scholarly journals Risk behavior of youth – social definition of risk

2020 ◽  
Vol 25 (4) ◽  
pp. 269-282
Author(s):  
Michał Wanke ◽  
Magdalena Piejko-Płonka ◽  
Marcin Deutschmann
Keyword(s):  
Problem Behaviors ◽  
Risk Behaviors ◽  
Meaning Making ◽  
Essential Element ◽  
Social Contexts ◽  
Production Of Knowledge ◽  
Everyday Practices ◽  
Youth Study ◽  
Definition Of ◽  
School Youth

Social defining of the risk behaviors is rooted in a diverse, multidimensional world of norms, values, rituals and discourses. Including social contexts of engaging in the risk behaviors and production of knowledge about them allowed us to go beyond standard cause-and-effect descriptions and examine these actions as an essential element of everyday practices and rituals of youth. The aim of this paper was to analyze the risk behaviors of youth in the framework of sociological categories of risk, reflexivity and interactional order. The paper is based on the results of the qualitative study conducted within the project “Problem Behaviors of Youth – Study in the Opole Region 2019–2020,” that attempted to capture the ways of defining and explaining the risk behaviors by the school youth, teachers and counselors. Such a sociological perspective bridges the gap in the prevention scholarship connected to insufficient attention paid to social ways of defining and meaning making connected to the risk behaviors of youth.

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

scholarly journals A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Cary Campbell ◽  
Nataša Lacković ◽  
Alin Olteanu
Keyword(s):  
Media Literacy ◽  
Meaning Making ◽  
Environmental Literacy ◽  
Literacy Studies ◽  
Critical Media Literacy ◽  
Semiotic Approach ◽  
Sustainability Literacy ◽  
Critical Media ◽  
Definition Of ◽  
Integrated Sustainability

This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

scholarly journals Definition of essential sequences and functional equivalence of elements downstream of the adenovirus E2A and the early simian virus 40 polyadenylation sites.

1985 ◽  
Vol 5 (11) ◽  
pp. 2975-2983 ◽  
Author(s):  
R P Hart ◽  
M A McDevitt ◽  
H Ali ◽  
J R Nevins
Keyword(s):  
Essential Element ◽  
Simian Virus 40 ◽  
Simian Virus ◽  
Cleavage Sites ◽  
Multiple Sequence ◽  
Polyadenylic Acid ◽  
Sequence Elements ◽  
Cleavage And Polyadenylation ◽  
Definition Of ◽  
A Site

In addition to the highly conserved AATAAA sequence, there is a requirement for specific sequences downstream of polyadenylic acid [poly(A)] cleavage sites to generate correct mRNA 3' termini. Previous experiments demonstrated that 35 nucleotides downstream of the E2A poly(A) site were sufficient but 20 nucleotides were not. The construction and assay of bidirectional deletion mutants in the adenovirus E2A poly(A) site indicates that there may be redundant multiple sequence elements that affect poly(A) site usage. Sequences between the poly(A) site and 31 nucleotides downstream were not essential for efficient cleavage. Further deletion downstream (3' to +31) abolished efficient cleavage in certain constructions but not all. Between +20 and +38 the sequence T(A/G)TTTTT was duplicated. Function was retained when one copy of the sequence was present, suggesting that this sequence represents an essential element. There may also be additional sequences distal to +43 that can function. To establish common features of poly(A) sites, we also analyzed the early simian virus 40 (SV40) poly(A) site for essential sequences. An SV40 poly(A) site deletion that retained 18 nucleotides downstream of the cleavage site was fully functional while one that retained 5 nucleotides downstream was not, thus defining sequences required for cleavage. Comparison of the SV40 sequences with those from E2A did not reveal significant homologies. Nevertheless, normal cleavage and polyadenylation could be restored at the early SV40 poly(A) site by the addition of downstream sequences from the adenovirus E2A poly(A) site to the SV40 +5 mutant. The same sequences that were required in the E2A site for efficient cleavage also restored activity to the SV40 poly(A) site.

Generics in society

2021 ◽  
Vol 50 (4) ◽  
pp. 517-532
Author(s):  
Susan A. Gelman
Keyword(s):  
Academic Writing ◽  
Social Life ◽  
Meaning Making ◽  
Social Contexts ◽  
Anthropological Research ◽  
Generic Language ◽  
Contemporary Work ◽  
Positive Functions ◽  
Context Free

ABSTRACTThis article examines two interrelated issues: (i) how considering generics within their social contexts of use contributes to theories of generics, and (ii) how contemporary work on generics provides promising directions for the study of language as an aspect of social life. Examining the function of generics in meaningful interactions stands in contrast to standard treatments, which consider generics as isolated, context-free propositions. Additionally, recent psychological approaches suggest new questions that can enrich sociolinguistic and linguistic anthropological research. These include, for example, when and why generics serve not just negative functions (such as stereotyping) but also positive functions (such as meaning-making), how generics gain their power from what is unstated as opposed to stated, and how generic language distorts academic writing. Ultimately, the study of language in society has the potential to enrich the study of generics beyond what has been learned from their study in linguistics, philosophy, and psychology. (Generics, concepts, categories, stereotyping, induction)*

scholarly journals Gender Differences in Risk Behaviors among High School Youth

2013 ◽  
Vol 2 (5) ◽  
pp. 16-22 ◽  
Author(s):  
Sharon A. Petronella Croisant ◽  
Tabassum Haque Laz ◽  
Mahbubur Rahman ◽  
Abbey B. Berenson
Keyword(s):  
High School ◽  
Gender Differences ◽  
Risk Behaviors ◽  
School Youth

Defining Learning in Educational Leadership: Reframing the Narrative

2018 ◽  
Vol 55 (4) ◽  
pp. 657-696 ◽  
Author(s):  
Steve Myran ◽  
Ian Sutherland
Keyword(s):  
Educational Leadership ◽  
Operational Definition ◽  
Social Contexts ◽  
Theory Building ◽  
Problem Posing ◽  
Scientific Management ◽  
Conceptions Of Learning ◽  
Large Measure ◽  
Shape Learning ◽  
Definition Of

Purpose: The purpose of this article is to reframe our field’s narrative around the science of learning. We seek to (1) describe the patterns within educational leadership and administration that are conceptually tethered to scientific management and highlight the absence of clearly defined conceptions of learning, (2) provide a synthesis of the science of learning, and (3) offer a “progressive problem shift” that promotes such a reframing. Methods: An integration of theory building methods with problem posing/identification strategies is designed to deconstruct the field of educational leadership through a science of learning lens and build toward theory that is more adaptive to our goals of leading for learning. Findings: Our findings stem from the central observation that educational leadership and administration has to date produced no conceptual or explicit operational definition of learning. Lacking such a definition, the field has been vulnerable to outlooks about learning that default to assumptions notably shaped by scientific management. This is in contrast to our review of the learning sciences literature, which emphasizes that learning is dependent on the active and deliberate agency of the learner and a host of introspective outlooks and behaviors and that these individual learning characteristics are situated within complex and dynamic social contexts that serve to mediate and shape learning. Implications and Conclusions: We argue that the future of our field rests, in large measure, on our ability to address the incongruences between our field’s foundations in scientific management and the science of learning.

From an emic perspective: Exploring consent in forced marriage law

2017 ◽  
Vol 51 (2) ◽  
pp. 258-274 ◽  
Author(s):  
Helen Sowey
Keyword(s):  
Service Providers ◽  
Social Contexts ◽  
Criminal Prosecution ◽  
Primary Research ◽  
Marriage Law ◽  
Forced Marriage ◽  
Policy Makers ◽  
Definition Of ◽  
Emic Perspective ◽  
The Uk

Forced marriage was criminalised in Australia in March 2013, putting the issue on the agenda of policy-makers and social service providers. Increasingly, however, it is being recognised that criminal laws alone cannot address the practice; protective and preventative strategies are also needed. This paper argues that strategies to address forced marriage will be most effective if they are informed by contextualised and emic understandings of the phenomenon, that is, by the perspectives of individuals, families and communities who are directly affected by forced marriage. Primary research is required to obtain such perspectives. Research into forced marriage in Australia is still in its infancy, and primary research is almost non-existent. This paper, then, looks to primary research from the UK and other comparable Western multicultural nations, offering a critique of this body of literature before drawing out what is revealed about why marriages are forced, how marriages are forced, and what people in forced marriage situations want. The implications of criminal prosecution are then considered in light of this emic understanding. The legal definition of forced marriage hinges on the concept of consent: it is consent that distinguishes an arranged marriage from a forced one. In the UK, the notion of consent has been robustly problematised. However this is not the case in Australia at present, and this paper critiques the value of the concept of consent given the social contexts of forced marriage described above. The implications of this critique for the application of Australia’s forced marriage law are then considered. Finally, from a place of contextualised and emic understanding of forced marriage, this paper considers how protective and preventative strategies might be enhanced.

scholarly journals Development of downscaled Climate Change Scenarios for Central America. Lessons learned and next steps

2021 ◽  
Author(s):  
Jorge Tamayo ◽  
Ernesto Rodriguez-Camino ◽  
Sara Covaleda
Keyword(s):  
Climate Change ◽  
Central America ◽  
Essential Element ◽  
Climate Change Impacts ◽  
Lessons Learned ◽  
Second Phase ◽  
Climate Change Scenarios ◽  
Definition Of ◽  
Hydrological Services ◽  
Different Sources

<p>The intersectoral workshop held in December 2016 among the Ibero-American networks on water (CODIA), climate change (RIOCC) and meteorology (CIMHET) identified the need to dispose of downscaled climate change scenarios for Central America. Such scenarios would be developed by National Meteorological and Hydrological Services (NMHS) in the region, based on a common methodology, allowing the assessment of climate change impacts on water resources and extreme hydro-meteorological events.</p><p>One final outcome of the project has been a freely accessible web viewer, installed on the Centro Clima webpage (https://centroclima.org/escenarios-cambio-climatico/), managed by CRRH-SICA, where all information generated during the project is available for consultation and data downloading by the different sectors of users.</p><p>A key element in this project has been to integrate many downscaled projections based on different methods (dynamical and statistical), totalizing 45 different projections, and aiming at estimating the uncertainty coming from different sources in the best possible way.</p><p>Another essential element has been the strong involvement of the different user sectors through national workshops, first, at the beginning of the project for the identification and definition of viewer features the project, and then for the presentation of results and planning of its use by prioritized sectors.</p><p>In a second phase of the project, a regional working group made up of experts from the NMHSs will be in charge of viewer maintenance and upgrade, including new sectoral parameters, developed in collaboration with interested users, and computation and addition of new downscaled projections from CMIP 6 in collaboration with AEMET.</p><p>Finally, following the request of CIMHET, the possibility of replicating this project for other areas of Ibero-America is being evaluated.</p>

Incidence and Predictors of Difficult and Impossible Mask Ventilation

2006 ◽  
Vol 105 (5) ◽  
pp. 885-891 ◽  
Author(s):  
Sachin Kheterpal ◽  
Richard Han ◽  
Kevin K. Tremper ◽  
Amy Shanks ◽  
Alan R. Tait ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Difficult Intubation ◽  
Essential Element ◽  
Mask Ventilation ◽  
Jaw Protrusion ◽  
Neck Anatomy ◽  
Grade 3 ◽  
Definition Of ◽  
Mandibular Protrusion

Background Mask ventilation is an essential element of airway management that has rarely been studied as the primary outcome. The authors sought to determine the incidence and predictors of difficult and impossible mask ventilation. Methods A four-point scale to grade difficulty in performing mask ventilation (MV) is used at the authors' institution. They used a prospective, observational study to identify cases of grade 3 MV (inadequate, unstable, or requiring two providers), grade 4 MV (impossible to ventilate), and difficult intubation. Univariate and multivariate analyses of a variety of patient history and physical examination characteristics were used to establish risk factors for grade 3 and 4 MV. Results During a 24-month period, 22,660 attempts at MV were recorded. 313 cases (1.4%) of grade 3 MV, 37 cases (0.16%) of grade 4 MV, and 84 cases (0.37%) of grade 3 or 4 MV and difficult intubation were observed. Body mass index of 30 kg/m or greater, a beard, Mallampati classification III or IV, age of 57 yr or older, severely limited jaw protrusion, and snoring were identified as independent predictors for grade 3 MV. Snoring and thyromental distance of less than 6 cm were independent predictors for grade 4 MV. Limited or severely limited mandibular protrusion, abnormal neck anatomy, sleep apnea, snoring, and body mass index of 30 kg/m or greater were independent predictors of grade 3 or 4 MV and difficult intubation. Conclusions The authors observed the incidence of grade 3 MV to be 1.4%, similar to studies with the same definition of difficult MV. Presence of a beard is the only easily modifiable independent risk factor for difficult MV. The mandibular protrusion test may be an essential element of the airway examination.

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