The Impact of Internet Usage on Adolescent Self-Identity Development

This study examines the impact of Internet usage on the self-identity development in 10 students between the ages of 12 and 18. Using Erickson\u27s Ego Identity Theory, the computer mediated communication (CMC) practices of students from private and public schools are evaluated through in-depth interviews. All students are frequent users of instant relay chat (IRC) and have a minimum of one year of experience with Instant Messenger. Identity development is examined using questions generated from a modified form of the Objective Measure of Ego-Identity Status developed by Adams and Ryan (2000). The four dimensions of Identity Development examined here are avoidance decision-making, identity formation, self-reflection and ego strength or fidelity. Results indicate Internet usage impacts each of these dimensions in the adolescents studied. Implications and limitations of the study are discussed. [China Media Research. 2007; 3(1):99-109]

Bridges, brokers and boundary spanners in collaborative networks: a systematic review

BackgroundBridges, brokers and boundary spanners facilitate transactions and the flow of information between people or groups who either have no physical or cognitive access to one another, or alternatively, who have no basis on which to trust each other. The health care sector is a context that is rich in isolated clusters, such as silos and professional “tribes,” in need of connectivity. It is a key challenge in health service management to understand, analyse and exploit the role of key agents who have the capacity to connect disparate groupings in larger systems. MethodsThe empirical, peer reviewed, network theory literature on brokerage roles was reviewed for the years 1994 to 2011 following PRISMA guidelines. ResultsThe 24 articles that made up the final literature set were from a wide range of settings and contexts not just healthcare. Methods of data collection, analysis, and the ways in which brokers were identified varied greatly. We found four main themes addressed in the literature: identifying brokers and brokerage opportunities, generation and integration of innovation, knowledge brokerage, and trust. The benefits as well as the costs of brokerage roles were examined. ConclusionsCollaborative networks by definition, seek to bring disparate groups together so that they can work effectively and synergistically together. Brokers can support the controlled transfer of specialised knowledge between groups, increase cooperation by liaising with people from both sides of the gap, and improve efficiency by introducing “good ideas” from one isolated setting into another. There are significant costs to brokerage. Densely linked networks are more efficient at diffusing information to all their members when compared to sparsely linked groups. This means that while a bridge across a structural hole allows information to reach actors that were previously isolated, it is not the most efficient way to transfer information. Brokers who become the holders of, or the gatekeepers to, specialised knowledge or resources can become overwhelmed by the role and so need support in order to function optimally

Defining a curriculum for offenders : a case study of the development and implementation of a curriculum intervention incorporating e-learning in a prison establishment.

The context for this study is set within a brief historical account of the development of prison education up to and including present day policies. The current policy background encompasses the Offender Learning Journey, Offender Learning and Skills Service and the government's Green Papers Reducing Re-Offending through Skills and Employment (2005) and Next Steps (2006). Furthermore, the literature review considers education and employment discourse in relation to social exclusion and participation in learning. The research design is predominately qualitative within a single case study framework, utilising a mixed methods approach. It investigates perceptions of staff and offenders to the development and implementation of a curriculum intervention involving an integrated full-time programme of production, training and e-Iearning delivered in a prison establishment. The rising prison population resulted in an expansion programme which saw a new residential unit, workshop and learning and skills activity centre built to accommodate an extra 180 adult male offenders in the case study establishment. This provided the opportunity, as an insider researcher, to explore specifically the development and implementation of a curriculum intervention integrating technology into one of the new workshop facilities. The three partners namely, the Prison Service, OLASS and Learndirect college providers collaborated together on the integrated programme. Hence, research has been conducted at a practical level describing obstacles and outcomes of a local initiative adopting a partnership approach to the said curriculum intervention and the responses of a purposive sample of 5 staff and 6 offenders to it. Data was analysed using a grounded theory approach and research conclusions suggest that barriers/obstacles are not unique to the case study establishment particularly when integrating technology into the curriculum. Furthermore, some negative staff attitudes emerged but this did not undermine the project. The study indicates effective tripartite working which was instrumental to the success of the intervention which motivated and engaged offenders to succeed

How important is ‘implementation science’ for national genomics policy?

The traditional translation pathway of ‘bench- to-bedside’ will not be enough to integrate genomics into routine clinical care. It requires the use of validated and systematic ‘implementation science’ methods. Within the pipeline of evidence-based translation of new technologies, implementation science is the phase that informs policy regarding the appropriateness, adoption, feasibility, acceptability, fidelity, penetration, and sustainability of technologies being transferred from research settings into the real world. Without implementation science, barriers can emerge unchecked and key drivers neglected. Health services researchers now have a large knowledge base which identifies barriers and drivers for implementation of new technologies into healthcare

Network structure and the role of key players in a translational cancer research network: a study protocol

Introduction: Translational research networks are a deliberate strategy to bridge the gulf between biomedical research and clinical practice through interdisciplinary collaboration, supportive funding and infrastructure. The social network approach examines how the structure of the network and players who hold important positions within it constrain or enable function. This information can be used to guide network management and optimise its operations. The aim of this study was to describe the structure of a translational cancer research network (TCRN) in Australia over its first year, identify the key players within the network and explore these players'opportunities and constraints in maximising important network collaborations. Methods and analysis: This study deploys a mixed-method longitudinal design using social network analysis augmented by interviews and review of TCRN documents. The study will use network documents and interviews with governing body members to explore the broader context into which the network is embedded as well as the perceptions and expectations of members. Of particular interest are the attitudes and perceptions of clinicians compared with those of researchers. A co-authorship network will be constructed of TCRN members using journal and citation databases to assess the success of past pre-network collaborations. Two whole network social network surveys will be administered 12 months apart and parameters such as density, clustering, centrality and betweenness centrality computed and compared using UCINET and Netdraw. Key players will be identified and interviewed to understand the specific activities, barriers and enablers they face in that role. Ethics and dissemination: Ethics approvals were obtained from the University of New South Wales, South Eastern Sydney Northern Sector Local Health Network and Calvary Health Care Sydney. Results will be discussed with members of the TCRN, submitted to relevant journals and presented as oral presentations to clinicians, researchers and policymakers.8 page(s

Who are the key players in a new translational research network?

BackgroundProfessional networks are used increasingly in health care to bring together members from different sites and professions to work collaboratively. Key players within these networks are known to affect network function through their central or brokerage position and are therefore of interest to those who seek to optimise network efficiency. However, their identity may not be apparent. This study using social network analysis to ask: (1) Who are the key players of a new translational research network (TRN)? (2) Do they have characteristics in common? (3) Are they recognisable as powerful, influential or well connected individuals? MethodsTRN members were asked to complete an on-line, whole network survey which collected demographic information expected to be associated with key player roles, and social network questions about collaboration in current TRN projects. Three questions asked who they perceived as powerful, influential and well connected. Indegree and betweenness centrality values were used to determine key player status in the actual and perceived networks and tested for association with demographic and descriptive variables using chi square analyses. ResultsResponse rate for the online survey was 76.4% (52/68). The TRN director and manager were identified as key players along with six other members. Only two of nine variables were associated with actual key player status; none with perceived. The main finding was the mismatch between actual and perceived brokers. Members correctly identified two of the three central actors (the two mandated key roles director and manager) but there were only three correctly identified actual brokers among the 19 perceived brokers. Possible reasons for the mismatch include overlapping structures and weak knowledge of members. ConclusionsThe importance of correctly identifying these key players is discussed in terms of network interventions to improve efficiency

Patterns of collaboration in complex networks: The example of a translational research network

BackgroundThis paper examines collaboration in a complex translational cancer research network (TRN) made up of a range of hospital-based clinicians and university-based researchers. We examine the phenomenon of close-knit and often introspective clusters of people (silos) and test the extent that factors associated with this clustering (geography, profession and past experience) influence patterns of current and future collaboration on TRN projects. Understanding more of these patterns, especially the gaps or barriers between members, will help network leaders to manage subgroups and promote connectivity crucial to efficient network function.MethodsAn on-line, whole network survey was used to collect attribute and relationship data from all members of the new TRN based in New South Wales, Australia in early 2012. The 68 members were drawn from six separate hospital and university campuses. Social network analysis with UCInet tested the effects of geographic proximity, profession, past research experience, strength of ties and previous collaborations on past, present and future intended partnering.ResultsGeographic proximity and past working relationships both had significant effects on the choice of current collaboration partners. Future intended collaborations included a significant number of weak ties and ties based on other members’ reputations implying that the TRN has provided new opportunities for partnership. Professional grouping, a significant barrier discussed in the translational research literature, influenced past collaborations but not current or future collaborations, possibly through the mediation of network brokers.ConclusionsSince geographic proximity is important in the choice of collaborators a dispersed network such as this could consider enhancing cross site interactions by improving virtual communication technology and use, increasing social interactions apart from project related work, and maximising opportunities to meet members from other sites. Key network players have an important brokerage role facilitating linkages between groups

Addressing Articulation and Common Language between 11th and 12th Grade \u27English Language Arts and College-Level English in the California Community College

ABSTRACT For several years, college-level remediation in English and mathematics has been of great concern for California community colleges and four-year colleges and universities. The cost of remediation has skyrocketed into the billions of dollars for postsecondary institutions. Placement tests are required for most students before they are permitted to enroll in any college courses. These placement tests determine in what English and/or math class students will begin their college experience. At issue is that many students who successfully complete high English in the 11th & 12 grades (earn an A or B) are placing into a remedial English class. In 2012, the California Community College Chancellor\u27s Office (CCCCO) reported that over 70 percent of new college students were required to take a remedial English and/or math class. The same is occurring in the California State University (CSU) system. In 2012, 18,690 (33%) CSU first-time freshmen system-wide needed remediation in English. Because of the high rate of remediation among California students in postsecondary institutions, questions have been raised concerning the disconnect between high school English and math and college-level English and math. A mixed-method study will address grades and other variables as predictors of English placement into a community college English course and common language between Common Core State Standards and college-level English course content