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Over the last few decades, adolescents’ interactions with peers have transitioned online. Given the pivotal role of social interactions for adolescents’ well-being, understanding the factors that influence adolescents’ communicative behaviour online is essential. The proposed research aims to investigate how adolescents convey and comprehend motivations on social media (i.e., desired responses) within an experimental context. Moreover, the individual characteristics of youth that influence adolescents' perceptions and behaviour online will be explored. In Phase 1, adolescents aged 13 to 16 will be asked to log in to a simulated Instagram account and create eight posts about various topics (e.g., friends, family, emotions, accomplishments). Participants will be asked questions about each post created and will then be asked to complete a battery of questionnaires assessing individual differences. In Phase 2, participants will view the posts created by others in Phase 1 and be asked to rate the original poster's desired response. The findings from this study have the potential to greatly inform our understanding of the ways in which adolescents navigate their complex, and increasingly online, communicative interactions.

Supplemental material, sj-docx-1-oss-10.1177_01708406211069435 for How counter-fate relational practices mitigate resource acquisition challenges during project nascence by Celina Smith and Erkko Autio in Organization Studies

Prinsippet om tidlig innsats er nedfelt i opplæringslova og retter seg mot vansker i lesing, skriving og regning på 1.-4. trinn. I stortingsmeldingene har prinsippet et forebyggende og tilretteleggende perspektiv for både faglige og sosiale vansker. I den norske skolen i dag er atferdsvansker den nest største grupperingen som mottar spesialpedagogisk hjelp. Tidlig innsats i førskolealder, sees på som en av de mest virksomme tiltakene for elever med atferdsvansker. Gjennom dette prosjektet viser vi til viktigheten av tidlig innsats i arbeidet for å redusere atferdsvansker hos elever. Formål og problemstilling: Formålet er å undersøke ulike strategier og tilrettelegginger lærere foretar seg i sin praksis, for å redusere atferdsvansker. Disse ulike strategiene, forebyggingen og tilreleggingene ser vi på som tidlig innsats. Ut fra dette har vi utarbeidet følgende problemstilling: «Hvordan arbeider lærere på 1-4. trinn med tidlig innsats for å redusere atferdsvansker?» Metode: Vi valgt et kvalitativt forskningsintervju, der utvalget består av fem informanter. Hovedtemaene for prosjektet er tidlig innsats og atferdsvansker, med lærere fra småtrinnet. Datainnsamlingen ble gjennomført gjennom semistrukturerte intervjuer. Datamaterialet ble analysert gjennom tematisk analyse. Der utarbeidet vi begrepsforståelse, tilrettelegging og lærerrollen som tre hovedkategorier som senere dannet utgangspunktet for funn- og drøftingskapittelet. Hovedfunn: Det var en lik forståelse blant informantene om begrepet og elevgruppen med atferdsvansker. Forståelsen om prinsippet tidlig innsats var derimot noe ulikt. Proaktive strategier som dagsplan, startstøtte og belønningssystemer ble trukket frem som en del av arbeidet for å redusere atferdsvansker. Miljøtimer ble brukt av informantene med en forebyggende hensikt for sosial læring, hvor selvregulering og følelsesmestring ble vektlagt. Relasjonsbygging trekkes frem av alle informantene som den viktigste strategien i arbeidet med å redusere atferdsvansker ved en tidlig innsats. The principle of early intervention is enshrined in the Education Act and addresses learning difficulties in reading, writing and arithmetic in 1st – 4 th. grade. In the government documents, the principle has a preventive and facilitative perspective for both academic and social difficulties. In the Norwegian school today, behavioral difficulties are the second largest group that receives special educational assistance. Early intervention in preschool is seen as one of the most effective measures for students with behavioral difficulties. Through this project, we refer to the importance of early intervention in the work to reduce behavioral difficulties students inhabit. Purpose and research question: The purpose is to examine different strategies and adaptations teachers use in their practice, in order to reduce behavioral difficulties. We see these various strategies, prevention and adaptations as early intervention. Based on this, we have prepared the following research question: «How does teachers work in 1st – 4th. grade with early intervention to reduce behavioral difficulties?” Method: We have chosen a qualitative research interview, where the sample consists of five informants. The main themes for the project are early intervention and behavioral difficulties, with teachers from the primary school. Data collection was conducted through semi-structured interviews. The data material was analyzed through thematic analysis. There, we developed conceptunderstanding, facilitation and the teacher role as three main categories that later formed the basis for the main findings chapter. Main findings: There was a similar understanding among the informants about the concept and the group of students with behavioral difficulties. The understanding of the principle of early intervention, on the other hand, was somewhat different. Proactive strategies such as daily schedules, start-up support and reward systems were highlighted as part of the work to reduce behavioral difficulties. “Environmental lessons” were used by the informants with a preventive purpose for social learning, where self-regulation and emotional mastery were emphasized. Relationship building is highlighted by all the informants as the most important strategy in the work of reducing behavioral difficulties at an early stage.

Supplemental material, sj-docx-5-oss-10.1177_01708406211069435 for How counter-fate relational practices mitigate resource acquisition challenges during project nascence by Celina Smith and Erkko Autio in Organization Studies

Supplemental material, sj-docx-4-oss-10.1177_01708406211069435 for How counter-fate relational practices mitigate resource acquisition challenges during project nascence by Celina Smith and Erkko Autio in Organization Studies

Supplemental material, sj-docx-6-oss-10.1177_01708406211069435 for How counter-fate relational practices mitigate resource acquisition challenges during project nascence by Celina Smith and Erkko Autio in Organization Studies

Supplemental material, sj-docx-3-oss-10.1177_01708406211069435 for How counter-fate relational practices mitigate resource acquisition challenges during project nascence by Celina Smith and Erkko Autio in Organization Studies

Supplemental material, sj-docx-2-oss-10.1177_01708406211069435 for How counter-fate relational practices mitigate resource acquisition challenges during project nascence by Celina Smith and Erkko Autio in Organization Studies

International audience; In interdependent social groups, microfinance traps occur when conflicts arise between borrowers’ affective ties related to family needs and instrumental ties related to obligations toward their loan group. Thus, the social capital that facilitates microfinancing can lead to conflicting obligations toward business needs and economic obligations toward family. Building on an inductive field study among female entrepreneurs in Tanzania, we conceptualize microfinance traps. By using relational contract theory to interpret the qualitative data, we argue that microfinance traps can be reduced by balancing role integrity, preserving norms and reciprocity, and harmonizing the social matrix toward the family and loan group.

International audience; This work seeks to identify behavioral processes that new entrepreneurs can adopt to construct legitimacy in frequently-changing temporary business environments. Focusing on television content production in the UK, the study finds that new entrepreneurs exploit the varying roles that their projects can play and then sequence these in order to tailor the legitimacy they need to build their business. The paper draws on a five-year inductive study of 81 projects won by entrepreneurs of five new independent television production companies.

International audience; To whom does a father, retiring from his life as a successful entrepreneur, pass control of the business he has built? Once it would always have been his eldest son, but increasingly women are becoming involved in family firms having risen to positions of influence and leadership. Using revealing case studies from the daughters who succeeded their entrepreneur fathers in a wide variety of challenging situations, cultures and continents, "Father-Daughter Succession in Family Business" discusses the changes which have led to daughters gaining influence in more and more family businesses. It looks at the tensions this succession can produce between old notions of how men and women should behave, and the new style of leadership that often comes about when a woman takes the helm. This book will help consultants, business educators, and researchers, as well as those who are themselves involved in significant family managed enterprises to better understand why it can no longer be assumed in any part of the World that the first born son will take over the reins of the family business.

Around one in ten Tanzanians source their water from rivers originating in the Eastern Arc Mountains (EAM). In Dar es Salaam, the main water source is the Ruvu River, flowing from Uluguru Nature Reserve, from which around 300 million litres are extracted daily. Moreover, at least half of Tanzanian hydroelectricity is generated from EAM rivers. The EAM contain moist forest assemblages as well as large areas of miombo woodland at lower elevations and on drier leeward aspects. These biomes are believed to play significant roles in the regulation of hydrological flow, flood mitigation and soil conservation. Despite this hypothesised importance, the interactions between river flow, habitat type and land use are not well understood. To explore these complexities, the Valuing the Arc programme (VTA) parameterised a detailed, daily water model called SWAT to model the hydrology of two focal catchments: the Sigi in Tanga Region and the Ruvu in Morogoro region. In addition, we developed a broader scale, monthly model (WatR) to tentatively explore hydrological flow across the wider VTA region.