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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The racial and ethnic diversification of the U.S. population has transformed the demographic makeup of communities and rapidly increased exposure to diversity in American neighborhoods. Although diversity exposure occurs throughout people's daily lives, the conventional approach to describing diversity only at places of residence potentially understates the full extent of this phenomenon. In this study, we explore short-term, within-day changes in the diversity of different neighborhoods by considering U.S. workers' work and residential locations. Using estimates for daytime and nighttime populations among metropolitan census tracts, our empirical analyses investigate the extent to which the process of daytime mobility for work relates to changes in the racial and ethnic diversity of different spaces. Our results indicate widespread daily shifts toward diversity for most neighborhood types, especially those with residential (nighttime) populations that are predominantly Black, Latino, or Asian. We find that patterns of intraday diversification experienced minor declines across recent decades but are present in most metropolitan areas. Our findings also show that intraday changes in racial and ethnic diversity overlap with nonracial forms of daily diversity change. Further, average within-day changes in diversity are more pronounced in areas with greater residential segregation. [ABSTRACT FROM AUTHOR]

The ability to design effective technology-enhanced learning (TEL) experiences is a critical skill for university teachers. However, challenges endure on how best to develop university teachers in research-intensive universities to design TEL experiences that meet student, professional, and employer expectations. Having a greater insight of the varying ways students use educational technology in their learning benefits university teachers’ TEL design skills. To develop this insight, a qualitative case study comprising differentiated interview strategy was conducted to explore students’ use of educational technology for their university learning. This research drew on phenomenographic and sociocultural theoretical perspectives and analysis techniques to investigate university students’ experiences of educational technology use.The analysis of the research data collected found a variance in the way students used educational technology for their university learning with three distinct dispositions identified. This study identified that students’ varied dispositions influenced their educational technology use and were mediated by the task and social contexts of their learning. These findings aim to support university teachers further develop their TEL experience design skills.

AbstractBackground and Objectives: We examined associations between sources of social influence (i.e. close friends, other underage people present) within specific settings with the number of drinks underage youth consumed. Methods: Data were collected through a cross-sectional survey with 422 underage youth in California (14 to 19 years old) who reported past-6-month alcohol use. Participants were asked to think about the last time they drank alcohol in the past 6 months at: restaurants, bars/nightclubs, own home, another’s home, outdoors, and fraternities/sororities. Outcomes were the number of whole drinks participants drank the last time in each setting. Independent measures were social characteristics of these drinking events including number of people <21 years old present, number of close friends present, number of <21 years old who consumed alcohol, and number of close friends who consumed alcohol. We also assessed socio-demographics and accounted for the overall exposure to each setting in the past 6 months. Results: Using negative binomial regression models, the number of close friends was positively associated with number of drinks consumed at restaurants, another’s home, and outdoors. The number of close friends drinking was positively associated with the number of drinks at restaurants, own home, another’s home, and outdoors. Number of people <21 years old was positively associated with number of drinks at own home, and number of people <21 years old who consumed alcohol was positivity associated with number of drinks consumed at restaurants, own home, another’s home, and outdoors. Conclusions: Results suggest that social influence from close friends and from other underage youth are context-specific. [ABSTRACT FROM AUTHOR]

The present study focused on the emotional experience of anger among individuals with and without social anxiety disorder (SAD). Eighty-eight participants took part in the study, half (n = 44) met diagnostic criteria for SAD and half (n = 44) did not meet criteria for SAD. Participants completed a 21-day experience sampling measurement (ESM) in which they reported on daily social interactions and emotions. Using multilevel linear modeling we found that individuals with SAD experienced more anger compared to individuals without SAD. We also found a Diagnosis × Social Context interaction such that interactions with distant others were associated with elevated anger compared to interactions with close others for individuals with SAD but not for individuals without SAD. Finally, we found that for individuals with SAD (but not those without SAD) anger on a given day (day t) was associated with elevated anxiety on the following day (day t + 1), above and beyond previous anxiety, sadness and guilt (i.e. anxiety, sadness and guilt reported on day t). This suggests that anger may play a unique role in maintaining or exacerbating anxiety among individuals with SAD. Additional implications of our findings for models of psychopathology and for treatment of SAD are discussed. [ABSTRACT FROM AUTHOR]

Experience sampling (ES)—also referred to as ecological momentary assessment (EMA)—is a data collection method that involves asking study participants to report on their thoughts, feelings, behaviors, activities, and environments in (or near) real time. ES/EMA is typically administered using an intensive longitudinal design (repeated assessments within and across days). Although use of ES/EMA is widespread in psychology and health sciences, uptake of the method among sociologists has been limited. We argue that ES/EMA offers key advantages for the investigation of sociologically relevant phenomena, particularly in light of recent disciplinary emphasis on investigating the everyday mechanisms through which social structures and micro (individual and relational) processes are mutually constitutive. We describe extant and potential research applications illustrating the advantages of ES/EMA regarding enhanced validity, illuminating micro-temporal processes, and the potential for linkage with spatially and temporally referenced data sources. We also consider methodological challenges facing sociological research using ES/EMA. [ABSTRACT FROM AUTHOR]

Creative arts and performance courses at the community level for mature age individuals. Theatre and drama as education and as therapy. This article charts and reflects on several ACE arts-based courses and community theatre productions that have changed due to the COVID-19 pandemic and the professional experiences of the teacher. Change for individuals via education occurs intentionally and unintentionally and needs to be documented, with some examples presented here. If personal change and development were the intention of the courses described here, then participants did have the opportunity to integrate their self-discoveries into their real lives, potentially leading to transformation. The teacher being aware of, and skilled in, emotional regulation strategies can benefit students and teachers in all forms of learning, specifically adult community education. The students in the course described in this article have transformed from anxious, self-doubting individuals into empowered, self-confident people who bravely create their own acting techniques. [ABSTRACT FROM AUTHOR]

Copyright of Arte y Políticas de Identidad is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Parent–adolescent relationship quality is theorized to be an important correlate of adolescent affective well‐being. Little is known about the within‐family processes underlying parent–adolescent relationship quality and affective well‐being over a period of months. This three‐wave, preregistered study examined within‐ and between‐family associations between parent–adolescent relationship quality (support and conflict) and adolescent well‐being (negative and positive affect). In addition, we examined whether the associations differed between mothers and fathers, and for adolescents' affective well‐being in different social contexts (at home, at school, with peers). Methods: The sample consisted of 244 Dutch adolescents (61.5% girls; age range: 12–17 years; mean age = 13.8 years). Random‐intercept cross‐lagged panel models were used. Results: At the between‐family level, higher levels of support and lower levels of conflict were associated with higher levels of positive affect and lower levels of negative affect. At the within‐family level, increases in support and decreases in conflict were concurrently associated with increases in positive affect and decreases in negative affect. More parent–adolescent conflict than typical also predicted increases in negative affect, 3 months later, and more negative affect and less positive affect than typical predicted increased conflict, 3 months later. These within‐family effects were largely similar for fathers and mothers. Associations for conflict occurred through bidirectional processes: Parent–adolescent conflict shaped and was shaped by adolescents' emotions at home, at school, and with peers. Conclusion: Results suggest that parent–adolescent relationship quality (especially conflict) and adolescent affective well‐being cofluctuate and predict each other over time within families. [ABSTRACT FROM AUTHOR]

This essay is adapted from a keynote address offered at Societas Homiletica in Budapest, Hungary (August 2022). It frames preaching in shifting social contexts as a practice of theologically ethical meaning-making—supported by accountability to lived experiences, practical wisdom and decision making, and imaginations grounded in boldness and humility. The essay argues that pedagogical strategies in support of these practices prioritize the possibilities that emerge in the constraints of learning contexts. Teaching within the mass crisis of a global pandemic is offered as a case study in the connected outcomes afforded in reassessing one’s presuppositions in both pedagogy and preaching.

This paper explores the understudied topic of international student sojourners' emotional intercultural competence in higher education by analysing Chinese postgraduate students' experiences of managing their emotions evoked during intercultural communication at a British university. Through ethnographic interviews, this study examines how students construct their emotion-management experiences as well as the effects of social interaction on the construction processes of these experiences. The findings shed light on the motives and pathways for deploying specific emotional intercultural competencies in practice. Furthermore, the findings manifest the central role of the interplay between individual agency and societal forces in shaping the substances, facilitators, constraints, two-way interactivity and dialectical tensions of emotional intercultural competencies that unfold in specific interpersonal, moral and structural contexts. By representing competence as a repertoire of action strategies performed by individuals to address their important concerns and by illuminating the meanings of competence in particular environments at particular moments, this study moves beyond the traditional 'list' approach which largely conceptualises competencies as fixed, individual-based and universal entities. The study emphasises the importance of taking a holistic, process-oriented, context-based and dialectical perspective in developing a deeper level of competence for empowering individuals engaged in intercultural communication. In addition, this study discusses practical implications regarding the development of emotion-management strategies towards competence for intercultural education in higher education. [ABSTRACT FROM AUTHOR]

Our study contributes a contextual perspective on entrepreneurs' networking, shifting focus from individual-level network structure and networking activities toward understanding networking as a multilevel process involving individual and contextual mechanisms. Through a multiple case study of entrepreneurs in Silicon Valley and Berlin, we introduce networking temperature as novel concept that captures context-bound templates for how entrepreneurs should network, ranging from colder to warmer. As core implications, networking temperature enables a contextualized understanding of tie quality, to explain why networking takes different forms in different contexts, and why entrepreneurs gain more cumulative advantage from their existing relationships in warmer than colder contexts. [ABSTRACT FROM AUTHOR]

Social science contributes to social development when theory and research topic are linked to its social context. However, in practice most social scientists in South Korea tend to explain their social issues and problems through mainstream theoretical perspectives that were primarily developed in the West. This study investigates how much social science research is localized in four selected social science disciplines (sociology, political science, public administration, and education) in South Korea. The study analyzes articles published in one representative domestic journal in each discipline to assess the localization of knowledge production during the last three decades (1988–2017). It was found that the local knowledge-base of Korean social science research is relatively weak though it has been continuously increasing during the last three decades. It was also found that knowledge production in social sciences is reliant on Western theory even though the research topics are locally embedded. In addition, the findings revealed that there are noticeable differences between the applied fields (public administration and education) and the pure fields (sociology and political science). Applied fields of public administration and education are more locally embedded than pure fields of sociology and political science. This study proposes that social science research in South Korea should draw more on indigenous knowledge and be less reliant on Western theory in the future. [ABSTRACT FROM AUTHOR]

Previous studies regarding social interactions commonly adopt research methods that investigate causal relationships between variables. The existing approaches often utilize variables derived from general contexts, aiming to apply them universally across diverse situations. However, social interactions, including the usage of social media, are intricately woven within the immediate social context. The interpretability of these generalized variables has been attenuated by the dynamic and transient nature of social contexts; these variables have diverse impacts on social interactions. Consequently, researchers have been diligently seeking new variables relevant to specific social contexts in order to complement the existing generalized ones. However, the ever-changing nature of social contexts poses a challenge, impeding researchers from exhaustively defining all variables that influence social interactions. To address this complexity, this study proposes social network analysis as a suitable research method capable of capturing the ever-evolving dynamics of social interactions, including social media usage. Furthermore, this study puts forth hypotheses that specifically explore the role of individual social networks in social media research, with the aim of stimulating future investigations that center on the interactive and dynamic nature of social media usage. [ABSTRACT FROM AUTHOR]

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Robust literatures separately estimate school effects and neighborhood effects on children's educational, economic, health, and other outcomes that measure well-being. A growing body of research acknowledges that both contexts matter and considers neighborhoods and schools jointly. In this review, we synthesize the array of results that emerge from these studies and critique the tendency for researchers to evaluate which matters more, neighborhoods versus schools. We propose a reorientation of this scholarship that incorporates research on neighborhood and school selection and segregation processes. We argue that contextual effects research would be enriched by considering local neighborhood–school structures: the ways that families choose neighborhoods and schools and that neighborhoods and schools mutually and cyclically constitute one another. We conclude with recommendations for bringing neighborhood–school structures to bear on both outcomes-oriented studies of neighborhood and school effects as well as studies of contextual selection and segregation. [ABSTRACT FROM AUTHOR]

Socially engaged engineering provides for student learning of the design, analysis, and practices of engineering as well as the ways that engineering is situated in sociocultural contexts. This paper provides a conceptual framework regarding socially engaged engineering for K-8 educators, researchers, and curriculum designers. The framework identifies ways to support youth learning of engineering and considerations of technical, social, environmental, and ethical dimensions of engineering. As engineering enters K-8 educational settings, it is important to introduce the discipline in equity-oriented ways. We draw from the field of engineering for social justice to build this framework for examining engineering at the macro-, meso-, and microscales. Situating engineering in sociocultural contexts can be motivating to learners and provide perspectives on the nature of engineering. Our framework was concurrently designed with Youth Engineering Solutions (YES; https://YouthEngineeringSolutions.org) curricular units. To test the applicability of our principles, we applied them to K-8 YES curricula for school and out-of-school environments. Through the coevolution of principles and curricular materials, we developed age-appropriate learning objectives for three levels--lower elementary, upper elementary, and middle school. This paper shares the principles and progression, showing worked examples from curricula to demonstrate how the principles translate into curricular resources. We discuss constraints to the implementation of socially engaged engineering curricula, including those imposed in educational settings and the ideological assumptions about science, engineering, and STEM disciplines. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Spectrum (IJES) is the property of International Journal of Educational Spectrum (IJES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to explain the cultural contexts affecting gender inequality in the executive apparatus in 1400. This study is based on the purpose of including quantitative applied research. The statistical population of this research is 8200 thousand employees of the executive apparatus in Kerman. Based on Morgan's table, 400 people were selected. The sampling method is cluster sampling.The research tool is a researcher-made questionnaire. The validity of the questionnaire was obtained by Cronbach's alpha 0.79 and the formal and content reliability of the questionnaire was confirmed. Method of statistical analysis of partial least squares (pls).The findings of this study showed that among the cultural contexts of the media, patriarchal ideologies, cultural capital, stereotypes, education and gender socialization methods have affected gender inequality in Kerman city administrations, respectivelyThe result of these findings is a confirmation that the cultural factor plays an effective rolegender inequality in the executive bodies of Kerman.Education of the family institution, which is a responsible part of the process of socialization and gender socialization, is the solution that should be paid attention to in order to reduce gender inequalities in future generations.

The development of the brain sciences (Hirnforschung) in the Max Planck Society (MPG) during the early decades of the Federal Republic of Germany (FRG) was influenced by the legacy of its precursor institution, the Kaiser Wilhelm Society for the Advancement of Science (KWG). The KWG's brain science institutes, along with their intramural psychiatry and neurology research programs, were of considerable interest to the Western Allies and former administrators of the German science and education systems in their plans to rebuild the extra-university research society—first in the British Occupation Zone and later in the American and French Occupation Zones. This formation process occurred under the physicist Max Planck (1858–1947) as acting president, and the MPG was named in his honor when it was formally established in 1948. In comparison to other international developments in the brain sciences, it was neuropathology as well as neurohistology that initially dominated postwar brain research activities in West Germany. In regard to its KWG past, at least four historical factors can be identified that explain the dislocated structural and social features of the MPG during the postwar period: first, the disruption of previously existing interactions between German brain scientists and international colleagues; second, the German educational structures that countered interdisciplinary developments through their structural focus on medical research disciplines during the postwar period; third, the moral misconduct of earlier KWG scientists and scholars during the National Socialism period; and, fourth, the deep rupture that appeared through the forced migration of many Jewish and oppositional neuroscientists who sought to find exile after 1933 in countries where they had already held active collaborations since the 1910s and 1920s. This article examines several trends in the MPG's disrupted relational processes as it sought to grapple with its broken past, beginning with the period of reinauguration of relevant Max Planck Institutes in brain science and culminating with the establishment of the Presidential Research Program on the History of the Kaiser Wilhelm Society in National Socialism in 1997. [ABSTRACT FROM AUTHOR]

Background: Women in every society play a central role in the family and at the same time, are highly exposed to the pressures of dysfunctional relationships of economic, social, and cultural institutions outside the family, and if they are constantly exposed to traumatic and critical conditions, they may inflict irreparable damage on themselves in an unwanted helplessness, and by unacceptable behaviors such as violent suicides including self-immolation, endanger their survival as well as that of their family. Accordingly, this study was conducted to identify the social contexts of self-immolation among women admitted to Isfahan Burns Hospital, Isfahan, Iran. Methods: This study was a qualitative content analysis which was conducted on 43 women hospitalized in Imam Musa Kazim Hospital in Isfahan due to self-immolation. Participants were purposefully selected and individually interviewed in a semi-structured interview. Data were categorized and analyzed by qualitative content analysis or thematic analysis. Findings: Totally, the study identified 157 primary codes which were reduced to 16 secondary codes and 5 main concepts including conflict in family, addiction, marriage, poverty and economic difficulties as well as individual and psychological problems were obtained. Conclusion: The problems of women who attempt self-immolation are related to harassment and dissatisfaction with at least one of their close relatives or difficult and stressful living conditions. The results of this study can be used for national planning by the relevant agencies to respect the rights and security of women in the family and society.

Cross-national differences in the health implication of adverse childhood experiences have been documented. The differences may be shaped by macro- and micro-social context. However, previous studies failed to consider the role of micro-level social contexts, where adverse childhood experiences happen, in affecting the cross-national differences. The study aims to estimate the association between adverse childhood experiences and Frailty Index across countries and micro-social contexts, and then reveal how cross-national difference in the association between adverse childhood experiences and Frailty Index were shaped by social contexts. Adulthood information were collected from three waves of the Survey of Health, Ageing and Retirement in Europe in 2010, 2013, and 2015, and the China Health and Retirement Longitudinal Study data from in 2013, 2015 and 2018, respectively. Frailty index was measured based on 35 health measurements. Eleven adversities, including intrafamilial aggression and neglect, family dynamics, and socioeconomic status etc, were extracted from the life history survey of the two datasets, conducted in 2017 and 2014, respectively. Weighted Linear regression models and the smoothing-differencing method were applied. Experiencing three or more adversities was associated with increase in frailty index level in Europe and China. The effect size ranged from 0.015 (95%CI: 0.011–0.019) in China to 0.030 (95%CI: 0.025–0.034) in Germanic countries. Poor parent-child relationship, parental absence/death were ACEs in terms of frail in European countries but not in China. In a context where adversities were moderately likely to happen, the association between experiencing adverse childhood experiences and Frailty Index were greatest. Cross-national differences of adverse childhood experiences effects were most derived from this social context. These findings highlight the importance of micro-social contexts while mitigating early life stress to promote life-course health. Individuals who were moderately likely to experience adversity should be paid special attention in terms of health implication of adverse childhood experiences.

Since 2010, the Nordic countries have experienced substantial fertility decline. This was unexpected, as these countries have well-established systems of family support policies and they did not experience a fertility shock in the immediate aftermath of the 2008 economic recession like many other European countries. Previous studies paid little attention to the spatial dimension of this unexpected fertility change, despite evidence of large spatial variation in fertility. This paper aims to close this gap through a spatial perspective and deepen our understanding of how Nordic fertility change varies by economic and social contexts. We apply advanced spatial panel models on data for 1,099 municipalities covering Denmark, Finland, Norway, and Sweden. Next to analyzing total fertility rates, we also compare the relevance of economic and social contexts for spatial fertility variation at younger or older ages. We note distinct differences by levels of urbanization and differing trends between the age groups. We also find that measures of unemployment and union stability are associated with lower levels of fertility across space and time, while support for conservative parties is related to higher fertility. Age-specific analyses highlighted that economic conditions are more relevant for fertility variation under age thirty than over age thirty. Overall, our analysis provides support for the view that both economic and social factors are highly relevant for understanding spatial variation in the Nordic fertility decline. Given the strong spatial component in Nordic fertility change, policy initiatives would also benefit from a spatial dimension to effectively address fertility change. [ABSTRACT FROM AUTHOR]

In this article, we introduce the umbrella construct of "we-ness" to unite a broad array of researchers seeking to design motivationally supportive learning environments for Black students. Drawing from a variety of culturally informed perspectives both inside and outside of the psychology discipline, we outline the cultural significance of (1) Freedom Dreaming (2) Stressing the Communal "Why," (3) Re-membering, and (4) Steering and Voicing. We explain how these motivationally influential practices are essential for acknowledging and leveraging students' cultural assets in learning contexts, and for supporting students' development as community leaders and change agents. We propose questions for future research on we-ness in educational psychology and suggest communally engaged methodological approaches that are crucial for advancing school-based partnerships that focus on the we-ness experiences of historically marginalized populations. We end by situating the study of we-ness in a broader set of assumptions that can guide future equity-focused research inquiry on motivation and social processes. [ABSTRACT FROM AUTHOR]

Previous studies regarding social interactions commonly adopt research methods that investigate causal relationships between variables. The existing approaches often utilize variables derived from general contexts, aiming to apply them universally across diverse situations. However, social interactions, including the usage of social media, are intricately woven within the immediate social context. The interpretability of these generalized variables has been attenuated by the dynamic and transient nature of social contexts; these variables have diverse impacts on social interactions. Consequently, researchers have been diligently seeking new variables relevant to specific social contexts in order to complement the existing generalized ones. However, the ever-changing nature of social contexts poses a challenge, impeding researchers from exhaustively defining all variables that influence social interactions. To address this complexity, this study proposes social network analysis as a suitable research method capable of capturing the ever-evolving dynamics of social interactions, including social media usage. Furthermore, this study puts forth hypotheses that specifically explore the role of individual social networks in social media research, with the aim of stimulating future investigations that center on the interactive and dynamic nature of social media usage.

Educational disadvantage is a multilevel and multifactorial phenomenon, with a myriad of contributing factors having been identified within the social contexts inhabited by the student from a lower socioeconomic status (SES) background. Irish research has accumulated a comprehensive body of empirical evidence on the factors operating within family, school and societal contexts but less attention has been paid to the role that the neighbourhood might have in contributing to the under-achievement of students from lower SES backgrounds. This study employed data from the 9 and 17/18-year-old cohorts of the Growing Up in Ireland survey to explore whether the SES of the neighbourhood within which a student lives makes a significant contribution to the prediction of academic achievement over and above the SES of the family and school. A series of multilevel models demonstrated the additive effects of social contexts on academic achievement in both samples. Each social context provided a unique, statistically significant contribution to the prediction of academic achievement, with smaller contributions made by more distal contexts. These findings support an understanding of educational disadvantage as a phenomenon that is perpetuated within multiple social contexts and suggest that strategies to tackle educational disadvantage should take a pan-contextual perspective. [ABSTRACT FROM AUTHOR]

Simple Summary: Environmental enrichment for chimpanzees is important in order to minimize boredom and stress in captivity and to provide opportunities to engage in species-typical behaviors. However, few studies have investigated potential associations between enrichment objects, manipulation behaviors, and social contexts, nor have they examined if individual chimpanzees vary in their enrichment object preferences. In the current study, three ethograms were used to code the use of enrichment objects, engagement in manipulation behaviors, and social contexts of enrichment use of captive chimpanzees (Pan troglodytes). Data mining from a video archive consisting of 2054 videos collected over a decade allowed the ethograms to be applied to 732 min and 58 s of videos. Some enrichment objects were more often associated with specific manipulation behaviors and social contexts, indicating that enrichment objects might serve distinct social and behavioral purposes. The chimpanzees differed in their enrichment object preferences, suggesting that caregivers of captive chimpanzees should consider individual needs when providing enrichment in order to improve chimpanzees' experiences in captivity. Finally, the majority of enrichment object use and manipulation behaviors were able to be categorized, indicating that our ethograms were largely effective in coding enrichment use. Environmental enrichment provides mental stimulation and minimizes abnormal behaviors in captive animals. In captive chimpanzees, individual animals may vary in the ways in which they benefit from enrichment or use enrichment devices, so investigating nuances in enrichment use may improve the welfare of captive chimpanzees. In the current study, three ethograms measuring distinct features of enrichment use (i.e., enrichment object, manipulation behavior, and social context) were evaluated by coding videos of captive chimpanzees (Pan troglodytes) at Chimpanzee Sanctuary Northwest in Cle Elum, WA. A total of 732 min and 58 s of video footage was coded from a larger video archive (i.e., 2054 videos) of enrichment use that spanned a decade. A principal component analysis (PCA) revealed that different categories of enrichment objects were more often associated with specific manipulation behaviors and social contexts, suggesting that enrichment objects might fulfill different behavioral and social needs in captivity. Specifically, toy objects were associated with active tactile behaviors in affiliative contexts while oral behaviors were used with foraging objects in solitary contexts. Additionally, individual chimpanzees showed unique preferences for enrichment objects, indicating that caregivers of captive chimpanzees should consider individual needs instead of a "one size fits all" approach to enrichment provisions. [ABSTRACT FROM AUTHOR]

Our research explores the experience of holding a Hybrid Multicultural Identity (a superordinate cultural identity; HMI) and the social contextual experiences hybrid multiculturals describe as influential to the development of an HMI. We conducted a Photovoice study with 10 hybrid multiculturals (age 18–32; 6 women and 4 men) living in a college town in the Midwestern US. The participants valued HMI for the psychological advantages they attributed to this identity. We also found the participants described three broad categories of their social environment that were key to the development of HMI: cultural composition in living environments, perceptions of macro‐level marginalization, and culturally related interpersonal experiences. Our research documents (1) the lived experience of being a hybrid multicultural (2) the importance of cultural mixing for HMI development, and (3) how people with HMI describe primarily negative perceptions of the social environment as instrumental to the development of HMI. [ABSTRACT FROM AUTHOR]

Plain Language Summary Reduction in ideal number of children has been suggested as a necessary condition for fertility decline especially in high fertility countries of Western and Central Africa. In this study, we explored the effects of individual, household as well as community characteristics on fertility desires among young men and women aged 15–24 years in Nigeria. We analysed data for 2674 males and 9637 females aged 15–24 years extracted from the 2018 Nigeria Demographic and Health Survey. The outcome variable was desire for large family size (DLFS) defined as ideal number of children greater than four. Results showed that DLFS was 71% among men and 53% in women. Individual-level factors associated with DLFS among men include Islam religion, household size and wealth status. Geo-political region and high level of negative attitude to family planning were the main community-level factors associated with DLFS. For women, individual-level positively associated with DLFS were Islam religion, and being currently married. Compared to Yoruba, other ethnic groups were more likely to favour DLFS. The negative factors associated with DLFS among young women include higher education and wealth status. At the community-level, Northern geo-political regions, child mortality experience and negative attitude to family planning were positively associated with DLFS. The influence of religion, household wealth and attitude to family planning differ between young men and women. Multi-dimensional strategies with active communication and programmatic interventions are needed so that desire for large family size by young men and women do not slow down fertility transition in Nigeria.

Risk for unwanted sexual experiences can emerge in social contexts—the same contexts that early college women navigate with their friends. Though friends naturally engage in prevention strategies, less is known about how capable guardianship influences risk. Using multilevel structural equation modeling, the present study examined guardianship at the person- and situation-level. First year college women (N = 132) completed eight weekends of daily surveys. We examined whether guardianship (e.g., more friends present, greater proportion of female friends, no intoxicated friends) would reduce unwanted sexual experience risk and if this relation was mediated by friends-based strategy use. An alternative model was also tested with the same predictors, but unwanted sexual experiences as the mediator and friends-based strategy use as the outcome. Over half (58%) of extended weekend nights with friends involved drinking or using drugs. Friends-based strategies were used on 29% of nights. Across models, being with one or more intoxicated friends was associated with friends-based strategy use and an unwanted sexual experience, but only at the situation-level. Parents, educators, and policy makers can encourage college women to draw on their social networks to enhance safety. Interventions could incorporate more universal strategies for responding to risk in social contexts. [ABSTRACT FROM AUTHOR]

There is increasing interest in the possibility of delivering violence prevention interventions online. This interest has been intensified by the 'stay at home' mandates brought about by COVID-19, which has pushed violence prevention practitioners to find innovative ways to deliver violence prevention interventions during the pandemic. Our study sought to understand the ways in which social contexts may enhance or impede participatory interventions for youth online. We conducted 20 in-depth interviews with researchers and practitioners based in various parts of the world. Data were analysed using thematic network analysis. Results indicated that online participatory violence prevention interventions may on the one hand be undermined by material factors such as access to devices, familiarity with technology, Internet infrastructure, and recruitment strategies. On the other hand, young people's preference for online engagement, the ability to reach those less inclined to take part in in-person interventions, and the potential for continued engagement in cases of participants on the move were raised. Online group-based participatory violence interventions are crucial for situations when in-person meeting may not be possible. We present initial thoughts on how social contexts might impact the occurrence of these interventions online. More evidence is needed to help us understand how the social contexts can shape the outcomes of online participatory violence prevention interventions. [ABSTRACT FROM AUTHOR]

Professional identity-making is a complex life-making endeavor that is shaped by both the personal and professional knowledge landscapes in which people live and work. Using narrative inquiry, four midwives who had worked in diverse contexts in Ghana were purposively selected. We highlight how midwives' experiences across time, place, and in diverse contexts shape their professional identity-making. Three main life experiences that shape professional identity-making were discovered: 1. Childhood experiences, 2. Education experiences, and 3. Professional work experiences. Midwifery education should prepare students to attend to this complex and ongoing identity development, in order to enhance midwifery practice. [ABSTRACT FROM AUTHOR]

Research on conversational pragmatics demonstrates how interlocutors tailor the information they share depending on the audience. Previous research showed that, in informal contexts, speakers often provide several alternative answers, whereas in formal contexts, they tend to give only a single answer; however, the psychological underpinnings of these effects remain obscure. To investigate this answer selection process, we measured participants' eye movements in different experimentally modelled social contexts. Participants answered general knowledge questions by providing responses with either single (one) or plural (three) alternatives. Then, a formal (job interview) or informal (conversation with friends) context was presented and participants decided either to report or withdraw their responses after considering the given social context. Growth curve analysis on the eye movements indicates that the selected response option attracted more eye movements. There was a discrepancy between the answer selection likelihood and the proportion of fixations to the corresponding option—but only in the formal context. These findings support a more elaborate decision-making processes in formal contexts. They also suggest that eye movements do not necessarily accompany the options considered in the decision-making processes. [ABSTRACT FROM AUTHOR]

Copyright of Polis (07176554) is the property of Polis - Revista Academica Universidad Bolivariana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the role of social contexts for gender disparities in education by examining the associations between gender-stereotypical beliefs (GSB) of students, peers, and teachers and gender achievement patterns in the classroom and students’ self-concept in language and math. We applied multilevel models with school fixed effects to a unique sample of combined survey and register data from Denmark to analyze detailed learning environments within schools and their correlations with gender differences in self-concept across subject domains. Results showed a gender gap in favor of boys in mathematics, net of academic achievement that were consistent across classrooms. In language, the influence of gender varied across classrooms. Furthermore, although GSB and gender achievement patterns did not alter the gender gap in either language or mathematics, we found that they moderated the relationship between gender and self-concept in heterogeneous ways across subjects. While teachers’ GSB increased the gender gap in language by decreasing boys’ self-concept, the students’ own GSB was more important for students’ self-concept in mathematics. Moreover, girls’ mathematics self-concept was lower in classrooms, in which, female peers had a relatively higher level of mathematics achievement compared to boys, suggesting that counter-stereotypical achievement patterns in the classroom do not increase students’ self-concept in subjects with strong gender stereotypes. On the contrary, girls are most likely to compare themselves to female peers, resulting in a negative association with self-evaluations. Our results highlighted the role played by social contexts in schools in the generation of gender differences in self-concept in traditionally stereotyped subject domains, but also showed important differences in how boys and girls were affected by their learning environments across different subject domains, suggesting there are different mechanisms at play.

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language (EFL), Ming's identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming's experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition (SLA) process to sustain the development of their identities and L2 abilities. [ABSTRACT FROM AUTHOR]

Religious advertising is a new phenomenon in the Ukrainian media space. Starting from 2019 to the time of writing, it has been right in the middle of political battles as a public platform that represents the idea of the Independent Ukrainian Church. Religious advertising with a strong political component has become part of the conflict discourse and is qualified by experts as manipulation. In religious advertising with its social convergence, the creative impulse is mainly formed with verbal means that shape a new cognitive style of gaining religious experience. The new features are represented in God’s speech behavior, speech style, communicative situations with His participation, role distribution, genre preferences and the emotional background of communicative interactions. Ukrainian religious advertising strives to balance short-term political interests and long-term social interests along with eternal values. [ABSTRACT FROM AUTHOR]

The paper presents the influence of social context on illocutionary metonymy in directives evoked by various elements of request scenarios. As the human language activity reflects the physical and social worlds of the intersubjective context (cf. Verschueren 1999), the recognized and construed social relations have an impact not only on addressive forms, but also on the appearance of other elements such as indirectness and its scalarity. Indirect directives are based on illocutionary metonymic scenarios (Panther and Thornburg 1998) and by evoking a part of the scenario referring to the core action they give access to the illocutionary scenario domain. The scalar nature of indirectness (Panther and Thornburg 1998, see also Panther and Thornburg 1999, 2007 and Thornburg and Panther 1997), depends on the number of evoked elements and their conceptual distance from the core of the request. It can be based on conventional grammatical structures (e.g. auxiliary verbs) or giving hints by only introducing the action scenario. As Veres-Guśpiel (2013) has shown the chosen type of indirectness is influenced by social context and the weight of a directive (for the latter, see also Csató and Pléh 1988, Pléh 2012). The main question of the presented research regards types of illocutionary metonymy, that can be experienced in various social contexts and what their frequency of use is.