scholarly journals Food brands, YouTube and Children: Media practices in the context of the PAOS self-regulation code

2021 ◽  
pp. 87-105
Author(s):  
Victoria Tur-Viñes ◽  
Araceli Castelló-Martínez
Keyword(s):  
Nutrition Education ◽  
Self Regulation ◽  
The Self ◽  
Ethical Standards ◽  
Basic Requirement ◽  
Final Sample ◽  
Food Content ◽  
Commercial Communication ◽  
Media Practices ◽  
Different Sources

The objective of this study is to analyze media practices involving food content on YouTube in terms of the self-regulatory framework established by the PAOS code, which was originally designed for television. The study considers content created and disseminated by two different sources: food brands and child YouTuber channels. We conducted an exploratory qualitative-quantitative study based on a content analysis of videos posted in 2019 on the most viewed YouTube channels in Spain (Socialblade, 2019). The final sample included 211 videos (29h 57m) divided into two subsamples: the official channels of 13 Spanish food brands (82 videos), and 15 Spanish child YouTuber channels (129 videos). The study has facilitated information on nine dimensions: (1) adherence to regulations and ethical standards, (2) nutrition education and information, (3) identification of advertising, (4) presence of risk, (5) clarity in the presentation of the product and in the language used, (6) pressure selling, (7) promotions, giveaways, competitions, and children’s clubs, (8) support and promotion through characters and programs and (9) comparative presentations. The main findings reveal the experimental nature of videos featuring food brands that are posted on YouTube for child audiences, especially videos broadcast on the channels of child YouTubers, who post content without an ethical strategy sensitive to their target audience. The lack of compliance with the basic requirement of identifying the video as advertising underscores the urgent need to adapt existing legal and ethical standards to these new formulas of commercial communication.

Does binge eating play a role in the self-regulation of moods?

2000 ◽  
Vol 35 (4) ◽  
pp. 298-313 ◽  
Author(s):  
Wesley C. Lynch ◽  
Andrea Everingham ◽  
Jane Dubitzky ◽  
Mimi Hartman ◽  
Tim Kasser
Keyword(s):  
Binge Eating ◽  
Self Regulation ◽  
The Self

Four-Year Follow-Up of a Meditation-Based Program for the Self-Regulation of Chronic Pain

1986 ◽  
Vol 2 (3) ◽  
pp. 159-774 ◽  
Author(s):  
J. Kabat-Zinn ◽  
L. Lipworth ◽  
R. Burncy ◽  
W. Sellers
Keyword(s):  
Chronic Pain ◽  
Self Regulation ◽  
The Self

The Appointed Actuary.

1987 ◽  
Vol 41 ◽  
pp. 559-629
Author(s):  
Edward A. Johnston
Keyword(s):  
Life Insurance ◽  
Financial Services ◽  
Self Regulation ◽  
Professional Role ◽  
The Self ◽  
Insurance Companies ◽  
Prudential Supervision ◽  
Government Supervision ◽  
The Uk

1.1 A paper about the Appointed Actuary is essentially a paper about prudential supervision of life insurance companies. The system which has operated in the UK since the mid-1970's is only partly one of Government supervision. Through the professional role of the Appointed Actuary, it also contains elements of a system of self-regulation with the Institute and Faculty of Actuaries standing in place of SRO's. Unlike the self-regulatory arrangements of the Financial Services Act. though, this second part of the system has grown up by custom and practice and in certain respects it is not codified. However it enables the Insurance Companies Act to be operated successfully.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

On the self-regulation of sentinel activity among Arabian babbler groupmates

2021 ◽  
Vol 173 ◽  
pp. 81-92
Author(s):  
Roni Ostreiher ◽  
Roger Mundry ◽  
Aviad Heifetz
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Arabian Babbler

Self-Regulation and the Self

1991 ◽  
pp. 168-207 ◽  
Author(s):  
Charles S. Carver ◽  
Michael F. Scheier
Keyword(s):  
Self Regulation ◽  
The Self

scholarly journals Finding The “Self” in Self-Regulation: The Identity-Value Model

2017 ◽  
Vol 28 (2-3) ◽  
pp. 77-98 ◽  
Author(s):  
Elliot T. Berkman ◽  
Jordan L. Livingston ◽  
Lauren E. Kahn
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Value Model
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