Stability and Change in Sustainability of Daily Routines and Social Networks in Families of Children with Profound Intellectual and Multiple Disabilities

2014 ◽  
Vol 28 (2) ◽  
pp. 133-144 ◽  
Author(s):  
Jenny Wilder ◽  
Mats Granlund
Keyword(s):  
Social Networks ◽  
Multiple Disabilities ◽  
Stability And Change ◽  
Daily Routines

scholarly journals The Academic Use of Social Networks among University Students

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 131-138 ◽  
Author(s):  
Marisol Gómez-Aguilar ◽  
Sergio Roses-Campos ◽  
Pedro Farias-Batlle
Keyword(s):  
Social Networks ◽  
University Students ◽  
Academic Support ◽  
Redes Sociales ◽  
Daily Routines ◽  
Academic Activities ◽  
Frequency Of Use ◽  
The Social ◽  
Academic Resource ◽  
Social Networking Tools

This paper examines the academic use made of the social networks by university students through a survey conducted among a representative sample of students at Universidad de Málaga (Spain) (n=938) and two discussion groups. Given that network consumption has profoundly penetrated the daily routines of the students, the vast communication possibilities of these channels could be considered for educational use in the future despite a predominance of entertainment-related use. We discuss the most suitable networks for academic use, which type of activities may be most widely accepted among the students and which social networking tools could be most useful for academic purposes. The results indicate that consumption of social networks in the student population surveyed is very high. In addition, the students show a favourable attitude to lecturers using social networks as an academic resource. However, the frequency of use of such networks for academic activities was rather low and, on average, the most frequently used academic activities are those initiated by the students themselves, such as answering queries among peers or doing coursework. The perceived low academic support on social networks may mean that lecturers take only limited advantage of their potential. El uso académico que hacen los universitarios de las redes sociales es el estudio que se presenta a partir de una encuesta administrada a una muestra representativa de estudiantes de la Universidad de Málaga (n=938) y dos grupos de discusión. Dado que el consumo de redes se ha implantado profundamente en las rutinas diarias de los estudiantes, las vastas posibilidades comunicativas de estos canales podrían considerarse para sacar provecho educativo en el futuro, a pesar del predominio del uso dirigido al entretenimiento. Se discuten cuáles son las redes más adecuadas para su uso académico, qué tipo de actividades pueden tener mejor acogida entre los estudiantes y qué herramientas de las redes sociales podrían ser más útiles para propósitos académicos. Los resultados indican que el consumo de redes sociales de la población estudiada es muy alto. Así mismo, los estudiantes presentan una actitud favorable a que los docentes utilicen las redes como recurso educativo. Sin embargo, la frecuencia con la que los estudiantes dan un uso académico a las redes es más bien escasa y, en promedio, las actividades académicas con frecuencia de uso más elevada son aquellas que parten de la iniciativa de los propios estudiantes, como la solución de dudas inter pares o la realización de trabajos de clase. Del escaso apoyo académico percibido en las redes por los estudiantes, se deduce un limitado aprovechamiento por parte de los docentes.

Keeping Up with the Souzas: Social Influence and Electoral Change in a Weak Party System, Brazil 2002–2006

2012 ◽  
Vol 54 (2) ◽  
pp. 51-78 ◽  
Author(s):  
Barry Ames ◽  
Miguel García-Sánchez ◽  
Amy Erica Smith
Keyword(s):  
Social Networks ◽  
Party System ◽  
Presidential Candidate ◽  
Transition Model ◽  
Stability And Change ◽  
Neighborhood Influences ◽  
Evaluative Criteria ◽  
Electoral Change ◽  
The Impact ◽  
Weak Party

AbstractDespite weak partisanship and considerable political change in the wake of the 2002 election, three-quarters of Brazilian voters supported a presidential candidate in 2006 from the same party they had backed in 2002. This article assesses the factors causing both electoral stability and electoral change with a transition model, a model testing whether the effects of respondents' evaluative criteria depend on their initial vote choices. Social context—personal discussion networks, neighborhood influences, and the interactions of social networks and municipal context—is the major force promoting stability and change, while the impact of partisanship is limited to a small share of voters.

scholarly journals Habits and feelings for the informative coverage of the covid-19 during the confinement in Spain

Tripodos ◽  
2020 ◽  
pp. 169-183
Author(s):  
Ana Isabel Bernal
Keyword(s):  
Social Networks ◽  
Online Survey ◽  
Media Consumption ◽  
Fake News ◽  
Health Crisis ◽  
Daily Routines ◽  
The Face ◽  
Subsequent Wave ◽  
Selection Of

Home confinement, due to the Covid-19 health crisis, causes a change in daily routines. Among them, the habit of accessing news, even more in countries like Spain, one of the main sources of the disease and with a longer stay in homes. This article analyzes media consumption in the first week of confinement through an online survey (N = 530), and a subsequent wave (N = 300) to identify changes in reporting routines after one month of confinement, with quantitative and other qualitative questions, semi-structured. The results show that in the face of a greater informative interest in the first week, there has been a decrease in the time spent on news about the coronavirus due to sensations such as overinformation, stress or anxiety, or the absence of novelty, as well as a greater selection of media, social networks and journalists. There is also a criticism of misinformation, fake news, sensationalism, unethics in some news and constant doubt about the ideological intent of the information.

Talk on the Playground: The Neighborhood Context of School Choice

2019 ◽  
Vol 18 (2) ◽  
pp. 483-508 ◽  
Author(s):  
Michael D. M. Bader ◽  
Annette Lareau ◽  
Shani A. Evans
Keyword(s):  
Social Networks ◽  
School Choice ◽  
Life Course ◽  
Qualitative Interviews ◽  
Neighborhood Context ◽  
Child Rearing ◽  
Decision Making Process ◽  
Daily Routines ◽  
White Middle Class ◽  
The Life Course

Despite consensus that neighborhoods influence children's outcomes, we know less about the mechanisms that cause neighborhood inequality and produce those outcomes. Existing research overlooks how social networks develop among people at similar points in the life course through repeated interactions in neighborhoods. Existing studies do not illuminate the ways in which these geographically based networks can influence life–altering decisions. In this article, we use qualitative interviews with White, middle–class parents in gentrifying neighborhoods in a large Northeastern city to examine how parents decided where to send their children to kindergarten. Parents reported relying heavily on information that they received from their network of other neighborhood parents whom they had befriended on the playground or at daycare in the course of their daily child–rearing routines. The daily routines of child rearing led to rich and important social networks. But tensions also emerged among parents as they made different decisions about where to send their children to kindergarten. By focusing on how life course stages affect how people use space and interact in neighborhood spaces, we can better understand how neighborhood spaces shape the decision–making process of school choice.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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