How and when does speech-acting generate social innovations

Speaking is a normal, a special and ubiquitous human activity. Speaking or writing as a subjective and willful activity directed at others takes place within a dense set of behavioral norms. Speaking also activates selectively resources, concepts, logics and rules in language. We investigate the power of the language institution, speech-acting, constructed narratives and deliberations in creating social innovations. We look at new organizations, especially the constitution of new groups with operative collective intentions as social innovations. We ask how speech-acting theory can add or deepen insight into the constitution, the creation, the sustainability and the breakdown of organizations. Speech-acting theory has a focus on rationality as reasoning. Both Amartya Sen and John Searle have delved into reasoning – as creative subjectivity in multi-institutional settings. We try to exploit critically some of their philosophical findings into the field of empirical organization and social innovation studies.     

Equal But Not Always Fair: Value‐laden Sharing in Preschool‐aged Children

Prior work has shown that preschoolers divide resources fairly and expect others to do the same. The majority of research, however, has focused on how children make distributions with respect to number. Here we explore whether preschoolers attend to the value of the objects being shared. We presented four‐year‐olds and five‐year‐olds with two puppets and four stickers of different values to split between them. Our central question was whether children would share more valuable stickers with their preferred puppets. In Experiments 1–2, value was induced by making one sticker rarer than the others. In Experiments 3–4, value was measured subjectively (by asking the child which sticker s/he personally preferred). Across all experiments, children made fair numerical splits, but showed favoritism according to value. This work supports the hypothesis that young children coordinate number and value to show both fairness and favoritism when making resource distributions.     

An emerging model of maternity care: Smartphone,midwife, doctor?

BackgroundMobile technology in the form of the smartphone is widely used, particularly in pregnancy and they are an increasing and influential source of information.AimTo describe the diverse nature of pregnancy related applications (apps) for the smartphone and to flag that these apps can potentially affect maternity care and should be considered in future planning of care provision.MethodsThe 2 smartphone platforms, Apple and Android, were searched for pregnancy related apps and reviewed for their purpose and popularity.FindingsiTunes and Google Play returned 1059 and 497 pregnancy related apps respectively. Forty percent of the apps were informative, 13% interactive, 19% had features of a medical tool and 11% were social media apps. By far the most popular apps, calculated as the number of reviews multiplied by average reviewer rating, were those with interactive features.DiscussionThe popularity of pregnancy-related apps could indicate a shift towards patient empowerment within maternity care provision. The traditional model of ‘shared maternity care’ needs to accommodate electronic devices into its functioning. Reliance on healthcare professionals may be reduced by the availability of interactive and personalised information delivered via a smartphone. This combined with the fact that smartphones are widely used by many women of childbearing age, has the potential to modify maternity care and experiences of pregnancy. Therefore it is important that healthcare professionals and policy-makers are more aware of these new developments, which are likely to influence healthcare and alter health-seeking behaviour. In addition healthcare professionals need to consider whether to discuss the use of apps in pregnancy with the women in their care.     

Depressive Symptomatology and Child Abuse in Adolescents with Behavioral Problems

This study focused on the self-reported experience of depressive symptomatology and child abuse in a sample of adolescents with severe behavioral problems. The sample comprised 81 adolescents, from 11 to 18 years of age: 46 boys (56.8%) and 35 girls (43.2%), who at the time of the study were placed under supervision of a Family Supervision Agency or were receiving Youth After-Care and Resettlement Service. An anonymous questionnaire was used, measuring reports of experiences of child abuse (physical abuse, sexual abuse, low care), and reports of depressive symptoms, generally consistent with the criteria listed in the DSM IV for the diagnosis of a Major Depressive Episode (MDE). It was shown that a considerable proportion of the behavioral-problem adolescents reported depressive symptoms and/or had experienced child abuse. Furthermore it appeared that most of the experiences of child abuse in the group with depressive symptomatology referred to multiple forms of child abuse rather than to a single form of abuse. The results suggest that in the group of behavioral-problem adolescents a subgroup of youngsters exists that is characterized by concurrent depressive symptomatology, which can be clearly distinguished from those without concurrent depressive symptomatology, by their reports of child abuse. Implications for prevention and intervention for this subgroup of adolescents with multiple problems are discussed.     

What Lies Underneath? An Inter-organizational Analysis of Collaboration between Education and Social Work

Correspondence to Nadia Farmakopoulou, Neoxoriou 32, 162 31 Byronas, Athens, Greece. Summary This paper draws upon qualitative data from a study that examinesinter-professional and inter-agency collaboration in specialeducational needs assessments. It is shown that, despite theattempts of a number of government policies to intensify andenhance such interactions, collaborative activities in thisfield continue to be limited in extent and poor in quality.A number of possible explanations for these findings are exploredand analysed within an inter-organizational theoretical framework.Although effective and frequent inter-agency collaboration hasproven to be difficult, it is argued that this is not an unattainablegoal, and recommendations are offered in the last section.     

Plant species distribution and spatial habitat heterogeneity in the landscape of urbanizing desert ecosystems in Egypt

Information on the urban flora and vegetation in the industrial new cities in Egypt are insufficient and far from complete. For this reason, this study was undertaken as the first attempt to fill this gap of knowledge. For two successive years (2004 and 2005), a reconnaissance survey was conducted in four new industrial cities: 6th October, El-Sadat, Burg El-Arab and 10th Ramadan; aiming at: (1) recognizing the floristic composition and vegetation structure of each of the studied cities; (2) identifying the main urban habitats dominating the studied cities; (3) comparing the vegetation of the urban habitats at the boundaries of each city, where desert soil merges gradually with the agricultural land, with that at its centre (purely agricultural land); and (4) analyzing, quantitatively, the vegetation groups (plant communities) that characterize the urban habitats. A total of 189 permanent stands in the four cities were selected to represent the apparent variation in the different habitats. These stands were distributed as follows: 49 in 6th October, 37 in El-Sadat, 45 in Burg El-Arab, and 58 in 10th Ramadan. Altogether, 305 species of the vascular plants constituted the main synanthropic flora and the total number of species varied from 171 in Burg El-Arab, 157 in 10th Ramadan, 144 in Sadat and 132 to 6th October. The largest families that formed the main bulk of the recorded flora were Gramineae, Compositae, Leguminosae, followed by Euphorbiaceae, Chenopodiaceae, Cruciferae, Cyperaceae, Umbelliferae and Solanaceae. Five main urban habitats (from inner city toward outskirts) were distinguished: lawns, home gardens, public gardens, waste lands and desert outskirts. The most species-rich habitat was the waste lands (172 species), while the total number of species varied from 104 in the lawns and 113 home gardens, to 123 in the desert and 133 in the public gardens. Generally, the recorded synanthropic flora within the five main urban habitats can be classified into: (1) cultivated plant species that included ornamentals, hedges, shade plants, fodder plants, vegetables and fruits; (2) canal banks, salinized areas and wetland plants; (3) xerophytic plants of the outskirting desert; and (4) weeds of arable lands. Application of multivariate analyses techniques to 4 floristic data matrices yielded 22 TWINSPAN vegetation groups in the cities, and 26 in the five habitats, clearly separated along the first two axes of DCA.     

Tackling the problem of teenage pregnancy in looked‐after children: a peer mentoring approach

Teenage pregnancy is associated with adverse health and social outcomes, even after adjusting for prior disadvantage, and is recognized as a major public health issue. Rates of teenage pregnancy in the UK are among the highest in Europe. Interventions introduced in the past decade to address the problem, such as improved sex and relationships education in schools, have been accompanied by a fall in teenage pregnancy rates in the UK. However, this decline has not been mirrored among looked‐after children. In this paper, we discuss why this may be the case. We suggest that a system of peer mentoring, involving a young person, whose experience of life post‐care has been positive, may be an effective approach to tackling the problem of pregnancy in this group. Peer mentoring has the potential to assist young people in developing self‐esteem, confidence and in making choices regarding their education, personal development and relationships.     

Contextualizing the Education Effect on Women's Employment: A Cross‐National Comparative Analysis

The authors examine how and why the effect of education on women's employment varies cross‐nationally. First, they present a theoretical model that (a) outlines the micro‐level mechanisms underlying education effects on women's employment in the couple context and (b) proposes contextual moderators at the country level. Second, they test the theoretical model against survey data from the United Nations' Generations and Gender Programme for 5 European countries (Austria, France, Germany, Hungary, and Norway). The data comprise 10,048 educationally homogamous heterosexual couples involving a woman age 20–45. The results indicate that more highly educated couples are more likely to have dual‐earner arrangements in each country, yet the strength of education effects varied substantially between countries and across the family life cycle. In contrast to prior work, the authors find that education effects are not generally smaller in countries that are supportive of women's employment. This relation holds only for later child‐rearing phases.     

Equality of opportunity in educational achievement in the Middle East and North Africa

This paper is an empirical investigation of inequality of education opportunities in the Middle East and North Africa (MENA). We use student scores from tests administered by the international consortium Trends in Mathematics and Science Study (TIMSS) for a number of MENA countries and over time since 1999 to estimate the effect of circumstances children are born into on their academic achievement in science and mathematics. We find that inequality of opportunities explains a significant part of the inequality in educational achievements in most MENA countries, but there is ample heterogeneity. Family background variables are the most important determinants of inequality in achievement, followed by community characteristics. The results show that, despite great efforts in past decades to invest in free public education, most MENA countries are less opportunity equal in educational achievement than European countries, and several are less so than Latin America and the United States. From the variation in inequality of education opportunities across countries and over time we draw lessons on the influence of different education systems or changes in policy on equality of opportunity.