Guiding Principles
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2021 ◽  
Ben Rampton

This book draws on 10 years of collaborative sociolinguistic work on the changing conditions of language use. It begins with guiding principles, shifts to empirically driven arguments in urban sociolinguistics, and concludes with studies of (in)securitised communication addressed to challenges ahead.

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Chiara Hübscher ◽  
Susanne Hensel-Börner ◽  
Jörg Henseler

Purpose Accomplishing the United Nations’ Sustainable Development Goals (SDGs) is imperative for societies to meet their grand challenges. Achieving these goals by 2030 requires sustainability change agents with a can-do-attitude. This study aims to show how institutions of higher education can become partners for social marketing in bringing forward such change agents. Design/methodology/approach Taking a case study approach, this paper examines a master’s programme to identify factors relevant to educating sustainability change agents that can serve as a basis for a social marketing planning primer to foster the SDGs. Findings This study presents the social marketing discipline with a viable option for supporting the achievement of the SDGs through higher education. Its contributions are twofold. First, it is shown that when interdisciplinarity and a project-based approach are conceptualized and organized to create a motivating and meaningful learning environment with the SDGs as guiding principles, students, as sustainability change agents, can increase awareness and have the potential to generate impacts regarding the SDGs at the individual, organizational and institutional levels. Second, based on this, the paper provides guidance to social marketers regarding the planning of a campaign targeting higher education institutions. The authors argue that the aim of this campaign should be to promote the implementation of the SDGs as guiding principles above all, as this can facilitate the process of students becoming sustainability change agents who help achieve the goals in a timely manner. Research limitations/implications Whilst single case studies are usually limited in drawing generalizations, the present study offers a starting point for investigating the role of universities as a target group for social marketing in fostering further sustainable development. Building on its findings, future research could test the proposed social marketing planning primer and evaluate the impact on the SDGs at a larger scale than only one university. Practical implications It is proposed to use the findings of the study to model a social marketing campaign aimed at universities to motivate them to help develop sustainability change agents in all disciplines by integrating the SDGs as guiding principles for study programmes. Social implications Students’ impacts range from leading peers to buy sustainable products and consume less to influencing a company to adopt sustainable packaging, thereby contributing to social change. Originality/value This study is among the first to examine the possible effect of a study programme on the SDGs at different societal levels by taking the perspectives of multiple stakeholders into account and combining the theory of higher education with sustainability and social marketing.

Religions ◽  
2021 ◽  
Vol 12 (9) ◽  
pp. 762
Bogdan Jerzy Biela

Endowed with an in-depth and insightful analysis of the Church’s reality and the charism of reading the signs of the times, one of the greatest Polish pastoralists, founder of the Light-Life Movement, Fr. Franciszek Blachnicki (21 March 1921–27 February 1987) insistently postulated making the “Copernican turn” in the Church’s saving ministry. On the hundredth anniversary of his birth, it is worth looking at the guiding principles of the Congregation for Clergy Pastoral conversion of the parish community in the service of the Church’s evangelizing mission (29 June 2020) and analyze to what extent Blachnicki’s concept of pastoral conversion regarding the renewal of the parish is still valid and estimate whether it can still be an inspiration in pastoral discussions on the realization of the Church hic et nunc.

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Jacquelynn S. Popp ◽  
Josh Montgomery ◽  
Jodi Hoard ◽  
Cynthia Brock

PurposeThe purpose of this paper is to empower teachers to engage in a process of curricular transformation to integrate a social justice framework, even if it means starting with small steps.Design/methodology/approachThe authors present a set of guiding principles on which social studies teachers can draw to transform their curriculum to embody a social justice framework within and across units of historical inquiry. The principles are anchored in an example historical unit, the Chicago Haymarket Affair of 1886, and an analogous contemporary sub-unit, The Exonerated Five (formerly The Central Park Five incident of 1989).FindingsThe guiding principles represent an accessible approach educators can flexibly apply to their process of curricular transformation. The authors provide a balanced approach of emphasizing the need for educators to restructure social studies curriculum with the feasibility of this process at larger or smaller scales according to educators' readiness for change.Originality/valueThe authors outline a process to empower teachers to change the status quo of their social studies teaching, at a scale determined by the teacher. The authors provide a practical, concrete set of guiding principles for educators to make changes that represent social justice integration aligned with existing social studies curriculum and standards. The authors encourage teachers to reflect on their readiness for and progress toward transforming their curriculum to integrate a social justice framework.

BMJ Open ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. e052547
Amy Coe ◽  
Catherine Kaylor-Hughes ◽  
Susan Fletcher ◽  
Elizabeth Murray ◽  
Jane Gunn

ObjectiveTo identify and characterise activities for deprescribing used in general practice and to map the identified activities to pioneering principles of deprescribing.SettingPrimary care.Data sourcesMedline, EMBASE (Ovid), CINAHL, Australian New Zealand Clinical Trials Registry (ANZCTR),, ISRCTN registry, OpenGrey, Annals of Family Medicine, BMC Family Practice, Family Practice and British Journal of General Practice (BJGP) from inception to the end of June 2021.Study selectionIncluded studies were original research (randomised controlled trial, quasi-experimental, cohort study, qualitative and case studies), protocol papers and protocol registrations.Data extractionScreening and data extraction was completed by one reviewer; 10% of the studies were independently reviewed by a second reviewer. Coding of full-text articles in NVivo was conducted and mapped to five deprescribing principles.ResultsFifty studies were included. The most frequently used activities were identification of appropriate patients for deprescribing (76%), patient education (50%), general practitioners (GP) education (48%), and development and use of a tapering schedule (38%). Six activities did not align with the five deprescribing principles. As such, two principles (engage practice staff in education and appropriate identification of patients, and provide feedback to staff about deprescribing occurrences within the practice) were added.ConclusionActivities and guiding principles for deprescribing should be paired together to provide an accessible and comprehensive guide to deprescribing by GPs. The addition of two principles suggests that practice staff and practice management teams may play an instrumental role in sustaining deprescribing processes within clinical practice. Future research is required to determine the most of effective activities to use within each principle and by whom.

Paul H. P. Hanel ◽  
Colin Foad ◽  
Gregory R. Maio

Attitudes are people’s likes and dislikes toward anything and anyone that can be evaluated. This can be something as concrete as a mosquito that is tormenting you during the night or as abstract and broad as capitalism or communism. In contrast, human values have been defined as abstract ideals and guiding principles in one’s life and are considered as abstract as well as trans-situational. Thus, while both attitudes and values are important constructs in psychology that are necessarily related, there are also a range of differences between the two. Attitudes are specific judgments toward an object, while values are abstract and trans-situational; attitudes can be positive and negative, while values are mainly positive; and attitudes are less relevant for one’s self-concept than values. A range of studies have investigated how values and attitudes toward specific topics are associated. The rationale for most studies is that people’s values guide whether they like certain people, an object, or an idea. For example, the more people value universalism (e.g., equality, broad-mindedness), the more they support equal rights for groups that are typically disadvantaged. However, these associations can also be complex. If people do not consider an attitude to be a relevant expression of a value, it is less likely that the value predicts this attitude. Further, it can also matter for people’s attitudes whether their values match those of the people in their country, are similar to other social groups (e.g., immigrants), and whether they think their own group’s values are similar or dissimilar to the values of other groups. In sum, the literature shows that the links between values and attitudes are both entrenched and malleable and that these interrelations have many important consequences for understanding social-political divisions and well-being.

2021 ◽  
pp. 1-15
Chandni Singh ◽  
Soundarya Iyer ◽  
Mark G. New ◽  
Roger Few ◽  
Bhavana Kuchimanchi ◽  

2021 ◽  
Vol 7 (1) ◽  
Rosie Essery ◽  
Sebastien Pollet ◽  
Kirsten A. Smith ◽  
Fiona Mowbray ◽  
Joanna Slodkowska-Barabasz ◽  

Abstract Background By 2050, worldwide dementia prevalence is expected to triple. Affordable, scalable interventions are required to support protective behaviours such as physical activity, cognitive training and healthy eating. This paper outlines the theory-, evidence- and person-based development of ‘Active Brains’: a multi-domain digital behaviour change intervention to reduce cognitive decline amongst older adults. Methods During the initial planning phase, scoping reviews, consultation with PPI contributors and expert co-investigators and behavioural analysis collated and recorded evidence that was triangulated to inform provisional ‘guiding principles’ and an intervention logic model. The following optimisation phase involved qualitative think aloud and semi-structured interviews with 52 older adults with higher and lower cognitive performance scores. Data were analysed thematically and informed changes and additions to guiding principles, the behavioural analysis and the logic model which, in turn, informed changes to intervention content. Results Scoping reviews and qualitative interviews suggested that the same intervention content may be suitable for individuals with higher and lower cognitive performance. Qualitative findings revealed that maintaining independence and enjoyment motivated engagement in intervention-targeted behaviours, whereas managing ill health was a potential barrier. Social support for engaging in such activities could provide motivation, but was not desirable for all. These findings informed development of intervention content and functionality that appeared highly acceptable amongst a sample of target users. Conclusions A digitally delivered intervention with minimal support appears acceptable and potentially engaging to older adults with higher and lower levels of cognitive performance. As well as informing our own intervention development, insights obtained through this process may be useful for others working with, and developing interventions for, older adults and/or those with cognitive impairment.

Comma ◽  
2021 ◽  
Vol 2020 (1-2) ◽  
pp. 87-96
David C. Sutton

Over the years, internationally-minded archivists have had to consider the possibility of taking custody of archives from another country because the archives are at risk in their country of origin. The risks may take many forms, but archives in war-zones and other disaster areas, and archives at environmental risk (including risks of climate change) provide striking examples. The removal of archives from one country to another is always likely to be controversial, however, and even well-intentioned attempts at “archival rescue” in the past have been strongly criticized. It has been clear for a long time that international standards are needed. The “Guiding Principles for Safe Havens’” for Archives at Risk are a set of principles providing guidance on archival and ethical factors to be taken into account when planning the transfer of analogue or digital archives (or copies) to another institution for safekeeping. The principles have been drawn up by a group of experts in meetings held in Berne, Amsterdam, Geneva, and virtually, over the past four years, and have been endorsed and approved by various international organizations, including several ICA Sections. Past bilateral agreements between sending institutions and hosting institutions governing “safe haven” solutions have often failed to address fundamental questions, such as data protection, access, succession solutions, obligations to return or the often asymmetrical relationship between the sending institution and the hosting institution. The need for new and definitive principles is outlined in this essay, and the “Guiding Principles” themselves are then described, explained and justified.

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