Youth Media

This classroom narrative proposes a process for reinventing academic research and writing in secondary schools for the 21st Century. We build on Macrorie's (1988) I-Search paper, drawing on affordances of Web 2.0 technologies and culture, to initiate the iSearch 2.0 process. iSearch 2.0 consists of four phases: 1) messing about and trying on questions; 2) exploring and expanding the edge of knowledge; 3) publication; and 4) reflection and self-assessment. This new academic research and writing process makes it possible for students to investigate and try out possible research topics, actively participate in the social construction of knowledge, trace sources efficiently, create meaningful products, and distribute information (regarding both the process and products of research) widely. iSearch 2.0 allows students to receive feedback from broad publics during the process of research and also to utilise multiple methods and compositional modes for self-reflection. Assessment strategies for iSearch 2.0 can incorporate interest communities outside the school and should consider the process and products of inquiry.

FR : La participation civique est un élément crucial du tissu social, du contrat démocratique et de notre capacité collective à prendre soin de notre monde. Cet article présente, à partir de données qualitatives, l’évolution de la participation civique selon les différentes transitions de vie des individus, passant des modes formels aux plus informels, des pratiques visibles aux invisibles, ou encore des pratiques audibles, visant à défendre une voix ou une vision du monde, aux pratiques inaudibles. Les entretiens mettent en lumière les récits de pratiques d’adultes âgés de 25 à 55 ans, un groupe d’âge peu visible dans les analyses de parcours de vie. À partir des théories du care, nous proposons une typologie des pratiques participatives et montrons comment les transitions et les événements de vie propres à la sphère privée façonnent et influencent profondément les engagements civiques au sein de la sphère publique. Cet article offre un éclairage novateur sur l’évolution des pratiques civiques à travers les parcours de vie, mettant de l’avant l’impact significatif de la parentalité, tout en soulignant l’interconnexion entre l’éthique du soin et la diversité des pratiques de participation civique.

Mots clés : participation civique, parcours de vie, adulte, genre, démocratie.

EN: Civic participation is a crucial part of the social fabric, of the democratic contract and of our collective ability to care for our world. Using qualitative data, this article looks at how civic participation evolves with the different transitions in people’s lives, moving from formal to more informal modes, from visible to invisible practices, and from audible practices, aimed at defending a voice or a vision of the world, to inaudible practices. The interviews highlight the accounts of the practices of adults aged between 25 and 55, an age group rarely included in life-course research. Drawing on care theories, we propose a typology of participatory practices and show how transitions and life events in the private sphere profoundly shape and influence civic engagement in the public sphere. This article sheds new light on the evolution of civic practices across the life course, highlighting the significant impact of parenthood while underlining the interconnection between the ethic of care and the diversity of civic participation practices.

Keywords: civic participation, life course, adulthood, gender, democracy

This study examined the representation of maternal figures in Israeli television series for children and youth (tweens), focusing on the symbiotic relationships between mothers and their children. The research analyzed eight popular Israeli series broadcast between 2018-2022, revealing three main themes: the "good mother" as a one-dimensional figure perceived as a passive object for her family; the "bad biological mother" leading to child suffering within a framework of mutual dependency; and an educational figure serving as a "symbolic substitute" for the failing biological mother.
The findings indicate that despite attempts to portray career-oriented mothers challenging traditional perceptions, the series still evaluate these characters based on the conservative model of "intensive motherhood." The study identified a symbiotic relationship in which the mother leads her children in a metaphorical "tango dance"—one step forward in progressive representation, but two steps backward in perpetuating conservative values. Children are depicted as "extensions" of their mothers, with their good or bad behavior directly dependent on maternal functioning. The research emphasizes the significance of Cultivation Theory in understanding the impact of media content on young viewers and the shaping of their perceptions regarding motherhood and family in Israeli culture. While the series demonstrate initial progressiveness by presenting mothers with careers beyond domestic spheres, they ultimately reinforce patriarchal ideologies that prioritize intensive motherhood ideals over maternal subjectivity and complexity.

As the immigration and refugee intake rates continue to rise in Canada, English Language Learning (ELL) schools, centres and programs strive to keep pace with the demand. ELL educators are being propelled to think and teach in new ways that meet the needs of learners living in a digital age. Some learners arrive with competency in English language literacies and/or digital literacies, while others do not. For learners who possess minimal traditional print based and/or digital literacies, integrating into modern Canadian society can prove extremely challenging. This case study explores one such learner's engagement with ELL and other literacies in a multicultural, modern urban centre on the West Coast of Canada. Semi-structured interviews, informal observations and conversations were the methods used to provide a holistic overview of the participant's language learning process. The findings of this research demonstrate how identity is linked to investment in ELL as a means to increase economic, cultural and/or social capital. When the dominant ideology positioned the participant as an outsider because of her low level of proficiency in spoken English, she was prevented access to meaningful employment and denied a sense of independence, leading her to be creative in constructing an "imagined identity" that would better her life chances. Similarly, she was silenced and excluded from online spaces and membership in a discourse community because of a lack of digital literacy. The participant also struggled to "read" the sociocultural literacy of her new environment and felt positioned as an outsider, unable to judge situations and people accurately. While her English language literacy development was limited, relative to her classmates, over the course of her two-year study, she did eventually develop the sociocultural literacy necessary to evaluate her life prospects and construct a new identity, which led to an increase in her symbolic capital and overall well-being.

The American Psychological Association (2007, p.1) task force on the sexualization of girls identified four components of sexualization any one of which is sufficient for sexualization to occur. These components were "(1) a person's value comes only from his or her sexual appeal or behavior, to the exclusion of other characteristics; (2) a person is held to a standard that equates physical attractiveness (narrowly defined) with being sexy; (3) a person is made into a thing for others' sexual use, rather than seen as a person with the capacity for independent action and decision making; and/or (4) sexuality is inappropriately imposed upon a person." Sexualization is key to the concept of self-sexualization. Selfsexualization occurs 1 when individuals willingly sexualize the self . The self-sexualization of women is an important issue as sexualization is believed to support the low status of women and contribute to body related anxieties and concerns as well as results in negative perceptions by others . Not only is sexualization an important issue for women but also for girls. utilizing photographic data from a chat site reported that teens' profile pictures often sexualized (i.e., displayed seductive behavior and body-revealing clothing). Similar to adult women, inferences drawn about young girls depicted in sexualized clothing were negative. Specifically, these girls as were rated as less intelligent, competent, determined and capable as well as low in self-respect and morality (Graff, Murnen & Smolak, 2012) when compared to girls appearing in non-sexualized clothing. Self-sexualization is an emerging area of research relevant to clothing researchers as evaluations of sexual appeal often stem from specific items and uses of dress. Our research purpose was to systematically review the available research in this area. Reviews are important as they summarize key findings, assist in identifying knowledge gaps, and provide an important foundation for researchers. Research questions were (RQ1) What theories were used in self-sexualization research? (RQ2) What research strategies were utilized in this research? (RQ3) What demographic characteristics describe the participants in this research? (RQ4) What measures of self-sexualization were employed? and (RQ5) What are the major findings? As the APA task force issued their report on the sexualization in 2007, the time frame for this research was 2007-2020. To locate the data for this research, multiple data bases were searched (e.g., Academic Search Premier, Google Scholar, Web of Science, Psych Info, ABI/INFORM Global, ERIC EBSCO, and ERIC ProQuest) using the following search terms: self-sexualization, self-sexualizing, sexual selfpresentation, and internalized sexualization. Cited reference lists were also reviewed to identify articles (i.e., ancestry approach). The data was limited to refereed journal articles reporting empirical research, published in English, and including self-sexualization as a variable. The final sample consisted of 37 journal articles reporting a total of 42 studies. Thirty-seven studies were used for data analysis after omitting irrelevant studies. Theories used. Over half of the 37 studies (51.4%) did not specify a theory or a theoretical framework. Researchers utilizing theory primarily employed objectification theory (24.3%) followed by the gender role 1 Additional terms used include sexual self-presentation and internalized sexualization.

The paper examines so-called democratization period in Bosnia and Herzegovina at the end of
the 1980s, during which the outbreak of the Agrokomerc affair and a series of other scandals
led to political delegitimization of both the Bosnian and Herzegovinian communist leadership
and the existing discursive regime of truth, paving the way for the affirmation of a new political
and ideological paradigm as well as the emergence of new social and political power structures.
The focus of this paper is on critiques in the youth press in Bosnia and Herzegovina from 1987
to 1990 directed toward the socialist political elite, which had already been experiencing
disintegration and decline, as well as on interpretations of the Yugoslav and Bosnian crisis
portrayed by the aformentioned press, becoming an integral part of that critique. The author, on
one hand, shows that the identity and conceptual political platform of the analysed youth press
was and remained Bosnian and civic. On the other hand, she points out that the ideological
pluralism promoted by the Bosnian youth press as a value of democratization actually provided
media space and legitimacy to the victims (in some cases self-declared), i.e. enemies of the
socialist regime, being mostly nationalists, for their interpretations of national and past realities.
In this sense, it partially aided the affirmation of national exclusivity as the new dominant
ideological paradigm, which ultimately, through wartime violence, led to the disintegration of
the Bosnian and Herzegovinian society into three closed national entities. All of this occurred
within an underdeveloped civil society with insufficient recognition of the value of civic political
projects, in addition to a discredited political left, an advanced process of national  homogenization as well as the political mobilization of the largest Yugoslav nation.

Every generation faces a world different from previous ones because that world is the culmination of all that came before. However, the pace of human discovery, invention, and innovation has accelerated exponentially over millennia. Today — in the early 21st century — we live in an increasingly digital environment. This environment is characterized by instant and continual access to information of all kinds, improved tools for creating, processing, and making sense of information, and new capabilities for communicating and sharing information with anyone, anywhere, at any time. For those of us concerned about the lives, education, and aspirations of young people, understanding the nature and scope of these revolutionary developments and their impact on every aspect of life is crucial. Igniting ideas, sharing contexts, and sparking change were the driving motivations for the Digital Youth Seattle Think Tank (DYSTT). On October 16–17, 2014, the Information School (iSchool) at the Univ...

Through training in hard and varied classes, journalism education helps students gain important skills for good jobs in writing and publishing. In a time when technology changes swiftly and media shifts a lot, future journalists must be skilled in different ways of telling stories, like print, digital, audio, and visual. Structured education programs teach not just how to write but also the critical thinking, research, and ethics needed for responsible journalism. These basics help graduates deal with complicated stories and add valuable input to public conversations. Schools that focus on hands-on learning, like internships and team projects, boost student preparation by giving real-life examples to use what they learn in theory. Moreover, journalism education plays a big role in building a professional network, which is key for career growth. Classes often focus on group projects and work, creating a space where students can learn from each other and form connections that last into their careers. Industry ties made through internships and guest speakers from experienced journalists add to this network's strength, giving students views on real-world issues and job standards. Also, finding mentors in school can offer students helpful advice and tools that are important for moving from student life to professional work. By building a strong community with peers and mentors, journalism education not only gets students ready for the field but also builds long-lasting professional connections that can improve career paths. Ultimately, journalism education's role in job success goes beyond just gaining skills; it also promotes a complete approach that develops informed, flexible, and ethical professionals. With media always changing, teachers who use new technologies and creative methods in their lessons help students gain flexible skills vital for lasting careers. From mastering storytelling to working with multimedia, an all-around journalism education encourages adaptability and strength in graduates. When they enter the job market, these individuals are not just job seekers but ready professionals prepared to face the challenges of today's journalism. In this way, journalism education is a vital base for training a new group of writers and reporters who can deliver powerful stories and engage with the public.

This study aims to clarify the concept and perspective to make ICT literacy standards for teachers in Japan. Then, the research and a practical trial in Germany are focused on because ICT education for teachers in Germany is different from ICT education for teachers on the countries that speak English. The ICT education for teachers in Germany has the relation close to media pedagogy. The range reaches three dimensions. such as"Operational" ,"Cultural" ,"Critical" . That is, this study aims to get some ideas to make ICT literacy standards for teachers by identi- fying the influence of media pedagogy on the ICT education for teachers. At first, this study tries to draw the system of teacher education in Germany and a trend on curriculum reform for teacher education in Germany. The next, this study attempts to identify the relationship between the professional standards for teachers and ICT literacy standards for teachers in Germany. Then, this study atte...

declare that the dissertation hereby submitted to the University of Limpopo, for the degree of Master of Arts in Media Studies has not previously been submitted for any degree purposes at the university or other universities; that it is my own work in design and execution, and that all material contained herein has been duly acknowledged by means of complete references.

En 2011, la Indignación recorrió el mundo. En España, con el movimiento 15-M, miles de personas acamparon en las plazas de las ciudades. En Barcelona, surgió la #acampadabcn, ágora presencial y virtual para el debate y la acción política y social. Este artículo estudia el perfil de los Indignados catalanes e identifica sus prácticas comunicativas y organizativas, tanto offline como online. Dichos rasgos, se comparan con los alteractivistas y los novísimos movimientos sociales. Como estos movimientos, el 15-M ha mantenido Internet como escenario de información y acción. La principal diferencia reside en las herramientas que emplean y su uso.Em 2011, a indignação tomou conta do mundo. Na Espanha, com o movimento 15-M, milhares de pessoas acamparam nas praças da cidade. Em Barcelona, surgiu a #acampadabcn, espaço presencial e virtual para o debate e ação política e social. Este artigo estuda o perfil dos Indignados catalães e identifica suas práticas de comunicação e organização —dentr...

The project also included contributions Media Tenor, an international media analysis institute "in the field of applied Agenda Setting Research, serving partners in the corporate, government and scientific world with strategic media intelligence" (http://www.mediatenor.co.za/ou_who_we_are.php). The project funding provided scholarships and mentorship opportunities for two MA students: Samantha Griffiths (supervised by Tanja Bosch) and Anja Venter (co-supervised by Tanja Bosch and Musa Ndlovu). The project also provided funding for two PhD students: Zwakele Ngubane (supervised by Jane Duncan), and Admire Mare (co-supervised by Jane Duncan and Herman Wasserman). The research team acknowledges the assistance of Prof Sarah Radloff (Department of Statistics at Rhodes University) in the statistical analysis of the survey results; members of the Mellon Media and Citizenship Project (School of Journalism and Media Studies, Rhodes University) for conducting focus group discussions in the Eastern Cape and Gauteng; and Anthony Sparg for transcription and translation of a number of the focus group discussions.

This article deals with violence exercised by girls (hereinafter referred to as "€œgirl violence"€). A combined perspective is how ”age” and “gender” as cultural constructions can throw light both on the media debate concerning girl violence and just what young girls themselves understand by violence. €‚ By focusing on newspaper coverage of the "Rognan Case"€, in which a gang of girls maltreated and then let their 15-year-old girlfriend be raped, it is primarily discussed how media discourse elucidates the violation of age and gender norms. An analysis of the media'€™s coverage of girl violence shows that the media acts as a protector of boundaries, within which violence continues to be coupled with aspects of masculinity. Furthermore, the article includes examples from interviews with girls who have themselves participated in violence. How do they react to the notions concerning gender and age? It is argued that the young girls both interpret and j...

You are hired by a community-based organization because of your passion, energy, and understanding of youth and local culture. You begin developing relationships with program youth and are off to a good startfitting in and building trust. Now what? You know the mission of the organization and the objectives of the program, but you are not sure how to reach them. How do you structure opportunities that support team building and cooperation? What approaches can you use to maximize the participation of diverse groups of youth? How do you know when you are having the desired effects and when you need to try something different? Until recently, youth practitioners learned the answers to these questions through experience, ingenuity, mentoring, and an occasional workshop. As research amasses about the critical role of staff quality in predicting positive outcomes for children and youth, the professional development of youth practitioners is becoming more intentional (Little, Wimer, & Weiss, 2008; Phelan, 2005). Even higher education is playing an increasingly intentional role in the professional development of youth workers. Well into the 1990s, youth workers who enrolled in college had to register for courses in multiple departments such as education, psychology, or business because there was no

Le vlogue engagé est un genre médiatique audiovisuel numérique où un usager de la plateforme YouTube s’adresse à la caméra pour s’exprimer, informer ou sensibiliser le public à propos de causes sociales. Malgré sa popularité, il demeure à la marge de l’étude empirique des formes émergentes de « parler en public » médiatisées par la technologie. Pour faciliter la réalisation de travaux sur cet objet de recherche complexe, l’article présente une conceptualisation opératoire du vlogue engagé qui prend pour cadrage général le courant théorique de la pratique (practice theory). Conceptualisé comme une pratique discursive civique, le vlogue engagé fait appel à l’assemblage de trois éléments constitutifs : des matériaux, des compétences et du sens. Ceux-ci s’imbriquent dans une performance technodiscursive qui coordonne quatre actes de communication : une communication publique personnelle, une expression verbale augmentée, une production médiatique multimodale et une présentation de soi.

Planutvalget for programsatsingen 'Kommunikasjon, IKT, medier' (KIM) la den 6 mai. 2002 frem sin innstilling. Forslaget er utformet med sikte på å anlegge perspektiver og temaområder som skal kunne vaere åpne for ulike konkretiseringer innenfor IKT-og mediefeltet fra søkeres side. Både IKT-og medieforskningen er brede felt. Utvalget har derfor, i samsvar med mandatet, forsøkt å formulere problemstillinger som er felles for de to områdene. Dette innebaerer at det er store deler av IKT-og medieforskningen som ikke favnes av dette programforslaget, og som det derfor bør finnes andre muligheter for i Forskningsrådet. Utvalget har hatt en stor oppgave på kort tid. Arbeidet ble påbegynt midt i mars 2002 og ble gjennomført med fire møter i løpet av seks arbeidsuker. Prosess og mandat Planutvalget for forskningssatsingen KIM ble oppnevnt for perioden 4. mars til 22. mai 2002 av Området for Kultur og samfunn i Forskningsrådet.

CORE View metadata, citation and similar papers at core.ac.uk provided by UWE Bristol Research Repository 10 At the same time that 'The Institute' scoping study was being undertaken, a series of Mayor's Commissions have been undertaken in Bristol. These focused on Education and Skills, Fairness, Homes, Women and Sport. The findings of these have been published at: http://www.bristol.gov.uk/page/mayor/mayoral-commissions. The report from the Education and Skills Commission acknowledges that its scope and the timeline for this have failed to address groups of young people in the city who are facing additional barriers to employment. This is an urgent issue for the city, and in view of its focus on these sectors of employment-what is at stake in terms of future opportunities for excluded young people in the city is considerable. Currently, Bristol is currently highlighted (March 2014) as one of the lowest 10 performers as a local authority in terms of young people remaining in education or training post-16, with 15.7% of young people leaving education at that stage (DfE: 2014). When it becomes mandatory for all young people to remain in education until the age of 18-in September 2015-it is crucial that there are alternative forms of education and training which can engage those who do not wish to continue in the present system. These opportunities should equip them to progress into areas of the labour-market and share in the economic growth opportunities being developed, and sectors being focused on in the city. 'The Institute' was conceived as a model which could do this, and which could meaningfully address barriers to employment and access to these sectors. Additionally, it was conceived to be an alternative, rather than a competitor for other providers in the city in view of its very specific focus on employment in the Arts, Cultural and Creative Industries sectors (and their supply chains in the city).

Planutvalget for programsatsingen 'Kommunikasjon, IKT, medier' (KIM) la den 6 mai. 2002 frem sin innstilling. Forslaget er utformet med sikte på å anlegge perspektiver og temaområder som skal kunne vaere åpne for ulike konkretiseringer innenfor IKT-og mediefeltet fra søkeres side. Både IKT-og medieforskningen er brede felt. Utvalget har derfor, i samsvar med mandatet, forsøkt å formulere problemstillinger som er felles for de to områdene. Dette innebaerer at det er store deler av IKT-og medieforskningen som ikke favnes av dette programforslaget, og som det derfor bør finnes andre muligheter for i Forskningsrådet. Utvalget har hatt en stor oppgave på kort tid. Arbeidet ble påbegynt midt i mars 2002 og ble gjennomført med fire møter i løpet av seks arbeidsuker. Prosess og mandat Planutvalget for forskningssatsingen KIM ble oppnevnt for perioden 4. mars til 22. mai 2002 av Området for Kultur og samfunn i Forskningsrådet.

El cambio de paradigma comunicacional hacia una cultura que se virtualiza sitúa a las redes sociales como el principal espacio de socialización para jóvenes y adultos. A diferencia de generaciones anteriores, la población adolescente en la actualidad se encuentra más captiva a productos diseñados expresamente para su consumo y entretenimiento. Datos recientes señalan que los adolescentes en España emplean una media de 5 horas navegando en internet, de las cuales el mayor tiempo consumido se dedica a redes sociales. Esta tendencia que no es lejana a la de otros países industrializados genera preocupación no sólo por la prolongada exposición y sus efectos en el bienestar de los menores sino también por los riesgos que conlleva el uso de redes sociales. Este trabajo presenta los resultados de un estudio orientado a conocer los hábitos de consumo de redes sociales y su correlación con las competencias mediáticas de adolescentes de Cataluña. Se realizó un estudio transversal descriptivo con 1224 estudiantes (Medad=14,7 años) en escuelas públicas y privadas en la ciudad de Barcelona y otros municipios colindantes en el tercer trimestre de 2021. Los principales hallazgos muestran que los jóvenes son adeptos al uso de redes sociales con hábitos similares a los del estudio nacional de UNICEF 2021. En cuanto al análisis de competencias digitales, el estudio reveló que los adolescentes mayores consumen más redes sociales y que a diferencia de los más jóvenes sus mecanismos de autoprotección son reservados. En cuanto al género, el estudio precisa algunas diferencias, los varones cuentan con más dispositivos para acceder a redes sociales y la mujeres son más propensas a utilizarlas. El estudio también detalla un consumo generalizado de redes sociales en estudiantes de zonas urbanas y rurales con un consumo más activo en escuelas del entorno rural. En contraste, no se identificaron patrones de uso diferentes en centros educativos públicos y privados. En un entorno en el la virtualización modela la identidad y la socialización de las nuevas generaciones resulta imprescindible conocer los patrones de consumo de redes sociales de niños y adolescentes no sólo para detectar los posibles riesgos y amenazas. La regulación y control de redes sociales debe estar acompañado de la ejecución de mecanismos preventivos que refuercen sus competencias de autoprotección. Los resultados de este estudio son relevantes en tanto nos proveen con oportunidades y líneas de actuación en el campo de la educación mediática digital.

Interest in media literacy education is increasing across the United States and around the world but little is still known about the prevalence of various instructional practices used to implement it in elementary and secondary schools. Surveys and semi-structured interviews with a statewide quota sample of education stakeholders included school leaders, educators, librarians, elected public officials, parents, and members of the community in all 24 school districts in Rhode Island. Results show that only a few instructional practices are implemented with most or nearly all students in the state. However, the implementation of various media literacy instructional practices varied considerably from one community to another. Importantly, differences in implementation were not due to the size of the community, its geographic location, or its socioeconomic status. Regression analysis demonstrated that nearly half the variance in implementation of media literacy instructional practices can be accounted for by obstacles including technology limitations, school policies, academic priorities, perceptions of students, and educator response.

These days, it's inevitable: writing and composition teachers are becoming media literacy teachers. As the Internet and computing technologies have created new forms of expression and communication that are multivocal, multimodal, collaborative, public, instantaneously accessible, and sometimes anonymously authored, anyone in the business of helping students develop the capacity for self-expression and communication bumps into key concepts of media literacy education. As Brian Morrison (qtd. in Yancey, 2004) pointed out, in the 21 st century, composition is "the thoughtful gathering, construction or reconstruction of a literate act in any given media" (p. 315). Writing teachers, typically tuned in to issues of identity, voice, and power, require sensitivity to how form and content interact when symbolic forms include not only printed language, but also sound, including the spoken word and music to name only a few, and still and moving images. These messages come to us through diverse forms that are variously commodified or non-commodified in an increasingly dense digital environment where economic, political, and social contexts shape both the creation and reception of messages. Composition educators recognize the rapidly shifting tectonic plates we are now facing in education. Kathleen Yancey (2004) recommended that writing and composition educators must develop a new curriculum for the 21 st century, one that expands beyond its roots in the intense and personal tutorial relationship between the teacher and the writer. According to Yancey, students need to consider how their compositions relate to "real world" genres; what the best medium and best delivery might be and so create and share different forms of communication via different media to divergent audiences; and how to adapt ideas across different media genres and technological forms. Within

These days, it's inevitable: writing and composition teachers are becoming media literacy teachers. As the Internet and computing technologies have created new forms of expression and communication that are multivocal, multimodal, collaborative, public, instantaneously accessible, and sometimes anonymously authored, anyone in the business of helping students develop the capacity for self-expression and communication bumps into key concepts of media literacy education. As Brian Morrison (qtd. in Yancey, 2004) pointed out, in the 21 st century, composition is "the thoughtful gathering, construction or reconstruction of a literate act in any given media" (p. 315). Writing teachers, typically tuned in to issues of identity, voice, and power, require sensitivity to how form and content interact when symbolic forms include not only printed language, but also sound, including the spoken word and music to name only a few, and still and moving images. These messages come to us through diverse forms that are variously commodified or non-commodified in an increasingly dense digital environment where economic, political, and social contexts shape both the creation and reception of messages. Composition educators recognize the rapidly shifting tectonic plates we are now facing in education. Kathleen Yancey (2004) recommended that writing and composition educators must develop a new curriculum for the 21 st century, one that expands beyond its roots in the intense and personal tutorial relationship between the teacher and the writer. According to Yancey, students need to consider how their compositions relate to "real world" genres; what the best medium and best delivery might be and so create and share different forms of communication via different media to divergent audiences; and how to adapt ideas across different media genres and technological forms. Within

Sammendrag Familieoppløsning har ha økende omfang i vår tid, og i dag vil omkring hvert tredje barn som vokser opp i Norge haopplevd skilsmisse. I denne artikkelen forsøker vi å belyse i hvilken grad opplevd skilsmisse under oppveksten harsammenheng med senere helse, trivsel og livsstil. Studien er basert på en spørreundersøkelse blant 828 elever i videregående skoler i Førde (91% av samtlige elever ivideregående skole). Hver femte elev oppgav å ha opplevd familieoppløsning under oppveksten, og vi sammenliknet dennegruppen med de andre i materialet med tanke på egen opplevd helse og helseatferd. Vi fant signifikante forskjeller i skilsmissebarnas disfavør både for parametere som måler fysiske og psykiskehelseplager, spesielt muskel-og skjele plager og depressive plager. Det var også markerte forskjeller for enkeltehelsemessige risikoatferder, spesielt markert for røyking. Skilsmissebarna angav også lavere trivsel og prestasjoner iskolesituasjonen. Det synes som familieoppløsning representerer en alvorlig livshendelse i barns liv med betydelige helse-oglivsstilsmessige konsekvenser. I planleggingen av forebyggende helsearbeid for barn og unge spesielt innenforskolehelsetjenesten bør disse forhold få en større oppmerksomhet enn de har i dag.

I am deeply grateful to Wayne State University for the opportunity to complete this Master's degree in Interdisciplinary Studies. I was one of the first students to enter the program and sadly, I will be one of the last students to complete it. From its early days as a weekend college, the Interdisciplinary Program at Wayne State has a long and rich history addressing the needs of the non-traditional urban student. When I first applied for admission, I had the distinct impression that some at the University viewed the program as remedial and inferior to traditional college work. I, however, found the opposite to be true. I try to demonstrate this in the pages that follow. College graduates in communication and television production came to me seeking to better understand community television. Their traditional college degree programs did not prepare them for the demands of modern high-tech communities. It is my judgment that interdisciplinary programs like this master's program represent the cutting edge of higher education. I am above all grateful to Ron Aronson for his endless patience, brilliant insight, and unwavering support. Ron sharpened my ideas and focused my energies when I needed it the most. If this thesis helps to better understand community media, it is due to Ron Aronson's influence. I feel very privileged to have worked on these ideas with Ron.

This article presents a scoping review of literacy research that employs multilingual and multimodal literacy narratives and discussions as tools for enabling immigrant youth to explore their intersectional identities and experiences of inequality. It encourages a re-examination of emerging educational/societal issues, incorporating these interventions as a catalyst for discussion. Utilizing a descriptive-analytic approach for data extraction, this scoping review has mapped out prevailing trends in the literature, research methodologies employed, and the types and objectives of multilingual and multimodal literacy interventions. The findings underscore a growing trend over the past decade in adopting multilingual and multimodal literacy interventions with immigrant youth, often employing collaborative research approaches such as participatory action research. The most frequently utilized multilingual and multimodal texts in such studies include digital storytelling materials (comprising images and video), spoken word poetry, photographs, and bilingual books. These interventions are typically designed to (a) encourage youth to express their knowledge, experiences, and identities; (b) examine and address educational and societal issues and opportunities; and (c) challenge dominant ideologies, practices, and discourses through the voices of immigrant youth. The review discusses the transformative possibilities for immigrant youth and encourages rethinking the language learning, literacy, and curriculum process. The data advocates for eclectic approaches and interventions to help newcomer youth understand their lived experiences and societal issues and encourages educators to respond in kind.

Snusbruk og holdninger til snus Resultater fra en spørreskjemaundersøkelse utført ved Universitetet i Bergen og Norges Handelshøyskole Forfattere Anne Nordrehaug Åstrøm, professor, dr.odont. Odontologisk institutt-Fagområdet samfunnsodontologi Linh Bui, stud. odont. Helene Laeknes, stud. odont. Anne Christine Johannessen, professor, dr.odont., cand.med. Odontologisk institutt-Oral patologi og rettsodontologi Nils Roar Gjerdet, professor, dr.odont. Odontologisk institutt-Odontologiske Biomaterialer Samtlige er tilknyttet Det odontologiske fakultet, Universitetet i Bergen Artikkelen er basert på data samlet inn i forbindelse med to studentstipend ved Det odontologiske fakultet, UiB

Åstrøm, professor, dr.odont., Institutt for klinisk odontologi, Det medisinsk-odontologiske fakultet, Universitetet i Bergen Marianne Eikefjord Kløvning, stud.odont., Institutt for klinisk odontologi, Det medisinsk-odontologiske fakultet, Universitetet i Bergen Artikkelen bygger på et sommerstipend i 2009, finansiert fra Norges forskningsråd.

In this article, the PLISSIT-model is introduced, and it is shown how it works in psychosocial work with clients with traumatized sexuality through experiences by sexological counselors, educated from the University of Agder. Information is collected through a supervision group by the end of the education. Sexological counselors meet traumatized sexuality in different settings, and in this article we present experiences from prison, local community work, child welfare institutions, an educational program, couples therapy, and psychiatric outpatient clinic.

This special issue of L1-Educational Studies in Language and Literature focuses on what it means to teach writing in secondary schools in the age of new media. We approach this topic from the understanding that people worldwide are now operating within a 'changing semiotic landscape' (Kress & van Leeuwen, 1996) that is associated with social, economic and technological change. This changing landscape of communication is affecting not only how we read and write, but also is expanding the range of semiotic modes and media with we habitually engage in order to make meaning, communicate and get things done in the world. Now, for example, in order to be fully literate, people need not only to be able to read and write using language and the technology of pen and paper; they also need to be able to comprehend, design, compose and disseminate multimodal meanings using digital multimedia. The new digital media in turn are dominated by the representation space of the screen (rather than the page), the meaning-making mode of the image, and the multiple and non-linear affordances of electronic hypertext. These developments pose significant challenges for teachers charged with the responsibility of teaching language, literature and communication, and it is to precisely to these challenges that the authors in this special issue turn their attention. Just as TV has transformed our lives in many ways, so too the computer and the internet are transforming our ways of thinking, living and communicating. For example, the so called "data base form" as an interface between computer and human beings represents a new way of structuring our experiences and our world (Manovich, 2001). The world now appears to us as an endless and unstructured stream of pictures, texts and other data. From a semiotic perspective, the computer's interface mediates cultural messages by means of different media. By organising the informa

This report summarizes the findings from the project «Child Welfare Services: A LGBTQ-Perspective" carried out by NTNU Social Research and SINTEF on behalf of Bufdir (The Norwegian Directorate for Children, Youth and Family Affairs) from 2018 to 2020. The report's first chapter gives a brief account of the background for the project and describes the main focus areas and research questions for the study. We also describe the methodological approaches used in the project. Questions concerning LGBTQ have gained little focus in child welfare, which has led to a lack of research and empirical knowledge, and limited awareness of the topic within child welfare service. We have therefore chosen an exploratory approach for this study and have used various methodological approaches in the data collection, both quantitative and qualitative.

The purpose of the research was to analyse the size, shape and characteristics of the film and television industries in the Bristol 'region'defined as the West of England Local Enterprise Partnership zone. This was important because, apart from the global brands of the BBC's Natural History Unit and Aardman Animations, Bristol's film and television industries are almost invisible and there is no accurate, up-to-date or reliable data about them. By assembling this data and analysing how these industries work as a whole, as an interconnected 'creative cluster', we have been able to understand, for the first time, their economic, cultural and social significance to the region. Research Design In order to generate a range of quantitative and qualitative data about Bristol's film and television production we conducted two surveysone with companies, the other with freelancersalongside eighteen detailed interviews with company executives, employees and other workers. We also produced a map to show the companies' location and researched the history of the region in order to understand how the cluster has evolved. Figures 1-4

Global society is changing because of the shifts in technological capacity. Higher education must change with it. Singapore is, once again, at the forefront of innovation in higher education. This chapter reports on research that details the large-scale government initiatives launched to develop an education system that is future ready. Singapore serves as a model to nations around the world wanting to prepare their workforce with ways of thinking and working that are in demand in the fourth industrial revolution (4IR). Singapore's economic prosperity is closely linked to its successful education system. With a population of approximately five million people, outstanding development, good public health, and robust economic growth, the employment prospects for most of its citizens have been strong to date. However, McKinsey Global Institute data recently claimed

Relations between minors under the age of consent and older persons are legally prohibited in many countries. However, the nature of these relationships, their impact on the lives of minors involved, and how they should be dealt by law enforcement and welfare systems are highly controversial. The differences between the way these relations are perceived by the minors involved and the public are also unclear. This literature review examines them as perceived by youths or young adults who had experienced sexual relations with a person at least 2 years older during their adolescence as well as by students and other adult members of the public. A systematic search of 977 studies initially identified as relevant yielded 16 studies that fit the inclusion criteria. Most (13) research samples were located in the United States, and the remainder were in the United Kingdom (2) and Australia (1). All were published in English. Four main themes emerged from the analysis of these studies: adolescent motives for sexual relations with older persons (two studies); characteristics of sexual relations between adolescents and older persons (6); contextual factors affecting the way such relations are perceived, including the partners' ages and genders (11); and perspectives on the legal framing of such relations (6). The studies' findings are discussed and implications for future research, policy, and practice are suggested, highlighting the complexity and ambiguity of the phenomenon and calling on intervention programs to focus on strengthening the family unit and social network of these youth and for policies to address teen sexuality as defined both normatively and legally.

Objective: To conduct a meta-synthesis of the qualitative research to explore young people's experiences and use of smart phones to send and receive sexually focused messages and images. Design: A qualitative meta-synthesis was conducted on the retrieved papers following a systematic search of PUBMED, Cumulative Index to Nursing and Allied Health Literature (CINAHL), COCHRANE, Embase, Medline and Psycinfo. The sample included five qualitative studies with a total sample size of 480 participants. Results: The meta-synthesis of the papers resulted in the development of four central themes: gender inequity, popularity with peers, relationship context, and costs and benefits. Conclusions: Drawing the qualitative work together highlights the manner in which ‘sexting’ is more nuanced than traditional ‘cyber-bullying’. The consensual sending of intimate images is a highly gendered activity. The gender issues require work with female students to explore the issue of ‘sexting’ and how it...

Introduction Camera-equipped smartphones and other devices allow people to capture and share images directly with others in ways that are spontaneous, instant and relatively inexpensive. Such sharing is a common part of modern sexual intimacies, despite media and educational discourses warning of potential risks. Methods This paper reports on a qualitative study in which we interviewed 23 Australian adults about the ways in which they used with digital sexual imagery in their sex lives. The study aimed to explore participants’ experiences of digital sexual self-image creation and sharing and the ways discourses of risk and safety shape these experiences. Results Findings showed that participants tended to view the creation and exchange of sexual images as a form of sexual play that built intimacy, sexual tension and eroticism into their relationships and expanded their sexual and relationship experiences in positive ways. Participants were aware that sending sexual or nude images le...