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261.
Michela Lenzi Alessio Vieno Gianmarco Altoè Luca Scacchi Douglas D. Perkins Rita Zukauskiene Massimo Santinello 《American journal of community psychology》2015,55(3-4):444-454
The findings on the association between Social Networking Sites and civic engagement are mixed. The present study aims to evaluate a theoretical model linking the informational use of Internet‐based social media (specifically, Facebook) with civic competencies and intentions for future civic engagement, taking into account the mediating role of civic discussions with family and friends and sharing the news online. Participants were 114 Italian high school students aged 14–17 years (57 % boys). Path analysis was used to evaluate the proposed theoretical model. Results showed that Facebook informational use was associated with higher levels of adolescent perceived competence for civic action, both directly and through the mediation of civic discussion with parents and friends (offline). Higher levels of civic competencies, then, were associated with a stronger intention to participate in the civic domain in the future. Our findings suggest that Facebook may provide adolescents with additional tools through which they can learn civic activities or develop the skills necessary to participate in the future. 相似文献
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Bárbara M. Brizuela Maria Blanton Angela Murphy Gardiner Ashley Newman-Owens Katharine Sawrey 《Estudios de Psicología》2015,36(1):138-165
AbstractThis paper presents a case study of a first grade student to illustrate the diversity of her understandings related to variables and variable notation. While prior research has documented secondary school students’ difficulties with variables and variable notation, we identify many productive understandings in this much younger student, leading us to question the prevailing argument that students might have difficulties with variables due mostly to their own limitations. We draw our data from a teaching experiment that explored functional relationships. Individual interviews were carried out with a subset of the students in the experiment prior to, as well as mid-way through and at the end of the experiment. This paper focuses on a set of three interviews with one of the first grade students. We illustrate the shifts that occurred in the student’s understandings about variables and variable notation across as well as within each of the three interviews. 相似文献
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In recent international and Australian early childhood curriculum guidelines and child-protection policies, the need for teachers of young children to foster spirituality has been highlighted. However, what this might mean in practice has not been widely explored. This article addresses the more controversial issue of spiritual abuse and the right of children to protection in terms of spiritual development. We present a critique of current definitions taken from research and policy documents. Qualitative data provide the research background. Vignettes are presented to give examples of what spiritual harm might look like in practice. Finally, a strengths-based approach is introduced and strategies are suggested in order to explore the potential of the Strengths Approach (a social justice approach originating from social service practice) to aid early years’ teachers to create spiritually protective learning environments. This approach recognises and values children’s holistic development and wellbeing and supports them to appreciate, engage with and question the world around them with a resilient spirit. 相似文献
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Douglas A. Hicks 《The Journal of religious ethics》2019,47(2):337-354
This article examines inequality from a framework of justice that attends to the socially situated nature of market activity, including exchange. I argue that accounts of unsituated exchange—accounts of market exchange that abstract from social situations, such as philosopher Robert Nozick’s influential libertarian account of justice—overlook various factors that contribute to growing economic inequality in contemporary society. Analyses of market exchange must incorporate the role of “third parties” who play a role in shaping and/or who are affected by economic transactions. The involvement of these additional parties, including the government and future generations, is not interference but, instead, an integral part of the economic and moral accounting of exchange. An approach to justice and inequality which embeds exchange within multiple dimensions of economy and society is needed; the latter part of this article traces such a socially situated approach. 相似文献