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Descriptors:
Females; Computer Mediated Communication; Self Concept; Social Networks; Human Body; Teaching Methods; Privacy

Abstract:
In this paper I examine how young women construct their identities with others in online communities. I argue that the proliferation of social networking and its popularity among young people means that performed identities are increasingly collaboratively constructed, with the individual having less control over their public image than was previously the case. This has implications for how young women can understand themselves. In some ways this leads to an increased visibility and a blurring of public and private, frontstage and backstage arenas. It also, however, makes it possible for girls to gain support for alternative, more marginal, identities through interaction with online communities. I investigate the impact of these communities and the possibility that some may not be entirely benign. I also consider issues of authenticity and performance, and the impact of these on young women's understanding of and feelings about their bodies. Finally, I discuss possible pedagogic responses to these phenomena. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; Undergraduate Students; Films; College Instruction; Experiential Learning; Cognitive Development; Business; Corporations; Web Sites; Course Organization; Course Content; Intellectual Property; Torts; Conflict Resolution; Ownership; Employment; Copyrights; Privacy; Assignments

Abstract:
Aaron Sorkin has a passion for words--his signature movie and television scripts are fast talking, jargon laced, word pictures that are instantly recognizable. "The Social Network," Sorkin's 2011 Academy Award Winning movie about the founding of Facebook, Inc., offers more than just witty banter; it provides an ideal teaching platform for undergraduate business law instructors. The movie's reach extends well beyond intellectual property law, presenting multiple business law and legal environment topics conveniently set in a student-friendly, reality-based, entrepreneurial context. The movie's story makes an ideal foundation for business law or legal environment courses. It can be a challenge to make a business school law course relevant and engaging for the young undergraduate student who is not pursuing legal studies. This article recommends teaching law to undergraduate business students through the lens of one current multidimensional business story already familiar to most undergraduate students: the founding and rise of Facebook. The story is dramatized in the movie "The Social Network" and Part II of this article provides a brief overview of the movie's plot. Part III reviews the pedagogical, experiential learning, and cognitive development theories that support the adoption of "The Social Network" as a course foundation. Part IV of the article describes how the movie and supplemental material can frame and contextualize typical business law and legal environment topics. The article concludes with lessons learned from the first attempt in Part IV and a discussion of exercises and assessments in the Appendices. (Contains 3 tables and 191 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; Social Networks; Web Sites; Privacy; Risk; Legal Problems; Laws; Court Litigation; Assignments; Class Activities; Group Activities; Cooperative Learning; Administrative Policy; Policy Formation; Sexual Harassment; Speech; Foreign Countries

Abstract:
The explosion of social networks and the growing concern over privacy in the digital age--both in the United States and Europe--have provided an opportunity to introduce students to the legal risks of using social media in the workplace. This article builds on the authors' classroom experiences and provides social media scenarios and projects that allow students to analyze and critically compare the workplace boundaries of social network use. Part I includes a description of an out-of-class assignment that assesses what types of social media comments students deem inappropriate in the workplace, completed by students before the professor actually discusses applicable legal principles. Then, Part II provides classroom scenarios that reinforce what students learn about the evolving law of social networks and privacy in the U.S. and the EU workplace. Part III looks at other legal considerations of social media use including sexual harassment and anonymous speech, and offers additional classroom scenarios. Part IV outlines a class project in which students collaborate in groups to develop social media policies for the U.S. workplace and compares and contrasts the impact of similar policies on EU employees. This project gives students an opportunity to synthesize their knowledge of social networks and workplace privacy and to incorporate their understanding of the legal risks posed by social media. For all the scenarios and projects, the authors also provide the reader with a set of resources to facilitate replication of the projects. The resources include a summary of The Facebook Project: Dealing with Employee Gripe Sites, each of the Classroom Discussion Scenarios, detailed instructions for the Social Media Policy project, and a rubric for grading the Social Media Policy project. (Contains 167 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Programs; Financial Support; Integrated Services; Low Income Groups; Middle Schools; Program Effectiveness; Coordination; Organizational Communication; Educational Environment; Cultural Differences; Age Differences; Privacy; Barriers; Parent Attitudes; Interviews; Case Studies

Abstract:
A commonly held belief is that children whose families are struggling with poverty--and the housing, health, safety, and other concerns that often go with it--cannot focus on learning unless their nonacademic needs are met. This belief is supported by research showing that the children of poor parents who receive income supplements and other supports tend to do better in school. Consequently, in order to successfully educate low-income children, schools might benefit from finding ways to partner with other organizations in order to improve the well-being of their students' families. However, in practice, schools and their community partners often face significant challenges in accomplishing this objective. This issue brief uses data from Chapin Hall's evaluation of the Elev8 Full-Service Schools Initiative as a case study to reflect on the potential challenges and benefits of offering economic support services to families at schools. The findings suggest that a small group of parents who used the services felt that they helped improve their family's financial well-being. In addition, staff members of the various Elev8 partner organizations reported that a major success was the ability of the economic supports staff to make individual connections to families. However, a number of factors made reaching larger numbers of parents a significant challenge. These included difficulties coordinating school and economic support efforts, as well as parents' concerns about sharing their private information within the school setting. Based on these findings, the authors present recommendations for future efforts to integrate economic support services into schools. These strategies include hiring long-term staff members to build trusting relationships with parents, offering economic support services in conjunction with a broader array of services, ensuring clear lines of communication between partner organizations, and taking steps to ensure parents' privacy. (Contains 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Parenting Styles; Confidentiality; Records (Forms); Social Services; Risk; Privacy; Socioeconomic Status; Research Methodology; Data Collection; Databases

Abstract:
Linking administrative data records for the same individuals across services and over time offers a powerful, population-wide resource for child maltreatment research that can be used to identify risk and protective factors and to examine outcomes. Multistage de-identification processes have been developed to protect privacy and maintain confidentiality of the datasets. Lack of information on those not coming to the attention of child protection agencies, and limited information on certain variables, such as individual-level SES and parenting practices, is outweighed by strengths that include large and unbiased samples, objective measures, comprehensive long-term follow-up, continuous data collection, and relatively low expense. Ever emerging methodologies and expanded holdings ensure that research using linked population-wide databases will make important contributions to the study of child maltreatment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Health Promotion; Physical Activities; Disadvantaged; Rural Areas; Foreign Countries; Attendance; Interviews; Content Analysis; Telecommunications; Child Care; Privacy; Trust (Psychology); Body Weight; Program Development

Abstract:
This study aimed to investigate preferences for, perceived feasibility of and barriers to uptake of hypothetical physical activity promotion strategies among women from socioeconomically disadvantaged neighbourhoods. Semi-structured interviews were conducted with 20 purposively recruited women (18-45 years) living in socioeconomically disadvantaged urban and rural areas of Victoria, Australia. Participants indicated the most and least appealing of nine hypothetical strategies, strategies most likely to use and strategies most likely to increase physical activity. Interviews were digitally recorded and transcribed verbatim. Thematic and interpretive content analyses were used to identify emergent common and contrasting themes. A community centre-based program with free childcare, the provision of a cleaner while physical activity is undertaken and a neighbourhood-based program were the three most popular strategies. Mobile-telephone-delivered text messages, an online interactive diary and subsidized gym memberships were considered least useful. Irrespective of the strategy, components of importance commonly identified were social support; being accountable to someone; having the option of a structured or flexible attendance design; integration of multiple strategies and financial considerations. Issues around trust and privacy and weight loss also emerged as important. The findings provide important insights for the development of physical activity programs targeting socioeconomically disadvantaged women. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk Management; Ethics; Video Technology; Social Work; Social Networks; Confidentiality; Conflict of Interest; Informed Consent; Information Technology; Counseling Techniques; Counseling Services; Referral; Privacy; Standards; Documentation; Counselor Performance

Abstract:
Digital, online, and other electronic technology has transformed the nature of social work practice. Contemporary social workers can provide services to clients by using online counseling, telephone counseling, video counseling, cybertherapy (avatar therapy), self-guided Web-based interventions, electronic social networks, e-mail, and text messages. The introduction of diverse digital, online, and other forms of electronic social services has created a wide range of complex ethical and related risk management issues. This article provides an overview of current digital, online, and electronic social work services; identifies compelling ethical issues related to practitioner competence, client privacy and confidentiality, informed consent, conflicts of interest, boundaries and dual relationships, consultation and client referral, termination and interruption of services, documentation, and research evidence; and offers practical risk management strategies designed to protect clients and social workers. The author identifies relevant standards from the NASW "Code of Ethics" and other resources designed to guide practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Learner Engagement; Educational Technology; Transformative Learning; Teaching Methods; Media Literacy; Visual Arts; Preservice Teacher Education; Teacher Education Programs; Best Practices; Technology Integration; Technological Advancement; Educational Strategies; Cooperative Learning; Librarians; Internet; Online Courses; Music Education; Educational Environment; College Students; Privacy; Information Security; Multivariate Analysis

Abstract:
With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach. Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields. Contents include: (1) Pedagogical and Technological Considerations Designing Collaborative Learning Using Educational Technologies (Karen Skibba, Danyelle Moore, and Jennifer H. Herman); (2) Integrating Technology in Teacher Education Programs (James N. Oigara); (3) Increasing Student Engagement and Extending the Walls of the Classroom with Emerging Technologies (Thomas G. Wangler and Ellen M. Ziliak); (4) Technology Expanding Horizons in Teacher Education: Transformative Learning Experiences (Darrell Hucks and Matthew Ragan); (5) A State of the Art Cart: Visual Arts and Technology Integration in Teacher Education (Valerie Nguyen and Mark Szymanski); (6) Media and Technology Integration through Media Literacy Education (Theresa A. Redmond); (7) Librarians' Roles in Informatics to Support Classroom Incorporation of Technology (Lesley S. J. Farmer); (8) Employing Emerging Technologies in Educational Settings: Issues and Challenges (Ajlan M. Alshehri); (9) Internet Technology Levels in a Higher Education Teaching and Learning Environment: Discriminant Function Analysis Approach (John K. Rugutt, Lucille L. T. Eckrich, and Caroline C. Chemosit); (10) Integration of the Computer Games into Early Childhood Education Pre-Service Teachers' Mathematics Teaching (Hatice Sancar Tokmak and Lutfi Incikabi); (11) A Case Study in Online Delivery: Boarding the Bullet Train to an Online Music Degree (Beth Gigante Klingenstein and Sara Hagen); (12) Using Social Media to Enhance Instruction in Higher Education (Bethany K. B. Fleck, Aaron S. Richmond, Heather D. Hussey); (13) A TPACK Course for Developing Pre-Service Teachers' Technology Integration Competencies: From Design and Application to Evaluation (Isil Kabakci Yurdakul, H. Ferhan Odabasi, Y. Levent Sahin and Ahmet N. Coklar); (14) Changing the Face of ELA Classrooms: A Case Study of TPACK Professional Development (Dianna L. Newman, Victoria C. Coyle, and Lori A. McKenna); (15) Integrating Technology into Mathematics Teaching: A TPACK (Technological, Pedagogical, Content Knowledge)-Based Course Design for College Students (Lutfi Incikabi and Hatice Sancar Tokmak); and (16) Privacy and Identity Management in Social Media: Driving Factors for Identity Hiding (Simone Smala and Saleh Al-Shehri). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Cultural Differences; Foreign Countries; Parenting Styles; Internet; Bullying; Aggression; Correlation; Ethnicity; Questionnaires; Adolescent Attitudes; Regression (Statistics); Access to Computers; Privacy; Mothers; Educational Background; Gender Differences; Confucianism; Religion; Cultural Background; Motivation

Abstract:
Cyberbullying has become a growing concern for adolescents. This study examined differences in cyber-aggression for 518 Canadian adolescents of either East Asian or European descent (61% female; M age = 15.24; SD = 1.68). Associations between parenting behaviors (parental control, parental solicitation, and child disclosure) and engagement in cyber-aggression, as well as motivations for engaging in cyber-aggression were explored. Adolescents completed self-report questionnaires about their engagement in cyberbullying, perceptions of their parents' behaviors about their online activities, their motivations for cyberbullying (reactive vs. proactive), as well as several other relevant psychosocial and demographic variables (e.g., sex, age, Canadian born, mother's education level, using a computer in a private place, and average amount of time spent online). Regression analyses showed that East Asian adolescents were less likely to engage in cyberbullying. In addition, higher levels of parental control and lower levels of parental solicitation were linked more closely with lowered reported levels of cyber-aggression for East Asian adolescents relative to their peers of European descent. In addition, East Asian adolescents were more likely to be motivated to engage in cyber-aggression for proactive reasons than reactive reasons, with the opposite found for adolescents of European descent. A significant 3-way interaction suggested that this pattern was more pronounced for East Asian males relative to East Asian females. Findings are discussed in terms of cultural differences based on the doctrines of Confucianism and Taoism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Security; Business Education; Electronic Learning; Content Analysis; Research Methodology; Databases; Integrity; Internet; Telecommunications; Handheld Devices; Management Development; Citations (References); Classification; Cheating; Advertising; Crime; Banking; Retailing; Marketing; Privacy

Abstract:
Research on the topic of cell phones has proliferated over the past decade. Based on a review of the literature, it appears that the majority of the extant research on the topic resides in the technology, education, and social sciences fields. Recent reviews indicate that the scope of the research on cell/mobile phones is eclectic in nature (Piotrowski & Kass, 2013). In the field of Education, the focus of research on this topic has a focus on high school students or adolescents. Although there is emergent research on cell phones related to college-age business students, a review of this body of knowledge has not been reported. Thus, the purpose of the present study is to conduct a bibliometric content analysis of research on cell phones related to business students indexed in the business-management literature. The database ABI/Inform was the database selected as this scholarly file has been identified as a major bibliographic source in business education. A keyword search located 114 references; of these, 107 were research articles which then served as the bibliographic pool for further analyses. Results, based on a content analysis typology, showed the following major topical areas of focus: Academic integrity (online cheating), business education, phone upgrades, mode of data collection in research, advertising, and online instruction. Noteworthy areas that are de-emphasized by researchers include: cybercrime, online piracy, company database breaches, and identity theft. Conclusions: with regard to cell/mobile phones, there seems to be a discrepancy between topics stressed in the media versus areas of research interest by academic investigators. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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