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Journal articles on the topic 'Advocacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Nowobilska-Dean, Krystyna, and Nicole Rajan-Brown. "Leadership in Action: Authors Advocacy: Let’s Get Political." Student Midwife 5, no. 3 (July 15, 2022): 22. http://dx.doi.org/10.55975/bnww8549.

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A definition of the role of the midwife would be lost without advocacy, a core action of students and midwives globally. The Latin word for raising voices is ‘advocare’. The French word for lawyer is ‘advocat’. The roots of advocacy are political – but most importantly, advocacy is a verb. Something to be actively done: to support, to speak out.1 Applying this to midwifery starts with supporting families, extending to colleagues and the system itself.

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2

Burke, Meghan M., Catherine K. Arnold, and Aleksa L. Owen. "Sibling Advocacy: Perspectives About Advocacy FromSiblings of Individuals With Intellectual and Developmental Disabilities." Inclusion 3, no. 3 (September 1, 2015): 162–75. http://dx.doi.org/10.1352/2326-6988-3.3.162.

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Abstract As individuals with intellectual and developmental disabilities (IDD) live longer and begin to outlive their parents, siblings take on greater supportive roles including advocacy. Yet, little is known about the ways in which siblings advocate with and for their brothers and sisters with IDD as well as for broad, systemic changes. In this study, we conducted four focus groups (N = 18) with siblings of individuals with IDD. We found that siblings defined and engaged in case advocacy (i.e., advocacy on behalf of their brothers and sisters with IDD) and cause advocacy (i.e., advocacy for larger systemic changes). Regarding case advocacy, siblings were motivated to advocate to secure appropriate services for their brothers and sisters. For cause advocacy, siblings attempted to create sweeping changes for individuals with IDD by educating others and participating in collective advocacy methods. Regardless of the type of advocacy, all siblings felt they needed more information and peer support to effectively advocate. Implications for research, policy, and practice are discussed.

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3

Wei, Qin. "Political Engagement, Skill Application and Creativity in Social Advocacy." Technium Social Sciences Journal 23 (September 9, 2021): 684–88. http://dx.doi.org/10.47577/tssj.v23i1.4454.

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Social advocacy is a core component and routine activity of social work. This paper focuses on several important elements in social advocacy. It discusses the necessity of political engagement in social advocacy, explores the application of advocacy skills with a case analysis of Wet’suwet’en solidarity advocacy of Indigenous Peoples, and examines the use of creative advocacy strategies in social work practice. It argues that a good social advocate should positively engage politics, effectively apply diverse and appropriate skills, and actively demonstrate creativity for achieving the advocacy aim and adjusting to the social change.

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4

Fullen, Matthew C. "Medicare Advocacy for the Counselor Advocate." Adultspan Journal 15, no. 1 (April 2016): 3–12. http://dx.doi.org/10.1002/adsp.12015.

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5

Halsan, Nate. "Everyday Advocacy: Advocacy and Building Relationships." Children and Libraries 17, no. 3 (September 3, 2019): 37. http://dx.doi.org/10.5860/cal.17.3.37.

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I’ve worked as a children’s librarian for five years. Over the last two, I’ve served with ALSC’s Advocacy and Legislation Committee. Yet I have to admit, I am still learning the role of a librarian advocate. I’ll be honest, it often feels overwhelming, and I am not sure that feeling will ever dissipate.There is a lot to think about. From local to state and federal stakeholders, I sometimes feel my perch at the kid’s desk isn’t the place where real advocacy happens. How can I rally support for libraries at all levels? It’s not just a question for a librarian who serves on an advocacy committee. I am sure it’s a question we all ask ourselves.

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Burke, Meghan M., Kristina Rios, and Chung eun Lee. "Exploring the Special Education Advocacy Process According to Families and Advocates." Journal of Special Education 53, no. 3 (November 28, 2018): 131–41. http://dx.doi.org/10.1177/0022466918810204.

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Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent–advocate dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school’s response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed.

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Bobek, Donna D., Amy M. Hageman, and Richard C. Hatfield. "The Role of Client Advocacy in the Development of Tax Professionals’ Advice." Journal of the American Taxation Association 32, no. 1 (March 1, 2010): 25–51. http://dx.doi.org/10.2308/jata.2010.32.1.25.

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ABSTRACT: A primary responsibility of tax professionals is to be an advocate for their clients (AICPA 2000). Prior studies have shown mixed results on how the advocate role influences tax professionals’ decision processes and outcomes (e.g., Cloyd and Spilker 1999; Davis and Mason 2003; Barrick et al. 2004; Kahle and White 2004). In this study, we consider how advocacy may be at least partially context-specific, introduce the construct of client-specific advocacy, and thoroughly examine the influence of advocacy attitudes on a number of steps in the judgment and decision-making process. Consistent with attitude theory, we report experimental results that suggest client characteristics influence tax professionals’ advocacy attitudes. We also find that client-specific advocacy influences process variables such as the weighting of evidence and decision outcomes such as the recommendation of tax advice. The results of the study indicate that tax professionals may be unintentionally influenced by client attributes when making judgments and may have difficulty separating their advocacy and evidence evaluation roles.

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8

Luft, LeeAnne M. "The essential role of physician as advocate: how and why we pass it on." Canadian Medical Education Journal 8, no. 3 (July 4, 2017): e109-116. http://dx.doi.org/10.36834/cmej.36925.

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There is consensus amongst regulatory and certifying associations that the role of physician as advocate is a fundamental competency for Canadian physicians. Understanding what advocacy is and looks like in daily practice is integral to achieving this competency. Identifying barriers and exploring how we as physicians acquire the skills of advocacy are discussed. The current state of advocacy in medical education is reviewed as the starting point for exploring how best to foster the skills of physician as advocate.

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9

Martin, Amy. "Everyday Advocacy: Advocacy Shade!" Children and Libraries 17, no. 1 (March 14, 2019): 40. http://dx.doi.org/10.5860/cal.17.1.40.

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10

Gohlke, Angela L., Katherine M. Murphy, Megan E. Cannell, David B. Ray, and Melinda J. Burnworth. "Igniting the Fire Within." Journal of Pharmacy Practice 26, no. 3 (April 3, 2013): 165–70. http://dx.doi.org/10.1177/0897190013482333.

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Due to the expanding role of pharmacy in health care, it is imperative that pharmacy professionals work together to advocate for the profession. An English-language only literature search was conducted of the PubMed and Medline databases using the key words advocacy, grassroots, political action committee, lobbying, politics, political action, legislation, letter writing, pharmacy, pharmacist, Capitol Hill. Up-to-date information regarding pharmacy-specific advocacy was limited and difficult to locate. Information from the literature search was supplemented with interviews of professionals actively engaged in advocacy, personal experience, and Web sites of national pharmacy organizations. This primer ignites the fire for political advocacy within pharmacy professionals by reinforcing the significant impact that advocacy has on the profession and by providing information on how to become involved. The primer provides a comprehensive “pocket guide” of resources combined into an easy-to-use reference for pharmacy professionals and outlines a structured approach on how to become a pharmacy advocate, ranging from a minimal level of involvement to master political activist, and to promote interest among pharmacy professionals to become more engaged with advocacy. Even a small act of advocacy or volunteerism can transform a spark into a raging fire.

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11

Goodman, Lisa A., Joshua M. Wilson, Janet E. Helms, Nettie Greenstein, and Julia Medzhitova. "Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model." Counseling Psychologist 46, no. 2 (February 2018): 122–53. http://dx.doi.org/10.1177/0011000018757168.

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Counseling programs across the country are increasingly incorporating social justice advocacy training into their curricula. However, much remains to be learned about the developmental processes by which students develop advocacy skills and apply those skills after they graduate. To address these questions and drive further innovation in the field of advocacy training, we conducted an evaluation of the Community Advocacy Project, a yearlong microlevel advocacy training model that teaches mental health counseling master’s students to use relationship-centered advocacy with individuals in marginalized communities. We interviewed 19 counselors within 2.5 years of their graduation from the project about their experiences of the program and their current advocacy work. Using qualitative description, we developed a model describing processes of Internal Grappling, Building the Advocacy Relationship, and Integrating the Advocate Identity that highlights the importance of a yearlong one-on-one advocacy relationship, intensive reflection and supervision, and community collaboration.

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Goldman, Samantha E., Meghan M. Burke, Ellen G. Casale, Morgan A. Frazier, and Robert M. Hodapp. "Families Requesting Advocates for Children With Disabilities: The Who, What, When, Where, Why, and How of Special Education Advocacy." Intellectual and Developmental Disabilities 58, no. 2 (April 1, 2020): 158–69. http://dx.doi.org/10.1352/1934-9556-58.2.158.

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Abstract Because parents face barriers in advocating for their children within the special education system, some families request help from a special education advocate. In this study, we evaluated the perceptions of caregivers who requested advocacy support to understand why, for whom, when, and where the advocacy services were needed; how the advocate helped; and what the outcomes of the advocacy process were and which variables related to better outcomes. We conducted structured interviews with 36 families who had requested help and connected with an advocate over a 3-year period. Compared to national norms, families were more likely to request an advocate if their child had ASD, was in elementary school, and lived in non-rural areas. Family requests were most often for advocate attendance at IEP meetings; help to resolve disagreements with the school concerning supports and services; and information about school services and parental rights. Most advocate assistance was for a short duration, although a longer duration process, advocate attendance at meetings, and more intensive advocate assistance were all related to better outcomes. Most participants were satisfied with the advocate and with the end-result of the advocacy process. Findings are discussed in terms of implications for future research and practice.

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13

Nzomo, Peggy, and Paul Fehrmann. "Advocacy engagement." Journal of Information Literacy 14, no. 1 (June 5, 2020): 41. http://dx.doi.org/10.11645/14.1.2695.

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The current research sought to identify what skills, knowledge, and behaviours (SKBs) in advocacy engagement are closely associated with information literacy skills. The paper examines what role information literacy (IL) skills play in making one an effective advocate by drawing on everyday life situations that involve advocacy such as self-advocacy, social advocacy, patient advocacy, parent advocacy, and policy advocacy. A rapid scoping review was completed using articles published within the last ten years (2008–2019). The articles were retrieved from Academic Search Complete, a multidisciplinary database. The aim of our initial review was to identify what skills, knowledge and behaviours are deemed essential for everyday life situations that involve advocacy. Charting of the literature was then used to map the skills, knowledge and behaviours mentioned in relation to advocacy to information literacy skills. Results showed how the knowledge component in advocacy engagement is closely associated with various IL skills such as finding information, evaluation of information and sharing information. Implications of the study point towards the importance of emphasising IL instruction in broader contexts beyond higher education and/ or academic libraries. The study shows that IL skills are important in the public realm and in primary (elementary) and secondary (high) school contexts as well. Therefore, public librarians and school librarians should be just as engaged in equipping their patrons/clientele with IL skills that may be needed for different types of advocacy such as self-advocacy, parent advocacy and patient advocacy. The study also has implications for humanitarian research and research that involves situations of information poverty as these contexts will often involve advocacy work as well.

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14

Chenoweth, Cassie. "Public Awareness and Advocacy Committee: Advocacy in a Global Pandemic." Children and Libraries 18, no. 4 (January 12, 2021): 36. http://dx.doi.org/10.5860/cal.18.4.36.

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The COVID-19 pandemic has shaken up our professional and personal lives more than anyone could have expected. There has never been a more important time to advocate for libraries, specifically children’s services. We have all learned some incredibly valuable lessons about library advocacy during this unprecedented time. The following are library advocacy tips to be used at any time, pandemic or not.

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15

Patch, Christina M., Terry L. Conway, Jacqueline Kerr, Elva M. Arredondo, Susan Levy, Chad Spoon, Katie J. Butte, et al. "Engaging older adults as advocates for age-friendly, walkable communities: The Senior Change Makers Pilot Study." Translational Behavioral Medicine 11, no. 9 (July 22, 2021): 1751–63. http://dx.doi.org/10.1093/tbm/ibab098.

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Abstract As the U.S. population ages, communities must adapt to help older adults thrive. Built environment features, like safe sidewalks and crosswalks, provide the foundation for age- and physical activity-friendly communities. Controlled studies are needed to evaluate advocacy training programs that instruct and support seniors to advocate for more walkable neighborhoods. The Senior Change Makers Pilot Study evaluated an advocacy program that taught seniors to evaluate pedestrian environments using the validated MAPS-Mini audit tool, identify barriers, and advocate for improvements. Participants (n = 50) were recruited from four low-income senior housing sites in San Diego, CA, which were randomly assigned to an 8-week advocacy program or physical activity (PA) comparison intervention. Evaluation included surveys, accelerometers to assess PA, and direct observation. Primary outcomes were seniors’ advocacy confidence and skills. Main analyses used repeated measures ANOVAs. Seniors in the advocacy condition (n = 17) increased their advocacy outcome efficacy (p = .03) and knowledge of resources (p = .04) more than seniors in the PA condition (n = 33). Most seniors in the advocacy condition completed a street audit (84%), submitted an advocacy request (79%), or made an advocacy presentation to city staff (58%). Environmental changes included repairs to sidewalks and crosswalks. City staff approved requests for lighting, curb cuts, and crosswalk markings. Seniors’ accelerometer-measured PA did not significantly increase, but self-reported transportation activity increased in the PA condition (p = .04). This study showed the potential of advocacy training to empower seniors to make communities more age- and activity-friendly.

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16

Lapkin, Andrii. "ON THE CORRELATION OF ADVOCACY AND ENTREPRENEURSHIP." Law Journal of Donbass 77, no. 4 (2021): 93–100. http://dx.doi.org/10.32366/2523-4269-2021-77-4-93-100.

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The relevance of the topic of the scientific article is due to the development of the institution of the bar in Ukraine, in the process of which the issue arises about correlation between advocacy and entrepreneurship. This problem is not only theoretical, but also practical, since the determination of the legal status of an advocate as a subject of advocacy, as well as the taxation of this activity, depend on its solution. The purpose of the scientific article is to determine correlation of advocacy to entrepreneurial activity, as well as to resolve the issue of the possibility of combining these types of activities by an advocate. This problem is considered in two aspects: the possibility of a person combining advocacy activities with entrepreneurial activity and the possibility of carrying out entrepreneurial activity within the framework of advocacy activity. Based on the analysis of theoretical works and domestic legislation, it was concluded that the conduct of advocacy is compatible with any type of entrepreneurial activity. At the same time, Ukrainian law does not consider advocacy as an enterprise. The issue of taxation of advocacy is being considered. On the basis of tax legislation, it was concluded that advocates are considered to carry out independent professional activities, which excludes the application of a simplified tax system to them. The compliance of advocacy activity with the criteria of entrepreneurship was analyzed. The possibility of attributing advocacy to the types of entrepreneurial activity with preservation of specific tasks, guarantees and other features of advocacy activity is justified. This creates the basis for the possibility of taxing advocacy under in a simplified system. The delimitation of advocacy and entrepreneurial activity could remain only the subject of theoretical discussions, if not applied to the measurement of this problem relating to the approach to taxation of such activities. Consideration of advocacy as an entrepreneurial is more advantageous for lawyers, since it allows a simplified taxation system.

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17

Cheatham, Lauren B., and Zakary L. Tormala. "The Curvilinear Relationship Between Attitude Certainty and Attitudinal Advocacy." Personality and Social Psychology Bulletin 43, no. 1 (November 12, 2016): 3–16. http://dx.doi.org/10.1177/0146167216673349.

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Do people advocate more on behalf of their own attitudes and opinions when they feel certain or uncertain? Although considerable past research suggests that people are more likely to advocate when they feel highly certain, there also is evidence for the opposite effect—that people sometimes advocate more when they experience a loss of certainty. The current research seeks to merge these insights. Specifically, we explore the possibility that the relationship between attitude certainty and attitudinal advocacy is curvilinear. Consistent with this hypothesis, we find evidence for a J-shaped curve: Advocacy intentions (and behavior) peak under high certainty, bottom out under moderate certainty, and show an uptick under low (relative to moderate) certainty. We document this relationship and investigate its potential mechanisms in three studies by examining advocacy intentions and the actual advocacy messages participants write when they feel high, moderate, or low certainty.

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18

Ogiso, Waku, Hiroaki Funahashi, and Yoshiyuki Mano. "Examining the Role of Source Evaluation in Athlete Advocacy: How Can Advocate Athletes Inspire Public Involvement in Racial Issues?" Social Sciences 11, no. 8 (August 18, 2022): 372. http://dx.doi.org/10.3390/socsci11080372.

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Athlete advocacy is recognized as an important method of persuading the public on social issues, and it demonstrates the role of athletes in achieving racial justice. However, how athlete advocacy can gain the persuasiveness to encourage public involvement remains unclear. This study investigates how the evaluation of an advocate athlete functions to encourage public issue involvement, focusing on Naomi Osaka’s racial advocacy. In particular, driven by balance theory and attribution theory, this study examines the effects of five sociopsychological factors on public involvement in racial issues: perceived credibility, hypocrisy, cause fit, effort expended, and role model status of advocate athletes. Data were collected from a cross-sectional online survey of 855 Japanese adults who were aware of Osaka’s advocacy. The findings highlight that public involvement in racial issues is significantly associated with the evaluations of the athlete’s credibility and hypocrisy. These evaluations are further influenced by perceptions of the athlete’s cause fit and role model status. This study enriches the literature on the management of sports for social change by demonstrating the importance of source evaluation in athlete advocacy in achieving advocacy outcomes. Our evidence implies that athletes looking to promote racial justice issues should effectively be seen as credible, knowledgeable, and non-hypocritical in their issue advocacy.

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Cole, Clare, Sally Wellard, and Jane Mummery. "Problematising autonomy and advocacy in nursing." Nursing Ethics 21, no. 5 (January 7, 2014): 576–82. http://dx.doi.org/10.1177/0969733013511362.

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Customarily patient advocacy is argued to be an essential part of nursing, and this is reinforced in contemporary nursing codes of conduct, as well as codes of ethics and competency standards governing practice. However, the role of the nurse as an advocate is not clearly understood. Autonomy is a key concept in understanding advocacy, but traditional views of individual autonomy can be argued as being outdated and misguided in nursing. Instead, the feminist perspective of relational autonomy is arguably more relevant within the context of advocacy and nurses’ work in clinical healthcare settings. This article serves to highlight and problematise some of the assumptions and influences around the perceived role of the nurse as an advocate for patients in contemporary Western healthcare systems by focusing on key assumptions concerning autonomy inherent in the role of the advocate.

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20

Kaplan, Sandra N. "Advocacy as Teaching: The Teacher as Advocate." Gifted Child Today 26, no. 3 (July 2003): 44–45. http://dx.doi.org/10.4219/gct-2003-106.

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21

Laratta, Rosario. "Political advocacy or electronic advocacy?" Journal of Global Responsibility 1, no. 1 (May 7, 2010): 85–97. http://dx.doi.org/10.1108/20412561011039726.

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22

Berman, Micah L., Elizabeth Tobin-Tyler, and Wendy E. Parmet. "The Role of Advocacy in Public Health Law." Journal of Law, Medicine & Ethics 47, S2 (2019): 15–18. http://dx.doi.org/10.1177/1073110519857308.

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This article discusses how advocacy can be taught to both law and public health students, as well as the role that public health law faculty can play in advocating for public health. Despite the central role that advocacy plans in translating public health research into law, policy advocacy skills are rarely explicitly taught in either law schools or schools of public health, leaving those engaged in public health practice unclear about whether and how to advocate for effective policies. The article explains how courses in public health law and health justice provide ideal opportunities to teach advocacy skills, and it discusses the work of the George Consortium, which seeks to engage public health law faculty in advocacy efforts.

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23

Karpicz, Julia Rose. "“Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color." JCSCORE 6, no. 1 (July 15, 2020): 137–63. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.137-163.

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Self-advocacy is emphasized as a critical practice for improving the retention and increasing the success of disabled students. In higher education, disability service offices and academic researchers jointly shape the conversation around what comprises effective self-advocacy. Students who are not engaging in these prescribed strategies are then framed as underprepared and/or lacking the skills required to self-advocate effectively. Unexamined within this discourse are how identity, power, and environment shape students’ self-advocacy as well as the ways students engage in self-advocacy outside of normative accommodation structures. This study intervenes by examining the extent to which dominant scholarly and practitioner understandings of self-advocacy align, resonate, and/or diverge from the lived experiences of self-advocacy among disabled graduate students of color. By centering the voices of multiply marginalized students, this study raises questions about what may be obscured when scholars rely only on academic definitions of self-advocacy in the design, framing, and analysis of their research.

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Poulton, Alexander, and Heather Rose. "The importance of health advocacy in Canadian postgraduate medical education: current attitudes and issues." Canadian Medical Education Journal 6, no. 2 (December 11, 2015): e54-e60. http://dx.doi.org/10.36834/cmej.36665.

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Background: Health advocacy is currently a key component of medical education in North America. In Canada, Health Advocate is one of the seven roles included in the Royal College of Physicians and Surgeons of Canada’s CanMEDS competency framework.Method: A literature search was undertaken to determine the current state of health advocacy in Canadian postgraduate medical education and to identify issues facing educators and learners with regards to health advocacy training.Results: The literature revealed that the Health Advocate role is considered among the least relevant to clinical practice by educators and learners and among the most challenging to teach and assess. Furthermore learners feel their educational needs are not being met in this area. A number of key barriers affecting health advocacy education were identified including limited published material on the subject, lack of clarity within the role, insufficient explicit role modeling in practice, and lack of a gold standard for assessment. Health advocacy is defined and its importance to medical practice is highlighted, using pediatric emergency medicine as an example.Conclusions: Increased published literature and awareness of the role, along with integration of the new 2015 CanMEDS framework, are important going forward to address concerns regarding the quality of postgraduate health advocacy education in Canada.

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Roberts, Julia Link. "Advocating to Put Policy in Place." Gifted Child Today 45, no. 4 (September 9, 2022): 187–91. http://dx.doi.org/10.1177/10762175221110941.

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Advocacy is important in order to have policy that establishes best practices at the local, state, and national levels. Planning an advocacy initiative includes setting the goal, crafting the advocacy message, having a point person for coordinating communication, researching the individual or group that can make the decision to put the initiative in place and determine when that could happen, and identifying others to share interest in the advocacy goal. If and when decisions are made to establish policy or regulation, it is key for advocates to stay alert and continue to advocate for best practices.

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Mukhtar, Mukhtar, and Tanto Lailam. "Workshop Advokasi Hukum dan Kebijakan Publik bagi Pimpinan Cabang Ikatan Mahasiswa Muhammadiyah Bantul." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 7, Special-1 (February 28, 2022): 193–200. http://dx.doi.org/10.33084/pengabdianmu.v7ispecial-1.2452.

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The workshop on legal advocacy and public policy for the Lembaga Advokasi dan Kajian Hukum Pimpinan Cabang Ikatan Mahasiswa Muhammadiyah Bantul is an activity of the Muhammadiyah Association-Based Community Service Program (PPM-Muhammadiyah) with the title Empowering Muhammadiyah Young Cadres in Legal Advocacy and Public Policy. This workshop was conducted to answer and provide solutions to the weaknesses of the cadres of LAKH PC IMM Bantul, namely: the lack of understanding of legal cases and public policies, lack of ability to carry out legal strategies and advocacy efforts on legal and public policy problems that occur in the community, as well as the lack of legal advocacy and public policy actions. This workshop focused on explaining the basics of advocacy, functions of advocacy, targets of advocacy, steps and schemes of advocacy on case law and public policy, strategies of advocacy, and requirements for someone to advocate for law and public policy. On the other hand, it also describes the constitutional rights of citizens and the problems of rules and regulations and public policies in Indonesia, especially local laws and regulations. The Legal and policy advocacy focused on advocacy (procedural law) in judicial institutions (district courts, Supreme Court, Constitutional Court, and others are also comprehensively presented. The most exciting thing is that the exposure to various legal cases and public policies and their advocacy approach has provided a strong understanding for the participants.

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Irma Aprianti, Dian, and Muhammad Ramadhan Reksa. "ANALISIS VIRAL MARKETING DAN VIRTUAL BRAND COMMUNITY TERHADAP BRAND ADVOCACY PRODUK JAM TANGAN MEREK CASIO G SHOCK." Jurnal Ekonomika : Manajemen, Akuntansi, dan Perbankan Syari'ah 11, no. 1 (March 31, 2022): 115–28. http://dx.doi.org/10.24903/je.v11i1.1059.

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Permasalahan yang melatar belakangi penelitian ini adalah untuk mengetahui bagaimana pengaruh Viral Marketing dan Virtual Brand Community terhadap Brand Advocacy. Penelitian ini menganalisis bagaimana Brand Advocay yang dipengaruhi Viral Marketing dan Virtual Brand Community. Saat ini tidak bisa dipungkiri Viral Marketin dan Virtual Brand Community sebagai salah satu pendorong Brand Advocacy. Penelitian ini menggunakan analisis regresi linear berganda dengan variable bebas yaitu Viral Marketing sebagai variable X dan Virtual Brand Community sebagai X2 dengan Brand Advocacy sebagai varaibel Y. Teknik pengumpulan data menggunakan metode kuisioner dengan quota sampling sebagai Teknik sample. Hasil penelitian ini menunjukan bahwa masing – masing variable X yaitu viral marketing dan virtual brand community berpengaruh sebesar 0,001 dan 0,01 terhadap variabel brand advocacy dan secara simultan 0,00.

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Gormley, Jenny M. "School Nurse Advocacy for Student Health, Safety, and School Attendance: Impact of an Educational Activity." Journal of School Nursing 35, no. 6 (November 29, 2018): 401–11. http://dx.doi.org/10.1177/1059840518814294.

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School nurses are expected to advocate for policies and procedures that support student health, safety, and school attendance. An educational activity to improve school nurse advocacy was developed and implemented based on advocacy literature, self-efficacy theory, and continuing education guidelines. A quantitative, repeated measure descriptive project design was used to compare school nurses’ advocacy measures before and following an educational activity and 6 weeks after the activity. Immediately after the education, there were significant increases in advocacy knowledge ( p < .001), confidence ( p < .001), and recalled behaviors ( p < .01) for a convenient sample of 51 Massachusetts school nurses. There were no significant differences across pre-, post-, and 6-week survey responses ( n = 6); however, advocacy outcomes from immediately after the education were maintained at 6 weeks. More effective school nurse advocacy may improve youth population health, increase safety for students at school, and improve school attendance.

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29

Stein-Smith, Kathleen. "The Independent Scholar as Change Agent: The Case of Foreign Language Advocacy." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 663. http://dx.doi.org/10.17507/jltr.1105.01.

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There is a foreign language deficit in the United States, and the independent scholar, with both motivation and expertise, can play a significant role as a foreign language advocate, able to bridge the gap between communities and academia, and to operate with relatively more freedom that many language stakeholders, embedded in educational institutions and business environments. The skills set, or core competencies, of the independent scholar-advocate, the importance of online communities and advocacy, and agility in effective advocacy are examined. The case of foreign language advocacy could be generalized to include many other areas where the independent scholar can play a significant role as change agent for the greater good in our society and in our world

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Ridley, Julie, Karen Newbigging, and Cathy Street. "Mental health advocacy outcomes from service user perspectives." Mental Health Review Journal 23, no. 4 (December 10, 2018): 280–92. http://dx.doi.org/10.1108/mhrj-10-2017-0049.

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Purpose The purpose of this paper is to address a knowledge gap on advocacy outcomes from mental health service users’ perspective, and the implications for evaluating advocacy impact. The studies discussed highlight challenges for measuring the outcomes of advocacy, but underline the importance of doing so, and of involving service users alongside other stakeholders in co-designing evaluation systems. Design/methodology/approach The paper uses findings from three qualitative studies of independent advocacy involving focus groups and interviews with: 30 African and African Caribbean men who were mental health service users; 90 “qualifying patients” in a study of Independent Mental Health Advocate services; and nine young women in children and adolescent mental health services (CAMHS). Findings A comparative analysis and synthesis of findings from three studies identifies four common dimensions: how mental health advocacy is conceptualised and understood; how service users define advocacy outcomes; wider impacts; and, user involvement in evaluating advocacy outcomes. Advocacy outcomes were conceptualised as increasing involvement, changing care and treatment and supporting personal development. There was evidence of advocacy acting to empower mental health service users, and of broader impacts on service regimes and policies. However, there was limited evidence of transformational impact. Evaluating advocacy outcomes is increasingly seen as important. Originality/value Few researchers have focused primarily on the perspectives of people using independent mental health advocacy, or on the experience of “advocacy as empowerment”, and none have done so across diverse groups. This analysis adds insight into the impact of independent advocacy. Data from empirical studies attest to the important role independent advocacy plays in modern mental health systems.

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Audi, Robert. "The Ethics of Advocacy." Legal Theory 1, no. 3 (September 1995): 251–81. http://dx.doi.org/10.1017/s1352325200000276.

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Nearly everyone is at times an advocate. By professional role, some people act quite regularly as advocates: lawyers, legislators, executives, merchants, and, in many contexts, educators. Lawyers often consider themselves obligated to maintain a special “zeal” toward their clients' interests, and there are many laws and principles of legal ethics that govern advocacy by attorneys. This article concerns the ethics of advocacy, not its legal aspects. Indeed, I cannot even address the full range of moral issues raised by advocacy; I focus mainly on an area rarely addressed by writers in legal ethics and insufficiently examined in the genral literature of ethics. It is the domain of individual conscience, the arena of internal states and processes, such as desires, beliefs, and thoughts. I am particularly interested in how moral standards apply to the use of reasons in the practice of advocacy. My broadest thesis is that advocacy needs an ethics of reasons, and not just of external behavior.

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Ault, Melinda Jones, Margaret E. Bausch, and Kera B. Ackerman. "How to Be an Advocate for Rural Issues: Working With State and National Legislators." Rural Special Education Quarterly 37, no. 2 (October 14, 2017): 122–27. http://dx.doi.org/10.1177/8756870517736018.

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Professionals, families, and individuals with disabilities must work together to advocate for policy and legislation that will improve the lives of those with disabilities. Rural areas have unique issues that make targeted advocacy efforts necessary. While families and parents have a personal interest in advocacy, professionals have ethical principles related to advocacy they must uphold as a member of their field. This article outlines steps to use when working with state and national legislators including (a) knowing the issues, (b) identifying allies, (c) working with others, and (d) sustaining advocacy efforts. Specific tips are provided for individuals making face-to-face visits with legislators to increase chances of positive outcomes.

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Mahlin, Margaret. "Individual patient advocacy, collective responsibility and activism within professional nursing associations." Nursing Ethics 17, no. 2 (February 25, 2010): 247–54. http://dx.doi.org/10.1177/0969733009351949.

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The systemic difficulties of health care in the USA have brought to light another issue in nurse—patient advocacy — those who require care yet have inadequate or non-existent access. Patient advocacy has focused on individual nurses who in turn advocate for individual patients, yet, while supporting individual patients is a worthy goal of patient advocacy, systemic problems cannot be adequately addressed in this way. The difficulties nurses face when advocating for patients is well documented in the nursing literature and I argue that, through collective advocacy, professional nursing associations ought to extend the reach of individual nurses in order to address systemic problems in health care institutions and bureaucracies.

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Silva, Carolina. "“Because There Are Young Women Behind Me”." Girlhood Studies 13, no. 2 (June 1, 2020): 69–85. http://dx.doi.org/10.3167/ghs.2020.130207.

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In this article, I discuss the experiences of young undocumented Latinas, aged between 19 and 22, in a university support and advocacy group for undocumented students. While recent research has investigated the advocacy of undocumented youth, there is a lack of attention on the experiences of undocumented women who advocate. To address this gap, I center the testimonios (testimonies) of five young undocumented women to examine their advocacy experiences. As a result of advocacy, the young women gained visibility as immigrant youth leaders, created a pipeline of support for other young undocumented women leaders, and faced disapproval from educators. I conclude by suggesting that schools and educators can foster the leadership of young undocumented women and acknowledge advocacy as a legitimate tool for social justice in education settings.

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Leveridge, Michael, Darren Beiko, James W. L. Wilson, and Robert Siemens. "Health advocacy training in urology: a Canadian survey on." Canadian Urological Association Journal 1, no. 4 (March 4, 2013): 363. http://dx.doi.org/10.5489/cuaj.438.

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Introduction: Health advocacy is a well-defined core competency recognizedby medical education and regulatory bodies. Advocacy is stressed as a criticalcomponent of a physician’s function within his or her community andalso of performance evaluation during residency training. We sought to assessurology residents’ perceptions and attitudes toward health advocacy in residencytraining and practice.Methods: We administered an anonymous, cross-sectional, self-report questionnaireto all final-year urology residents in Canadian training programs. The surveywas closed-ended and employed a 5-point Likert scale. It was designedto assess familiarity with the concept of health advocacy and with its applicationand importance to training and practice. We used descriptive and correlativestatistics to analyze the responses, such as the availability of formaltraining and resident participation in activities involving health advocacy.Results: There was a 93% response rate among the chief residents. Most residentswere well aware of the role of the health advocate in urology, and a majority(68%) believed it is important in residency training and in the urologist’s rolein practice. This is in stark contrast to acknowledged participation and formaltraining in health advocacy. A minority (7%–25%) agreed that formal trainingor mentorship in health advocacy was available at their institution, and only21%–39% felt that they had used its principles in the clinic or community. Only4%–7% of residents surveyed were aware of or had participated in local urologicalhealth advocacy groups.Conclusion: Despite knowledge about and acceptance of the importance ofthe health advocate role, there is a perceived lack of formal training and a dearthof participation during urological residency training.

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Galemore, Cynthia A. "State-level Collaborations Among School Nurse Organizations: A Year in Review." NASN School Nurse 32, no. 4 (July 2017): 228–34. http://dx.doi.org/10.1177/1942602x17712021.

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The passage of the Every Student Succeeds Act provides an impetus for school nurse organizations to advocate for student health and climate goals at the state level. Collaboration between state agencies and associations is a starting point for advocacy. Advocacy also includes legislative involvement. This article explores state advocacy and collaboration efforts among school nurse organizations over the past year identifying common themes, with a focus on Every Student Succeeds Act involvement, as well as listing unique activities by state.

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Wittmann, Jeffrey J. "Child Advocacy and the Scientific Model in Family Court: A Theory for Pretrial Self-Assessment." Journal of Psychiatry & Law 13, no. 1-2 (March 1985): 61–82. http://dx.doi.org/10.1177/0093185385013001-205.

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Behaving as a child advocate during expert testimony in family court can introduce sources of bias and distortion into a clinician's conclusions and reduce the extent to which the professional appears “scientific.” However, child advocacy within the justice system can be viewed as a professional responsibility for clinicians working with youths. This article operationally defines child advocacy. It outlines theoretical parameters of acceptable advocacy during testimony that can be used by clinicians during pretrial self-assessment of their anticipated statements to the court.

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Smolinsky, Michael. "Advocacy." Neurology Now 10, no. 4 (August 2014): 13. http://dx.doi.org/10.1097/01.nnn.0000453347.94530.a9.

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Embrey, Mary Louise. "Advocacy." NASN School Nurse 25, no. 5 (July 29, 2010): 219–22. http://dx.doi.org/10.1177/1942602x10375121.

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Ferranti, Erin P., Susan Bush, Karen Larimer, Pamela Martyn-Nemeth, and Laura L. Hayman. "Advocacy." Journal of Cardiovascular Nursing 35, no. 2 (2020): 99–100. http://dx.doi.org/10.1097/jcn.0000000000000658.

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Oam, John Tierney. "Advocacy." Australian Library Journal 61, no. 3 (August 2012): 225–29. http://dx.doi.org/10.1080/00049670.2012.10736078.

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&NA;. "Advocacy." Neurology Now 8, no. 5 (October 2012): 14. http://dx.doi.org/10.1097/01.nnn.0000421654.02005.1d.

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Farley, Todd. "Advocacy." Neurology Now 9, no. 2 (2013): 15. http://dx.doi.org/10.1097/01.nnn.0000429064.17550.cf.

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Collier, Andrea King. "Advocacy." Neurology Now 9, no. 3 (2013): 14–15. http://dx.doi.org/10.1097/01.nnn.0000431639.96899.cf.

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Shaw, Gina. "Advocacy." Neurology Now 11, no. 2 (2015): 13. http://dx.doi.org/10.1097/01.nnn.0000464320.10147.75.

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Schroeter, Kathryn. "Advocacy." Journal of Trauma Nursing 14, no. 1 (January 2007): 5–6. http://dx.doi.org/10.1097/01.jtn.0000264133.95147.54.

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Barton, Amy J., and Susan J. Hockenberger. "Advocacy." Plastic Surgical Nursing 11, no. 2 (1991): 76–77. http://dx.doi.org/10.1097/00006527-199101120-00010.

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Stokowski, Laura A., Debra A. Sansoucie, Karen Q. McDonald, Joyce Stein, Cheryl Robinson, and Arlene Lovejoy. "Advocacy." Advances in Neonatal Care 10, no. 2 (April 2010): 75–82. http://dx.doi.org/10.1097/anc.0b013e3181d50db8.

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McLeod, Renee P. "Advocacy." Journal of Pediatric Health Care 11, no. 3 (May 1997): A37—A38. http://dx.doi.org/10.1016/s0891-5245(97)90057-2.

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McCracken, Ann L. "Advocacy." Journal of Gerontological Nursing 36, no. 3 (March 1, 2010): 15–17. http://dx.doi.org/10.3928/00989134-20100202-05.

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