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Rooted in adult fear, adult authority aims to protect and control youth (Gannon, 2008; Valentine, 1997). Continuously negotiating for freedom, youth search for adult-free public spaces and are therefore extremely attracted to social networking sites (boyd, 2007, 2014). However, a significant portion of youth now includes adult authorities within their Facebook networks (Madden et al., 2013). Thus, this study explores how youth navigate familial- and educational-adult authorities across social networking sites in relation to their local peer culture.

Through semi-structured interviews, including youth-centered and participant-driven social media tours, 82 youth from the Northeast region of the United States of America (9–17 years of age; 43 females and 39 males) shared their lived experiences and perspectives about social media during the summer of 2013.

In their everyday lives, youth are subjected to the normative expectations emerging from peer culture, school, and family life. Within these different and at times conflicting normative schemas, youth’s social media use is subject to adult authority. In response, youth develop intricate ways to navigate adult authority across social networking sites.

Adult fear is powerful, but fragile to youth’s interpretation; networked publics are now regulated and youth’s ability to navigate then is based on their social location; and youth’s social media use must be contextualized to be holistically understood.

The view of Karl Marx as “revolutionary” endorsing violent overturn of the capitalist system is standard textbook fare filtering through to popular and professional opinion. John Stuart Mill specialists frequently contrast their subject with Marx in this regard. The perspective on Marx as “revolutionary” is unconvincing, for Marx was no less “evolutionary” than Mill, his version of evolution reflecting concern that reformist measures to correct perceived injustices in the capitalist-exchange system might assure its permanence, and extending to the stage following a proletarian political takeover which might itself occur by way of democratic voting enabled by extensions of the franchise accorded by the capitalist state itself. Our demonstration prefaces a speculative evaluation of Mill’s stance regarding Marx – “speculative” since Mill apparently never read Capital. In particular, Mill would doubtless have welcomed Marx’s position, for to differentiate him from the continental “revolutionaries” makes excellent sense considering his principle that when it comes to prediction all depends on ruling circumstances coupled with his evolutionism including allowance after a proletarian takeover of a residual capitalist sector, income inequality, and compensation of expropriated property owners. By the same token he would have found unpalatable Marx’s vision for a more distant communism of a central-controlled system.

This paper examines whether new media can address low levels of political engagement among youth. This paper reports the results of an experiment conducted in 2010 and 2011 where a random sample of participants were exposed to a variety of online news sources. The experiment is unique in recognizing the varied ways in which online news is accessed and acquired by users, including through social networks, and in assessing how different news stories affect political interest. Interest in local politics was higher for youth who were exposed to a variety of online news sources as opposed to those youth who were not exposed to these sources. In addition, use of online news increased political interest, controlling for prior levels of political interest. The results affirm the potential of online news sources to stimulate youth’s interest and engagement in politics.

This paper presents the results of research carried out by the Media Education for Sustainability Project, based at the Federal University of Triangulo Mineiro (UFTM). The project investigated the potential for engaging marginalized communities with educational centers to generate and utilize media and networks, which can be used to promote healthier and resilient lifestyles in the community.

The project’s activities used the “Design of Meaning” theoretical framework to design collaborative group work in order to foster key skills for promoting agency and awareness of local problems affecting the environment. Underpinned by Action Research methodology, a series of workshops were piloted with the participation of 20 secondary school students.

Results suggested that such a creative learning environment can help students develop the skills needed to be active citizens, such as the ability to access, evaluate, use, and contribute to public information addressing issues of democratic participation and accountability. Nevertheless, challenges centered around student motivation and difficulties in engaging with their communities’ contexts will need to be dealt with in future Action Research cycles.

Based on our observations during the workshops, and subsequent feedback from participants, we suggest that Media Education tools show potential for improving school learning, encouraging the community in the search for answers based on local knowledge, and engaging students in a debate about critical issues and challenges at the local level. We believe that this outcome was achieved in part due to the deployment of multimodal languages and creative use of technologies.

Occupational stress occurs in a variety of forms, types, and situations. Arguably, a certain level of stress can encourage productivity, ingenuity, and satisfaction. As occupational stress escalates, however, people’s capacity to deal with it diminishes, eventually compromising work performance and provoking people to express negative emotions. These negative aspects of stress are buffered to a certain extent by individual differences such as personality as well as external contextual factors such as the working environment. This chapter reports a study applying an affective events theory (AET) as a framework to investigate perceived stress in response to negative events in emergency services’ workplaces and the potential buffering effects of servant leadership, affective team climate, and psychological capital. An experience sampling methodology (ESM) was used to record daily cases of self-reported negative events experienced by participants over the three week data-collection period. A structured survey questionnaire independent of the ESM was also used to collect data from 44 emergency service operation members. The findings indicate that servant leadership behavior, affective team climate, and individual psychological capital all are significantly related to reduced perceived occupational stress in emergency service team members.

The purpose of this study was to determine the extent to which academic researchers consider the relationship between broadband access and children’s information seeking in the United States. Because broadband has been cited as an essential element of contemporary learning, this study sought to identify gaps in the attention given to the role of broadband in the information seeking environment of youth.

The researchers conducted a mixed method synthesis of academic research published in peer-reviewed journals between 1991 and 2011 that reported the information seeking of children aged 5–18 years. Quantitative and qualitative data were gathered from leading databases, analyzed separately, and conclusions drawn from integrated results.

The results of this study indicated that broadband is rarely considered in the design of children’s information seeking published in peer-reviewed research journals. Only 15 studies showed any presence of broadband in study design or conclusions. Due to the small number of qualifying studies, the researchers could not conduct the synthesis; instead, the researchers conducted a quantitative relationship analysis and qualitative content analysis.

Given the focus of policymaking and public discussion on broadband, its absence as a study consideration suggests a crucial gap for scholarly researchers to address.

The data set included only studies of children in the United States, therefore, findings may not be universally applicable.

Despite national imperatives for ubiquitous broadband and a tradition of information seeking research in library and information science (LIS) and other disciplines, a lack of academic research about how broadband affects children’s information seeking persists.

Children must meet various physical demands during the school day in order to be successful from both an educational and a social standpoint. They use important motor skills to move in the halls, sit quietly at a desk, and participate with peers on the playground. Physical therapists play an important role in facilitating the development of these motor skills in order to allow for optimal participation and socialization for each student. This chapter provides a description of the various roles played by the physical therapist within the school setting. The physical therapist may provide direct service to children receiving related services, indirect service to teachers and other staff by providing instruction or recommendations for children within the classroom setting, and consultation for staff and administration addressing issues that affect the student population as a whole.

The current study was designed to examine how and why divorced parents use computers and the Internet for communication with their coparent and with their child(ren).

The current study utilized the uses and gratification perspective. A subsample of 178 divorced parents with at least one child aged 25 or younger from a larger research project participated. Parents were recruited to participate in a 15-minute online survey through email listservs with a nationwide and demographically diverse reach.

Analyses revealed that divorced parents are active users of technology, for communicating with their child(ren) as well as with the child(ren)’s other parent. In addition, parents were comfortable using the Internet and accessing online parenting information, citing few barriers to use.

We did not capture the reasons for communicating or the content of communication. Future research should use innovative methodologies and measures to better understand the use of specific technologies and tools to negotiate boundaries between coparents living apart. In addition, a larger, more diverse sample might reveal different patterns of divorced parents’ technology use.

Technology allows for asynchronous communication, staying up to date, making plans, and making decisions with minimal interaction, and thus maintaining boundaries. Our evidence suggests technology could help parents find areas of agreement around their children’s lives in a less contentious environment.

This study provides the essential groundwork for further examination of ways to support coparent communication via technology.