scholarly journals An Exploratory Study on Consumer Privacy Paradox Experience: Grounded Theory Approach

2017 ◽  
Vol 55 (2) ◽  
pp. 205-219
Author(s):  
Hyo Jung Kim ◽  
Jong Youn Rha
Author(s):  
Crystal Abidin

Video abstract Romantic monthsaries, or monthly commemorations of the date on which a couple first got together, are increasingly practiced by young couples and archived on social media. As a form of visually oriented practice, monthsaries are fraught with vernacular readings, perceptions, and practices. This paper investigates the practice of monthsaries among ‘young couplings’, which I define as the experiences of young people’s partnering practices in their teenage years and/or their initial experience of early partnering regardless of the age of first coupling, in which young couples do not yet have any formal status, are unable to experience domestic living together, and have limited opportunities to be alone and intimate. In the absence of any scholarly precedence and adopting a Grounded Theory approach, this paper is an exploratory study that approaches monthsaries through internet folk knowledge, forum threads and visual displays of monthsaries on Instagram.


2017 ◽  
Vol 13 (2) ◽  
pp. 227-241
Author(s):  
Diana L. Awad Scrocco

This exploratory study examines conversations between faculty physician preceptors and resident physicians to identify communicative actions that encourage pedagogical dialogue. Using a modified grounded theory approach, this study considers resident-preceptor conversations at the levels of the conversational exchange and the clause. Four categories of exchanges emerged from the analysis: presenting the case, teaching clinical concepts, initiating clinical discussion, and offering/requesting direct instruction. Focusing on the latter two categories, this study identifies common communicative actions in the clauses of speakers’ conversational turns. I contend that clinical-discussion exchanges best support the academic goal of these conversations by engaging novices with open-ended, interpretation-focused questions, proposals, and assessments; in contrast, direct-instruction exchanges support the workplace objective of treating patients through imperative proposals and procedure-focused questions and assessments. This analysis offers communication scholars insight into how expert-novice conversations support professionalization and provides preceptors with an understanding of communicative actions that may facilitate pedagogical dialogue.


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