroom. The study is informed by the paradigm of language socialization and considers peer interactions as a ‘double opportunity space’, allowing both children’s co-construction of their social organization and children’s sociolinguistic development. These two foci of attention are explored on the basis of children’s social interaction and of the verbal, embodied, and material resources that children agentively deploy during their mundane activities in the peer group. The study is based on a video ethnography that lasted nine months. Approximately 30 hours of classroom interactions were video-recorded, transcribed, and analyzed with an approach that combines the micro-analytic instruments of Conversation Analysis and the use of ethnographic information. Three main social phenomena were selected for analysis: (a) children’s enactment of the role of the teacher, (b) children’s reproduction of must-formatted rules, and (c) children’s argumentative strategies during peer conflict. The analysis highlights the centrality of the institutional frame for children’s peer interactions in the classroom. Moreover, the study illustrates that children socialize their classmates to the linguistic, social, and moral expectations of the context in and through various practices. Notably, these practices are also germane to the local negotiation of children’s social organization and hierarchy. Therefore, the thesis underlines that children’s peer interactions are both a resource for children’s sociolinguistic development and a potentially problematic locus where social exclusion is constructed and brought to bear. These insights are relevant for teachers’ professional practice. Children’s peer interactions are a resource that can be integrated in everyday didactics. Nevertheless, the role of the teacher in supervising and steering children’s peer practices appears crucial: an acritical view of children’s autonomous work, often implied in teaching methods such as peer tutoring, needs to be problematized.