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If what sociologists call “social structures” are understood to be recurrent patterns of joint action, then the charge that interactionism suffers from an astructural bias falls apart, because such patterns of joint action are what interactionists routinely study. The problem, then, is not that interactionism fails to grasp structure, but that much of the mainstream of sociology fails to grasp process. It is this aprocessual bias that impedes a full understanding of how inequality is created and reproduced. The case of capitalism is used to show how an interactionist focus on process can illuminate the workings of a large-scale economic system. I treat capitalism as a macro interaction order, à la Goffman, and then employ the tools of dramaturgical sociology to analyze the recurrent patterns of joint action of which capitalism consists. This form of dramaturgical analysis is applied to two fictional stories as a way to show how capitalism depends on normative and procedural rules, cognitive presuppositions, and ritual forms – all of which are typically rendered invisible by aprocessual bias. The concepts of side bets, identity stakes, and nets of accountability are developed to complete the analysis.

David R. Maines was a founder of the Society for the Study of Symbolic Interaction, a fierce defender and practitioner of interactionist sociology, and cross-disciplinary pioneer, bridging sociology and communication research in the study of narrative. He invariably gathered collaborative circles of colleagues and students around him wherever his intellectual travels took him. Here, I recall the collaborative circle that formed with him at its center at Penn State in the late 1980s and early 1990s. This was a time of both personal and professional turmoil for David, and also prolific scholarly achievement. I then introduce other contributions to this volume that feature others' remembrances and appreciations of David's life and work.

In Collection Building, Vol. 8, No. 4, a bibliography of U.S. government publications on AIDS from 1981 to September 1986 appeared. This annotated bibliography updates that work, covering legislative materials from 1986 to 1989. Documents that have information prior to 1986 are included when they were not published until 1986, such as a congressional hearings from 1985. This bibliography is thorough and comprehensive in its coverage of legislative materials, with an exception of two items from the Congressional Research Service. Contractor documents from the Office of Technology Assessment are included when found, but there is no systematic method to identify such sources.

The purpose of this paper is to outline the historical background and policy context of mental health services for people with intellectual disability (ID) in Ireland. It then considers recent implementation and lessons from the Irish experience.

The policy background and research literature relevant to the development of mental health services for people with ID in Ireland was reviewed and discussed.

Mental health services in Ireland remain in a state of change, moving towards the implementation of specialist multi-disciplinary teams in the community, alongside previous models of care and service.

This paper summarises recent advances and research regarding mental health services for people with ID in Ireland.

The paper illustrates the process of delivering changes to mental health services with practical implications for mental health services internationally.

This is the first paper in many years to summarise the development of mental health services for people with ID in Ireland. There has been considerable recent change and it is therefore important to provide a useful reference for the current status of services.

The purpose of this paper is to explore the role of culture in shaping the caregiving experiences of British South Asian families caring for a child with developmental disabilities in the UK. In particular it explores how the coexistence of two distinct cultures (British/South Asian) impacts upon these caregiving experiences.

A qualitative design using in-depth interviews and interpretative phenomenological analysis was used with seven parents identifying as British South Asian who had been born in the UK or had moved to the UK as young people.

Three master themes emerged: living with loss, uncertainty and overwhelming responsibility; learning about disability and facing stigma; and having to cope.

Using a relatively homogeneous sample of carers this study provides an insight into how exposure to two different cultures shapes the understanding and adaptations of British South Asian carers in the UK.

Issues in the acculturation of these parents emerge which demonstrate the tensions they face in relating to both South Asian and Western cultural influences. The study makes recommendations for how services can work with such families in order to help them make sense of their children’s disability, access culturally appropriate support and cope with the numerous demands of being a caregiver.

This paper contributes to a growing literature on the experience of South Asian parents who care for children with intellectual disabilities. It has important messages for workers about how to support these individuals most effectively.

The purpose of this paper is to present an affect-based perspective to explain levels of social media engagement.

This study uses face-to-face long interviews and online observation of the Facebook profiles of respondents over an eight-month period.

Social media engagement varies depending on a user’s current and desired affective state. When individuals are in a low to moderately aroused negative affective state (such as feeling bored or upset), individuals tend to spend time passively consuming content: the lowest level of engagement. In a low to moderately aroused positive mood state (such as happiness), users both passively consume and actively participate with relevant content by liking and commenting on existing content. When users are in a highly aroused positive affective state, the propensity to create original content is greater, reflecting the highest level of engagement. When users are in a highly aroused negative affective state (such as being angry at a brand), users are motivated to vent on social media to manage the mood. Conversely, when users are in a highly aroused negative affective state related to personal trauma, the avoidance of engagement on social media is evident.

Brands can increase the likelihood of consumers creating positive consumer–brand stories offline and online by priming consumer affect.

This study explores how a desired affective state motivates varying levels of user engagement with different types of content on social media.

Students with developmental/intellectual disabilities (ID/DD) often have serious health issues that require additional medical care and supervision. Serious health issues also mean increased absence and additional lags in academic achievement and development of adaptive and social skills. The incorporation of artificial intelligence in the education of a child with ID/DD could ameliorate the educational, adaptive and social skill gaps that occur as a direct result of persistent health problems.

The literature regarding the use of artificial intelligence in education for students with ID/DD was collected systematically from international online databases based on specific inclusion and exclusion criteria. The collected articles were analyzed deductively, looking for the different gaps in the domain. Based on the literature, an artificial intelligence–based architecture is proposed and sketched.

The findings show that there are many gaps in supporting students with ID/DD through the utilization of artificial intelligence. Given that the majority of students with ID/DD often have serious and chronic and comorbid health conditions, the potential use of health information in artificial intelligence is even more critical. Therefore, there is a clear need to develop a system that facilitates communication and access to health information for students with ID/DD, one that provides information to caregivers and education providers, limits errors, and, therefore, improves these individuals' education and quality of life.

This review highlights the gap in the current literature regarding using artificial intelligence in supporting the education of students with ID/DD. There is an urgent need for an intelligent system in collaboration with the updated health information to improve the quality of services submitted for people with intellectual disabilities and as a result improving their quality of life.

This study contributes to the literature by highlighting the gaps in incorporating artificial intelligence and its service to individuals with ID/DD. The research additionally proposes a solution based on the confounding variables of students’ health and individual characteristics. This solution will provide an automated information flow as a functional diagnostic and intervention tool for teachers, caregivers and parents. It could potentially improve the educational and practical outcomes for individuals with ID/DD and, ultimately, their quality of life.