Journal articles on the topic 'Communication and media studies, n.e.c'

Balleys C., Coll S. (2017). Being publicly intimate: Teenagers managing online privacy. Media, Culture &amp; Society, Vol. 39(6), pp. 885–901.<br /><br />Bond R. M., Fariss C. J., Jones J. J., Kramer A. D. I., Marlow C., Settle J. E., Fowler J. H. (2012). A 61-million-person experiment in social influence and political mobilization, Nature, Vol. 489, pp. 295–298.<br /><br />Dencik L., Jansen F., Metcalfe, P. (2018). A conceptual framework for approaching social justice in an age of datafication, DATAJUSTICE project, https://datajusticeproject.net/2018/08/30/aconceptual-framework-for-approaching-social-justice-in-an-age-of-datafication/, 01.02.2019.<br /><br />Fuchs C. (2011). The Political Economy of Privacy on Facebook. Television &amp; New Media, Vol. 13(2), pp. 139–159.<br /><br />Helmond A. (2015). The platformization of the web: Making web data platform ready. Social Media + Society, Vol. 1(2), pp. 1–11.<br /><br />Hillygus D. S., Shields T. G. (2009). The Persuadable Voter. Wedge Issues in Presidential Campaigns. Princeton University Press: Princeton.<br /><br />Hintz A., Dencik L., Wahl-Jorgensen K. (2019). Digital citizenship in a datafied society. Polity Press: Medford.<br /><br />Kramp L., Loosen W. (2017). The transformation of journalism: from changing newsroom cultures to a new communicative orientation? In A. Hepp, U. Hasebrink, A. Breiter (Eds.), Communicative Figurations: Rethinking mediatized transformations, Palgrave Macmillan: Basingstoke. pp. 205–239.<br /><br />Kruschinski. S., Haller A. (2017). Restrictions on data-driven political micro-targeting in Germany. Internet Policy Review, Vol. 6(4), pp. 1–23.<br /><br />Kunelius R., Heikkilä H., Russell A., Yagodin D. (Eds.). (2017). Journalism and the NSA Revelations:<br />Privacy, security, and the press. I.B. Tauris: London.<br /><br />Livingstone S. (2008). Taking risky opportunities in youthful content creation: Teenagers’ use of social networking sites for intimacy, privacy and self-expression. New Media &amp; Society, Vol. 10(3), 393–411.<br /><br />Lokot T. (2018). Be Safe or Be Seen? How Russian Activists Negotiate Visibility and Security in Online Resistance Practices. Surveillance &amp; Society, Vol. 16 (3), 332–346.<br /><br />Loosen W., Reimer J.; De Silva-Schmidt F. (2017). Data-Driven Reporting – an On-Going (R) Evolution? A Longitudinal Analysis of Projects Nominated for the Data Journalism Awards 2013–2015. Working Paper Series Hans-Bredow-Institut No. 41.<br /><br />Lyon D. (2002). Surveillance society: Monitoring everyday life (Repr). Issues in society. Open Uniersity Press: Buckingham.<br /><br />Marwick A. E., boyd d. (2014). Networked privacy: How teenagers negotiate context in social media. New Media &amp; Society, Vol. 16(7), pp. 1051–1067.<br /><br />Möller J., von Rimscha M. B. (2017). (De)Centralization of the Global Informational Ecosystem. Media and Communication, Vol. 5(3), pp. 37–48.<br /><br />Nissenbaum H. (2004): Privacy as contextual integrity. Washington Law Review, Vol. 79(1), pp. 101–139.<br /><br />Nissenbaum H. (2010). Privacy in context: Technology, policy, and the integrity of social life. Stanford Law Books: Stanford.<br /><br />Nowak J., Möller J. E. (2018, November). Don’t hate the media. Act on media., Paper presented at the 7th ECREA Conference, Lugano, Switzerland.<br /><br />Sifry M. Facebook Wants You to Vote on Tuesday. Here’s How It Messed With Your Feed in 2012, Mother Jones, http://www.motherjones.com/politics/2014/10/can-voting-facebook-button-improve-voter-turnout, 31.10.2018.<br /><br />Trepte S. (2016). The paradoxes of online privacy. In M. Walrave, K. Ponnet, E. Vanderhoven, J. Haers, B. Segaert (Eds.), Youth 2.0: Social media and adolescence. Connecting, Sharing and Empowering, Springer International Publishing: Cham, pp. 103–115.<br /><br />Trepte S., Reinecke L., Ellison N. B., Quiring O., Yao M. Z., Ziegele M. (2017). A Cross-Cultural Perspective on the Privacy Calculus. Social Media + Society, Vol. 3(1), pp. 1–13.<br /><br />Von Pape T., Trepte S., Mothes C. (2017). Privacy by disaster? Press coverage of privacy and digital technology. European Journal of Communication, Vol. 32(3), pp. 189–207.<br /><br />Wahl-Jorgensen K. (2017). A manifesto of failure for digital journalism. In P. J. Boczkowski, C. W. Anderson (Eds.), Remaking the News: Essays on the Future of Journalism Scholarship in the Digital Age, Inside Technology, MIT Press, Cambrdige MA, pp. 251–266.<br /><br />Wahl-Jorgensen K., Bennett L., Taylor G. (2017). The normalization of surveillance and the invisibility of digital citizenship: Media debates after the Snowden revelations. International Journal of Communication, Vol. 11, pp. 740–762.<br /><br />Westin A. F. (2015). Privacy and Freedom. IG Publishing: New York.<br /><br />Whittaker Z. Facebook won’t let you opt out of its phone number ‘look up’ setting, Techcrunch, https://techcrunch.com/2019/03/03/facebook-phone-number-look-up/?guccounter=1&amp;-guce_referrer_us=aHR0cHM6Ly9uZXR6cG9saXRpay5vcmcvMjAxOS9mYWNlYm9vay-1taXNzYnJhdWNodC1oYW5keW51bW1lcm4tenUtd2VyYmV6d2Vja2VuLw&amp;guce_referrer_cs=qtabV8dO1eMJbuNvjSOyJQ, 03.03.2019.

The article is devoted to the evolution, present state and perspectives of development of the Ukrainian linguo-folklore studies that are conducted by Sv. Yеrmolenko, N. Zhuravliova, A. Moisiienko, T. Betsenko, Y. Diadyshcheva-Rosovetska, N. Kolesnyk, R. Serdeha and others. The main aspects of the analysis of the language of the Ukrainian folk poetic texts of the period from the end of the 19th century until the middle of the 20th century were considered. They are historical linguistic, linguo-stylistic, linguo-didactic, linguo-cultural, ethnolinguistic, linguo-conceptual, linguo-semiotic. Two stages in the development of linguo-folklore studies were distinguished: 1) 60s — 80s of the 20th c., and 2) 90s of the 20th c. — the early 21st c. It was pointed out that the Ukrainian linguo-folklore studies had already evolved into a separate branch of philology and an educational course with its own object (a linguostructural, artistic-figurative organization of folkloristic texts of various genres, peculiar features of a folkloristic style formation), and subject of research, tasks and trends. There were mentioned the present day approaches to the analysis of folk poetic texts, being based on the language layers (folklore stylistics of language units), language expressive means (folklore stylistics of language expressive means), genres (folklore stylistics of genres) and separate parts of linguistics. The following perspectives of the linguo-folklore studies were defined: the analysis of understudied language units and figurative means, used in the texts of various genres (not only the traditional but new ones as well), development of a folklore lexicography, folklore dialectology, folklore linguo-cognitology, folklore linguosemiotics, folklore communication, linguo-genderology, contrastive linguo-folklore studies, and other trends, as well as a wider application of modern systems of an automatic analysis of texts, dictionaries’ compilation, and data creation.

Social media platforms, such as Instagram, are regularly misused for spreading covert (Islamic) extremist propaganda. Affect and emotion are central tools used in extremist propaganda, but there is little research into the combined employment of different social media elements, such as hashtags, visuals, and texts, in the context of propaganda. This study contributes to closing this gap. Using the German group Generation Islam as a case study, we examined the group’s Instagram activity ( N = 1,187 posts) over the course of 2 years. To reflect the platform users’ logic, we (a) examined affect in hashtag networks in which users can come across propagandistic content, (b) employed deep learning to examine the emotional valence transmitted in the visuals, and (c) used automated linguistic analysis to describe collective action cues contained within the texts. The results are novel, as they provide nuanced insights into extremist propaganda’s employment of affect and emotions across Instagram’s affordances.

Conspiracy theories on social media have been suspected of contributing to mobilization and radicalization. Yet, few studies have examined the prevalence of psychological variables that may serve to motivate normative and non-normative collective action in this material. Drawing from the “social identity model of collective action,” the current study uses a mixed-methods approach to examine the prevalence of collective action cues in conspiracy theory-endorsing social media spaces. Towards this end, I examined four German Facebook groups (Covid-19-Skeptic, Far-Right, Chemtrail, and Political Affairs) during the first months of the Covid-19 pandemic<em>. </em>The results of qualitative content analysis (<em>N</em> = 828 posts), a hierarchical cluster analysis, and the examination of popularity cues showed that: (a) collective action cues were frequent; (b) most posts transmitted alternative views (Cluster 1) or<em> </em>absolutist ideologies (Cluster 2) with few collective action cues—yet, more than one-third of the posts were either mobilizing (Cluster 3) or wrathful (Cluster 4), entailing multiple collective action cues including cues theoretically linked to non-normative action; (c) mobilizing and wrathful posts were more engaging than alternative views and absolutist ideologies; (d) the types of posts and levels of engagement varied between the examined groups such that the Chemtrail and the Far-Right group disseminated more content with a higher mobilizing potential. The Far-Right group was also the most active in responding to its members. The results of this study are novel in that they demonstrate the prevalence of cues that have been linked to non-normative collective action in psychological research within conspiracy theory-endorsing Facebook groups.

Mobile Assisted Language Learning (MALL) not only provides access to authentic learning resources and facilitates second language (L2) learning anytime and anywhere but also offers scope for informal learning beyond the classroom. Social media with instant messaging and multi-modal communication and information sharing provide platforms for interaction with peers and collaborative learning to hone their L2 skills. There is little research on informal learning through WhatsApp in enhancing L2 speaking skills. This paper studies the impact of interaction and informal learning in a WhatsApp group on improving a) fluency and coherence, b) lexical resource, c) grammatical range and accuracy and d) pronunciation which form the criteria for assessing speaking skills in IELTS. It also studies how participants perceive the changes in their speaking skills based on the band descriptors of IELTS. Mixed methods approach was adopted to obtain data from the group consisting of mixed ability participants (n=110) with pre and post speaking assessments and pre and post surveys. The participants were given collaborative learning activities and problem solving tasks at regular intervals for over two semesters. The results indicated statistically significant difference in their speaking skills and considerable change in their perceptions. The study has implications for both teachers and researchers of second language acquisition (SLA) for incorporating social media for interaction in the target language beyond the classroom.

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18 August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9. Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003 Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. 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Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. Studies in Educational Evaluation, 50, 53–61. https://doi.org/10.1016/j.stueduc.2016.07.002 Codreanu, T. A., Celenza, A., & Jacobs, I. (2014). Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehospital and Disaster Medicine, 29(6), 629–642. https://doi.org/10.1017/S1049023X14001083 Delicado, A., Rowland, J., Fonseca, S., & Nunes, A. (2017). Children in Disaster Risk Reduction in Portugal : Policies , Education , and ( Non ) Participation. 246–257. https://doi.org/10.1007/s13753-017-0138-5 Demiroz, F., & Haase, T. W. (2019). The concept of resilience: a bibliometric analysis of the emergency and disaster management literature. Local Government Studies, 45(3), 308–327. https://doi.org/10.1080/03003930.2018.1541796 Efthymis, L., Michael, S., Alexia, G., Panagiotis, P., Vassiliki, A., Kate, V., & Spyros, P. (2014). Disaster Data Centre — An Innovative Educational Tool for Disaster Reduction through Education in Schools. (September), 35–40. Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J., & Mendez, J. M. (2014). Interdisciplinary Approach to Disaster Resilience Education and Research. Procedia Economics and Finance, 18(September), 601–609. https://doi.org/10.1016/s2212- 5671(14)00981-2 Frankenberg, E., Gillespie, T., Preston, S., Sikoki, B., & Thomas, D. (2011). Mortality, the family and the Indian Ocean Tsunami. Economic Journal, 121(554), 162–182. https://doi.org/10.1111/j.1468-0297.2011.02446.x Fujioka, T., & Sakakibara, Y. (2018). School education for disaster risk reduction in Japan after the 2011 Great East Japan Earthquake and Tsunami (GEJET). Terrae Didatica, 14(3), 313– 319. https://doi.org/10.20396/td.v14i3.8653531 Guha-Sapir, D., Van Panhuis, W. G., & Lagoutte, J. (2007). 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Sharenting is a habit of using social media to share content that disseminates pictures, videos, information, and parenting styles for their children. The purpose of this article is to describe the sharenting phenomenon that occurs among young parents, and the importance of parenting programs, rather than protecting children's privacy. Writing articles use a qualitative approach as a literature review method that utilizes various scientific articles describing the sharenting phenomenon in various countries. The findings show that sharenting behaviour can create the spread of children's identity openly on social media and tends not to protect children's privacy and even seems to exploit children. Apart from that, sharenting can also create pressure on the children themselves and can even have an impact on online crime. 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Abstract During the COVID–19 pandemic, maintaining connectedness was difficult for caregivers. Family caregivers represent multiple generations whose experience with and use of social technology to maintain connectedness can vary and differentially impact critical health outcomes. The aims of this study were to examine caregiver connectedness and technology preferences across three generations of caregivers who provide care to older adults with chronic illnesses. The semi-structured focus-groups/interviews conducted in August of 2020 with family caregiver participants including Millennials (n=6), Generation X (n=5), and Boomer (n=8). Two researchers analyzed the transcribed content via thematic analysis. Similarities and differences across generations were assessed via comparative analysis. The themes that emerged from the data were: (1) Millennials (a) Altered stage of life, (b) Altered connectedness, (c) Need others to understand, (d) Stay away from social network sites; (2) Generation X (a) Altered connectedness, (b) Need others to understand, (c) Burden, (d) Fear-of-failure; and (3) Baby Boomer (a) Altered connectedness, (b) Technology builds connectedness, (c) Information seeking. All generations expressed alterations in connectedness with caregiver role. Millennials and Generation X caregivers emphasized need for others to understand that caregiving altered their lives with unique responsibilities. Technology use differed across the generations, with Millennial texting for confidential communications. Millennial and Generation X caregivers do not use social media due to envy of others’ fun. Baby Boomers expressed increased connectedness with the use of Zoom. Understanding the variation in the experience of caregiver connectedness and technology use by generation may identify targets for future caregiver connectedness intervention studies.

This research examines the rise of Islamic populism in Indonesia and understands it as an instrument to clear a new pathway for populism movement into popular culture. Ummi magazine is one of the religious media used to be political vehicles of stablishing constituencies, especially for the Tarbiyah movement in the Soeharto era to the current tendency to popularize the Tarbiyah identity as a new lifestyle. Historically, The Tarbiyah movement in Indonesia is a social and political movement among Indonesian Muslimah students, especially activists in the Suharto period. Muslim middle class entrepreneurs launched a campaign of ‘economic jihad. This research uses a qualitative approach by interpreting and studying the data contained in Ummi Magazine. Media studies were carried out in the January 2017 to 2018 editions. The data obtained were described and associated with the magazine's transformation as an ideological medium and Muslim women's lifestyle today. 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Extracellular vesicles (EVs), released from all cells, are essential to cellular communication and contain biomolecular cargo that can affect recipient cell function. Studies on the effects of contractile activity (exercise) on EVs usually rely on plasma/serum-based assessments, which contain EVs from many different cells. To specifically characterize skeletal muscle–derived vesicles and the effect of acute contractile activity, we used an in vitro model where C2C12 mouse myoblasts were differentiated to form myotubes. EVs were isolated from conditioned media from muscle cells at pre-differentiation (myoblasts) and post-differentiation (myotubes) and also from acutely stimulated myotubes (1 h @ 14 V, C-Pace EM, IonOptix, Westwood, MA, USA) using total exosome isolation reagent (TEI, ThermoFisher (Waltham, MA, USA), referred to as extracellular particles [EPs]) and differential ultracentrifugation (dUC; EVs). Myotube-EPs (~98 nm) were 41% smaller than myoblast-EPs (~167 nm, p < 0.001, n = 8–10). Two-way ANOVA showed a significant main effect for the size distribution of myotube vs. myoblast-EPs (p < 0.01, n = 10–13). In comparison, myoblast-EPs displayed a bimodal size distribution profile with peaks at <200 nm and 400–600, whereas myotube-Eps were largely 50–300 nm in size. Total protein yield from myotube-EPs was nearly 15-fold higher than from the myoblast-EPs, (p < 0.001 n = 6–9). Similar biophysical characteristics were observed when EVs were isolated using dUC: myotube-EVs (~195 nm) remained 41% smaller in average size than myoblast-EVs (~330 nm, p = 0.07, n = 4–6) and had comparable size distribution profiles to EPs isolated via TEI. Myotube-EVs also had 4.7-fold higher protein yield vs. myoblast EVs (p < 0.05, n = 4–6). Myotube-EPs exhibited significantly decreased expression of exosomal marker proteins TSG101, CD63, ALIX and CD81 compared with myoblast-EPs (p < 0.05, n = 7–12). Conversely, microvesicle marker ARF6 and lipoprotein marker APO-A1 were only found in the myotube-EPs (p < 0.05, n = 4–12). There was no effect of acute stimulation on myotube-EP biophysical characteristics (n = 7) or on the expression of TSG101, ARF6 or CD81 (n = 5–6). Myoblasts treated with control or acute stimulation–derived EPs (13 µg/well) for 48 h and 72 h showed no changes in mitochondrial mass (MitoTracker Red, ThermoFisher, Waltham, MA, USA), cell viability or cell count (n = 3–4). Myoblasts treated with EP-depleted media (72 h) exhibited ~90% lower cell counts (p < 0.01, n = 3). Our data show that EVs differed in size, distribution, protein yield and expression of subtype markers pre vs. post skeletal muscle–differentiation into myotubes. There was no effect of acute stimulation on biophysical profile or protein markers in EPs. Acute stimulation–derived EPs did not alter mitochondrial mass or cell count/viability. Further investigation into the effects of chronic contractile activity on the biophysical characteristics and cargo of skeletal muscle–specific EVs are warranted.

Extracellular vesicles (EVs), released from all cells, are essential to cellular communication and contain biomolecular cargo that can affect recipient cell function. Studies on the effects of contractile activity (exercise) on EVs usually rely on plasma/serum-based assessments, which contain EVs from many different cells. To specifically characterize skeletal muscle–derived vesicles and the effect of acute contractile activity, we used an in vitro model where C2C12 mouse myoblasts were differentiated to form myotubes. EVs were isolated from conditioned media from muscle cells at pre-differentiation (myoblasts) and post-differentiation (myotubes) and also from acutely stimulated myotubes (1 h @ 14 V, C-Pace EM, IonOptix, Westwood, MA, USA) using total exosome isolation reagent (TEI, ThermoFisher (Waltham, MA, USA), referred to as extracellular particles [EPs]) and differential ultracentrifugation (dUC; EVs). Myotube-EPs (~98 nm) were 41% smaller than myoblast-EPs (~167 nm, p < 0.001, n = 8–10). Two-way ANOVA showed a significant main effect for the size distribution of myotube vs. myoblast-EPs (p < 0.01, n = 10–13). In comparison, myoblast-EPs displayed a bimodal size distribution profile with peaks at <200 nm and 400–600, whereas myotube-Eps were largely 50–300 nm in size. Total protein yield from myotube-EPs was nearly 15-fold higher than from the myoblast-EPs, (p < 0.001 n = 6–9). Similar biophysical characteristics were observed when EVs were isolated using dUC: myotube-EVs (~195 nm) remained 41% smaller in average size than myoblast-EVs (~330 nm, p = 0.07, n = 4–6) and had comparable size distribution profiles to EPs isolated via TEI. Myotube-EVs also had 4.7-fold higher protein yield vs. myoblast EVs (p < 0.05, n = 4–6). Myotube-EPs exhibited significantly decreased expression of exosomal marker proteins TSG101, CD63, ALIX and CD81 compared with myoblast-EPs (p < 0.05, n = 7–12). Conversely, microvesicle marker ARF6 and lipoprotein marker APO-A1 were only found in the myotube-EPs (p < 0.05, n = 4–12). There was no effect of acute stimulation on myotube-EP biophysical characteristics (n = 7) or on the expression of TSG101, ARF6 or CD81 (n = 5–6). Myoblasts treated with control or acute stimulation–derived EPs (13 µg/well) for 48 h and 72 h showed no changes in mitochondrial mass (MitoTracker Red, ThermoFisher, Waltham, MA, USA), cell viability or cell count (n = 3–4). Myoblasts treated with EP-depleted media (72 h) exhibited ~90% lower cell counts (p < 0.01, n = 3). Our data show that EVs differed in size, distribution, protein yield and expression of subtype markers pre vs. post skeletal muscle–differentiation into myotubes. There was no effect of acute stimulation on biophysical profile or protein markers in EPs. Acute stimulation–derived EPs did not alter mitochondrial mass or cell count/viability. Further investigation into the effects of chronic contractile activity on the biophysical characteristics and cargo of skeletal muscle–specific EVs are warranted.

Extracellular vesicles (EVs), released from all cells, are essential to cellular communication and contain biomolecular cargo that can affect recipient cell function. Studies on the effects of contractile activity (exercise) on EVs usually rely on plasma/serum-based assessments, which contain EVs from many different cells. To specifically characterize skeletal muscle–derived vesicles and the effect of acute contractile activity, we used an in vitro model where C2C12 mouse myoblasts were differentiated to form myotubes. EVs were isolated from conditioned media from muscle cells at pre-differentiation (myoblasts) and post-differentiation (myotubes) and also from acutely stimulated myotubes (1 h @ 14 V, C-Pace EM, IonOptix, Westwood, MA, USA) using total exosome isolation reagent (TEI, ThermoFisher (Waltham, MA, USA), referred to as extracellular particles [EPs]) and differential ultracentrifugation (dUC; EVs). Myotube-EPs (~98 nm) were 41% smaller than myoblast-EPs (~167 nm, p < 0.001, n = 8–10). Two-way ANOVA showed a significant main effect for the size distribution of myotube vs. myoblast-EPs (p < 0.01, n = 10–13). In comparison, myoblast-EPs displayed a bimodal size distribution profile with peaks at <200 nm and 400–600, whereas myotube-Eps were largely 50–300 nm in size. Total protein yield from myotube-EPs was nearly 15-fold higher than from the myoblast-EPs, (p < 0.001 n = 6–9). Similar biophysical characteristics were observed when EVs were isolated using dUC: myotube-EVs (~195 nm) remained 41% smaller in average size than myoblast-EVs (~330 nm, p = 0.07, n = 4–6) and had comparable size distribution profiles to EPs isolated via TEI. Myotube-EVs also had 4.7-fold higher protein yield vs. myoblast EVs (p < 0.05, n = 4–6). Myotube-EPs exhibited significantly decreased expression of exosomal marker proteins TSG101, CD63, ALIX and CD81 compared with myoblast-EPs (p < 0.05, n = 7–12). Conversely, microvesicle marker ARF6 and lipoprotein marker APO-A1 were only found in the myotube-EPs (p < 0.05, n = 4–12). There was no effect of acute stimulation on myotube-EP biophysical characteristics (n = 7) or on the expression of TSG101, ARF6 or CD81 (n = 5–6). Myoblasts treated with control or acute stimulation–derived EPs (13 µg/well) for 48 h and 72 h showed no changes in mitochondrial mass (MitoTracker Red, ThermoFisher, Waltham, MA, USA), cell viability or cell count (n = 3–4). Myoblasts treated with EP-depleted media (72 h) exhibited ~90% lower cell counts (p < 0.01, n = 3). Our data show that EVs differed in size, distribution, protein yield and expression of subtype markers pre vs. post skeletal muscle–differentiation into myotubes. There was no effect of acute stimulation on biophysical profile or protein markers in EPs. Acute stimulation–derived EPs did not alter mitochondrial mass or cell count/viability. Further investigation into the effects of chronic contractile activity on the biophysical characteristics and cargo of skeletal muscle–specific EVs are warranted.

ABSTRACT: Character education in Islam has its own style, as well as the character values con- tained in various learning media for early childhood. This study is a follow-up study to find the effect of Movie Media with Islamic Character Values (M-ICV) in shaping "Ahlaqul Karimah" in early childhood. Using an experimental method with a control class, which involved 19 respondents of early childhood. Data shows that the ttest < t table (0.75 < 2.110), meaning that there is a significant difference in effect between the experimental class and the control class. The results conclude that M-ICV is able to form a child's "Ahlakul Karimah" slowly, because the child likes various movies with content interesting and easy to imitate. The implications of further research on movie content development for children are able to develop other aspects of children's development. Keywords: Early Childhood, Ahlakul karimah, Islamic Character Values Movie Media References: Al-Qardawi, Y. (1981). al-Khasais al-`ammah lil Islami [The general criteria of Islam]. Qaherah: Makatabah Wahbah. An-Nawawi, Y. ibn S. (2000). Imam Nawawi’s Forty Hadith Yahya ibn Sharaf an-Nawawi. Ethiopia: Gondar. Bae, B. (2012). Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns. International Journal of Early Childhood, 44(1), 53–69. https://doi.org/10.1007/s13158-012-0052-3 Balakrishnan, V. (2017). Making moral education work in a multicultural society with Islamic hegemony. Journal of Moral Education, 46(1), 79–87. https://doi.org/10.1080/03057240.2016.1268111 Budiningsih, C. A. (2004). Pembelajaran Moral: Berpijak pada Karakteristik Siswa dan Budayanya. Jakarta: Rineka Cipta. Chalik, L., & Dunham, Y. (2020). Beliefs About Moral Obligation Structure Children’s Social Category-Based Expectations. Child Development, 91(1), e108–e119. https://doi.org/10.1111/cdev.13165 Danby, Susan, & Farrell, A. (2005). Opening the Research Conversation. 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Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056 Hamdani, D. Al. (2014). The Character Education in Islamic Education Viewpoint. Jurnal Pendidikan Islam, 1(1), 97–109. Herwina, & Ismah. (2018). Disemination of Tematic Learning Model Based on Asmaul Husna in Improving Early Childhood’s Religious Values at Ibnu Sina Kindergarten. Indonesian Journal of Early Childhood Education Studies, 7(1). https://doi.org/10.15294/ijeces.v7i1.20186 Ibn Anas, I. M. (1989). Al-muwatta (trans. A. A. Bewley). London: Kegan Paul International. Letnes, M.-A. (2019). Multimodal Media Production: Children’s Meaning Making When Producing Animation in a Play-Based Pedagogy 180–195. London: Sage. In C. Gray & I. Palaiologou (Eds.), In Early Learning in the Digital Age. London: Sage. Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1–15. https://doi.org/10.1080/03057240.2015.1136601 Mahmud, A. H. (2004). khlak Mulia, terjemahan dari al-Tarbiyah al-Khuluqiyah. Jakarta: Gema Insani Press. McGavock, K. L. (2007). Agents of reform?: Children’s literature and philosophy. Philosophia, 35(2), 129–143. https://doi.org/10.1007/s11406-007-9048-x Miskawayh, I. (1938). Ta╪dhib al-Akhlāq wa Ta╢hir al-‘Araq, ed. Hasan Tamim. Bayrūt: Manshūrat Dār al-Maktabah al- ╩ayat. Narvaez, D., Gleason, T., Mitchell, C., & Bentley, J. (1999). Moral theme comprehension in children. Journal of Educational Psychology, 91(3), 477–487. https://doi.org/10.1037/0022-0663.91.3.477 Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23(1), 14–26. https://doi.org/10.1111/j.1365-2729.2007.00194.x Rahman, F. (1985). Law and ethics in Islam. In Ethics in Islam (R. G. Hova, pp. 3–15). California: Undena Publications. Ramli. (2003). 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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. Keywords: Parental Perspective; Computer Learning; Early childhood education References: Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education. Journal of Research in Childhood Education, 31(3), 419–429. https://doi.org/10.1080/02568543.2017.1319444 Ariputra. (2018). Need Assessment of Learning Inclusive Program for Students in Non-formal Early Childhood. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v1i1.6582 Atkinson, K., & Biegun, L. (2017). An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership. Journal of Childhood Studies. Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. 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Journal of Research in Childhood Education, 24(1), 60–79. https://doi.org/10.1080/02568540903439409 Jack, C., & Higgins, S. (2018). What is educational technology and how is it being used to support teaching and learning in the early years ? International Journal of Early Years Education, 0(0), 1–16. https://doi.org/10.1080/09669760.2018.1504754 Janisse, H. C., Li, X., Bhavnagri, N. P., Esposito, C., & Stanton, B. (2018). A Longitudinal Study of the Effect of Computers on the Cognitive Development of Low-Income African American Preschool Children. Early Education and Development, 29(2), 229–244. https://doi.org/10.1080/10409289.2017.1399000 Karjalainen.S., A., Pu, E. H., & Maija, A. (2019). Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings. International Journal of Early Childhood. https://doi.org/10.1007/s13158-019-00244-5 Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804 Ko, K. (2014). The Use of Technology in Early Childhood Classrooms: An Investigation of Teachers’ Attitudes. Gaziantep University Journal of Social Sciences, 13(3), 807–819. Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15–31. https://doi.org/10.1080/1475939X.2017.1317659 Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938 Martin, E., R. Alvarez, Pablo, D., Haya, A., Fernández‐Gaullés, Cristina, … Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhoodeducation public schools. Journal of Computer Assisted Learning. McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L., & Bellows, L. L. (2018). Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.e1. https://doi.org/10.1016/j.jneb.2017.03.006 McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822 Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers’ beliefs and confidence. International Journal of Early Years Education, 23(4), 409–425. https://doi.org/10.1080/09669760.2015.1078727 Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365 Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better Start Before Kindergarten: computer Technology, Interactive Media and the Education of Preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 85–104. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876 Plowman, L. (2015). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27(1), 36–46. https://doi.org/10.1093/iwc/iwu031 Plowman, L., & McPake, J. (2013). Seven Myths About Young Children and Technology. Childhood Education, 89(1), 27–33. https://doi.org/10.1080/00094056.2013.757490 Sageide, B. M. (2016). Norwegian early childhood teachers’ stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. International Journal of Primary, Elementary and Early Years Education. https://doi.org/11250/2435060/955-11623-1-PB Tate, T. P., Warschauer, M., & Kim, Y. S. G. (2019). Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing, 32(8), 2059–2082. https://doi.org/10.1007/s11145-019-09940-z Theodotou, E. (2010). Using Computers in Early Years Education: What Are the Effects on Children’s Development? Some Suggestions Concerning Beneficial Computer Practice. Online Submission, (December). UNESCO. Rethinking Education. Towards a global common good. , (2015). Vartuli, S., Bolz, C., & Wilson, C. (2014). A Learning Combination: Coaching with CLASS and the Project Approach. Early Childhood Research & Practice Journal, 1–16. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43–54. https://doi.org/10.1177/1476718X14523749 Waal, E. D. (2019). Fundamental Movement Skills and Academic Performance of 5- to 6-Year-Old Preschoolers. Early Childhood Education Journal, 455–456. https://doi.org///doi.org/10.1007/s10643-019-00936-6 Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307 Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399. https://doi.org/10.1080/0305764X.2010.526589 YurtaNılgün, Ö., & Kalburan, C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. 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The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers. Keywords: Early Childhood, Mother Perspective, Gadget Safeness References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

The present article involves a qualitative study of the framing of dementia in ‘Alzheimer’s and Dementia’, the Journal of the Alzheimer’s Association, published in 2016. The aim of this study is to elucidate how dementia is framed qualitatively in the corpus consisting of scientific articles involving dementia published in ‘Alzheimer’s and Dementia’. The results of the qualitative analysis indicate that dementia is represented in ‘Alzheimer’s and Dementia’ in 2016 as the frames associated with gender, age, costs, caregiver and care-recipients, disability and death, health policy, spatial orientation, medical condition, and ethnic groups. These findings are further discussed in the article. References Andrews, J. (2011). We need to talk about dementia. Journal of Research in Nursing, 16(5),397–399. Aronowitz, R. (2008). Framing Disease: An Underappreciated Mechanism for the SocialPatterning Health. Social Science & Medicine, 67, 1–9. Bayles, K. A. (1982). 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Comparative analysis of cerebrospinal fluid biomarkers in thedifferential diagnosis of neurodegenerative dementia. Alzheimer’s & Dementia, 12(5),577–589. Mayeda, E. R., Glymour, M. M., Quesenberry, C. P., & R.A. Whitmer (2016). Inequalities indementia incidence between six racial and ethnic groups over 14 years. Alzheimer’s &Dementia, 12(3), 216–224. Paradis, C. (2010). Good, better and superb antonyms: a conceptual construal approach. Theannual texts by foreign guest professors, 3, 385–402. Parker, J. (2001). Interrogating person-centred dementia care in social work and social carepractice. Journal of Social Work, 1(3), 329–345. Peel, E. (2014). ‘The living death of Alzheimer’s’ versus ‘Take a walk to keep dementia atbay’: representations of dementia in print media and carer discourse. Sociology of health &illness, 36(6), 885–901. Ramirez, J., McNeely, A. A., Scott, C. J., Masellis, M., & S. E. Black (2016). 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This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. 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Deaf childrens are children with hearing limitation that can be fully or partial hearing function problems. Deaf childrens can communicate using movement pattern combinations (sign language), accompanied by face expression dan lips reading that can be studied using eyesight. For moslem deaf children, they have limitation on understanding and memorizing hijaiyah alphabets. One of the factors that make it hard to learn is the learning media limitation on Al-Quran for deaf childrens. Media that usually use to learn hijaiyah alphabets is Iqro books, the weak side of this book is there’s no procedure on how to pronounce Al-quran from letters of alphabets or in hijaiyah sign. Start from this limitation on deaf childrens and iqro book’s weaknesses, the idea to designing illustration book of hijaiyah alphabet introduction for deaf children was emerge. The media for the design is a book titled “Komunikasi dalam Isyarat” (“Communicate in sign”) in 20 x 20 cm size with 53 pages and soft covered, the content pages will be in HVS 100g paper. This book will contain hijaiyah alphabets, hijaiyah sign, exercises, evaluation test, and puzzle pieces that will be included in puzzle container.Keywords: book, illustration deaf, sign, hijaiyah.AbstrakAnak tunarungu merupakan anak dengan keterbatasan pendengaran yang kurang berfungsi dengan baik maupun tidak sama sekali. Anak tunarungu berkomunikasi dengan cara menggunakan kombinasi pola gerakan tertentu, juga disertai dengan ekspresi wajah dan gerak mulut yang bisa dibaca secara visual melalui indera penglihatan. Bagi anak tunarungu muslim, keterbatasan lainnya yaitu sulit memahani dan menghafal huruf huruf hijaiyah. Salah satu faktor penyebab sulit memahami huruf hijaiyah adalah keterbatasan media belajar Al-Qur’an khusus untuk anak tunarungu. Media yang selama ini digunakan untuk belajar huruf hijaiyah adalah buku Iqro’, kelemahan pada buku ini karena di dalamnya tidak ada cara membaca Al-Qur’an melalui huruf abjad maupun isyarat hijaiyah. Berawal dari keterbatasan anak tunarungu dan kelemahan pada buku Iqro’, muncullah ide merancang buku ilustrasi pengenalan huruf hijaiyah untuk anak tunarungu. Media yang dirancang merupakan buku berjudul “Komunikasi dalam Isyarat” berukuran 20 cm x 20 dan memiliki 53 halaman, cover buku menggunakan soft cover, dan lembaran halaman menggunakan bahan kertas HVS 100g . Buku ini berisi tentang materi huruf hijaiyah, isyarat hijaiyah, latihan soal, soal evaluasi, dan potongan puzzle yang diletakkan ke dalam puzzle container.Kata Kunci: buku, ilustrasi, tunarungu, isyarat, hijaiyah. Authors: Mahendra Wibawa : Sekolah Tinggi Informatika dan Komputer Indonesia MalangAnita Wulan Suci : Sekolah Tinggi Informatika dan Komputer Indonesia Malang References:38 Lineart. (2019). Kid Knowledges 1. https://www.dafont.com/kids-knowledge.font (diakses tanggal 09 Juni 2021).Darulashom. (2020). Bahasa Isyarat Hijaiyah. https://www.facebook.com/ponpesdarulashom/photos/a.107301890843658/169103007996879 (diakses tanggal 09 Juni 2021).Figuree Studio. (2019). Play Kidz. https://www.dafont.com/playkidz.font (diakses tanggal 09 Juni 2021).Geswein, K. (2017). kg she persisted. https://www.dafont.com/kg-she-persisted.font (diakses tanggal 09 Juni 2021).Gumelar, G., Hafiar, H., & Subekti, P. (2018). Bahasa Isyarat Indonesia Sebagai Budaya Tuli Melalui Pemaknaan Anggota Gerakan Untuk Kesejahteraan Tunarungu. NFORMASI: Kajian Ilmu Komunikasi, 48(1), 66-67.Huda, N. (2019). Aplikasi Bahasa Isyarat Pengenalan Huruf Hijaiyah Bagi Penyandang Disabilitas Tuna Rungu. Jurnal Sisfokom (Sistem Informasi dan Komputer), 8(1), 1-6.. https://doi.org/10.32736/sisfokom.v8i1.582.Ikbal, M. (2021). Huruf Hijaiyah: 30 Huruf Arab yang Luar Biasa [PENJELASAN LENGKAP]. hasana.id. https://hasana.id/huruf-hijaiyah/ (diakses tanggal 09 Juni 2021).Monica, M., & Luzar, L. C. (2011). Efek Warna dalam Dunia Desain dan Periklanan. Humaniora, 2(2), 1084-1096. https://doi.org/10.21512/humaniora.v2i2.3158.Novitasari, D. (2018). Kajian Estetika Melalui Bentuk Keseimbangan Ilustrasi Durga Dengan Teknik Sablon Discharge Sederhana. Jurnal Bahasa Rupa, 1(2), 73–80. https://doi.org/10.31598/bahasarupa.v1i2.263.Rahmawati, A. (2014). Pembelajaran Menggambar Ilustrasi Kartun Siswa Kelas VIII E SMP Negeri 1 Keling Kecamatan Keling Kabupaten Jepara. Eduarts: Jurnal Pendidikan Seni, 3(1), 45–53. https://doi.org/10.15294/eduart.v3i1.4055.Sanyoto, S. E. (2006). Metode Perancangan Komunikasi Visual Periklanan. _______ : Dimensi.Sasongko, M. N., Suyanto, M., & Kurnaiawan, M. P. (2020). Analisis Kombinasi Warna pada Antarmuka Website Pemerintah Kabupaten Klaten. Jurnal Teknologi Technoscientia, 12(2), 153–158.Sesdiawan, M. (2013). Perancangan Media Buku Pop-Up Sebagai Upaya Pencegahan Perilaku Anak Usia 7-12 Tahun Berisiko Obesitas Di Bandung the Design of the Media Book Pop-Up Behavior Prevention Efforts As Thechildren Aged 7-12 Years Are At Risk of Obesity in. e-Proceeding of Art & Design, 2(2), 388–395.Setywan, D. I., Tolle, H., & Kharisma, A. P. (2017). Perancangan Aplikasi Communication Board Berbasis Android Tablet Sebagai Media Pembelajaran dan Komunikasi Bagi Anak Tunarungu. Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer, 2(8), 2933–2943.The Little Hijabi Homeschooling. (2020). Poster Isyarat Hijaiyah. https://www.facebook.com/thelittlehijabi/photos/pcb.1553988721421966/1553988514755320/ (diakses tanggal 09 Juni 2021).Wibawa, M., & Suci, A. W. (2021). "Kumpulan Foto dan Gambar Penelitian". Hasil Dokumentasi Pribadi: 26 Februari 2021, STIKI Malang.Wisnuwardani, D. P. (2019). Ada 4, Kenali Ragam Disabilitas. Liputan6.Com. https://m.liputan6.com/disabilitas/read/4126110/ada-4-kenali-ragam-disabilitas (diakses tanggal 09 Juni 2021).

Background: Acute myeloid leukemia (AML) is a hematological malignancy characterized by the autonomous growth of immature myeloid cells with impaired differentiation and maturation. Cytokines are low-molecular-weight proteins that play a basic and fundamental role in communication within the immune system. Cytokines induce various effects such as differentiation, proliferation, hematopoiesis, and inflammation of target cells. AML is also closely associated with cytokine networks in terms of proliferation, apoptosis, and differentiation of leukemic cells. Cytokines produced by Th1 involved in cell-mediated immunity are called Th1 cytokines. Th1 cytokine includes TNF-α and IL-2. Several studies have reported that TNF-α is highly expressed in leukemia cells with AML patients. Other studies have also reported that high serum level of TNF-α of AML patients is associated with poor survival outcome. However, the association between Th1 cytokine polymorphisms: TNF-α -857C/T and IL-2-330T/G and the pathogenesis of AML is unclear. Therefore, we investigated the role of these polymorphisms in AML. Materials and Methods: This study included 101 patients with AML [male/female, 56/45; age, 15-86 years; median age, 58 years; MRC classification favorable (n = 38), intermediate (n =56), and adverse (n = 7)] and 202 healthy race-matched controls. All participants provided written informed consent. This study was approved by the Institutional Review Board of Gunma University Hospital. Genotyping was performed by the polymerase chain reaction (PCR)-restriction fragment length polymorphism method. Genotype and allele frequency were compared between patient group and control group by χ2-test. Clinical features were compared using Student's t and χ2 tests. Overall survival (OS) and leukemia free survival (LFS) were calculated using the Kaplan-Meier method. Survival curves were compared using the log-rank test. Analyses were performed using the SPSS software package ver. 25 (IBM, Armonk, NY, USA). P &lt; 0.05 was considered to represent statistical significance. Results: TNF-α -857 C/T nonCC genotype (higher producer type) increases the risk of AML (AML vs. controls = 39.6% vs. 28.2%, OR = 1.67, 95% CI = 1.01-2.75, p = 0.045). Moreover, the frequency of TNF-α -857 C/T T allele (higher producer type) was higher in AML patients compared to controls (AML vs. controls = 24.8% vs. 16.8%, OR = 1.625, 95%CI = 1.078-2.451 p = 0.02). There was no significant difference between AML patients and controls in genotype and allele frequencies of IL-2 -330 T/G. In the analysis of clinical features, the average platelet count was significantly lower in TNF-α -857 C/T TT genotype (higher producer type) (TT vs. nonTT = 2.4±1.4 vs. 4.4±5.9, p &lt; 0.01). TT genotype (higher producer type) was also significantly higher in frequency of MRC classification adverse (TT vs. nonTT = 30.0% vs. 4.4%, p = 0.02) and history of tumor (TT vs. nonTT = 30.0% vs. 6.6%. p =0.04). Moreover, in survival time analysis, patients with TNF-α -857 C/T TT genotype (higher producer type) had significantly shortened OS compared with patients with nonTT genotype (lower producer type) (TT vs. nonTT = 17.2 months vs not reached, p &lt; 0.01). Patients with TT genotype (high producer type) also experienced significantly shortened LFS (TT vs. nonTT = 24.0 months vs not reached, p = 0.04). Furthermore, multivariate analysis of OS revealed TNF-α -857 C/T TT genotype (higher producer type) as an independent prognostic factor (HR = 3.01, 95% CI = 1.04-8.69, p = 0.04), like age and white blood cell count. Conclusion: These results suggest that TNF-α-857 C/T T allele (higher producer type) increases the risk of AML. Furthermore, TNF-α-857 C/T TT genotype (higher producer type) affects the poor prognosis. Therefore, these data suggest the new role of TNF-α polymorphism in AML leukemogenesis. Figure Disclosures Handa: Ono: Research Funding.

The main objective of this analysis is to chart and to characterize scholarship on populism and news media, by identifying the issues and problems, as well as research practices that shape these studies. This article reports the findings of a systematic review of empirical studies on populism and news media (n=218), published in peer-review journals indexed in Scopus and Web of Science databases, until July 2021. Building on the information retrieved from these databases and based on the content analysis of full texts, we seek to identify key characteristics of the studies, such as publication dates, authors, journals, scientific domains and categories, regional focuses, analyzed phenomena, methodological options, or conceptual approaches to the interaction between populism and news media.

The phenomenon of toy unboxing describes rapidly scaling and commercialising videos featuring the opening, assembling and demonstration of children’s toys, often by children, across social media platforms. This phenomenon has fostered concerns by parents and advocates around children’s access to and participation in social media. This article provides a brief history of this phenomenon, noting the very limited scholarship on the issue while engaging with the new regulatory questions it provokes. We describe how these videos represent forms of creator labour and operate within the structural and material interests of social media entertainment (SME). SME refers to a proto-industry featuring professionalising-amateur content creators engaging in content innovation and media entrepreneurship across multiple social media platforms to aggregate global fan communities and incubate their own media brands. Our analysis accounts for how unboxing videos work for children both as agents and as small businesses and provides pointers to more nuanced regulatory approaches.

The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence. Keywords: Children's Independence, Parental Involvement and Mothers' Employment References: Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2019.04.005 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Chusniatun, Kuswardhani, & Suwandi, J. (2014). Peran ganda pengembangan karier guru-guru perempuan. Jurnal Pendidikan Ilmu Sosial, 24(2), 53–66. Cohen, J. (1994). The earth is round (p < .05). (Vol. 49). American Psychologist,. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440 Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children’s regulation, and quality of socioemotional functioning. Developmental Psychology, 39(1), 3–19. https://doi.org/10.1037/0012-1649.39.1.3 Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-Child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2019-3211 Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of Parent Involvement in Children’s Schooling. 11. Gürbüztürk, O., & Şad, S. N. (2010). Turkish parental involvement scale: Validity and reliability studies. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.049 Gusmaniarti, G., & Suweleh, W. (2019). Analisis Perilaku Home Service Orang Tua terhadap Perkembangan Kemandirian dan Tanggung Jawab Anak. Aulad : Journal on Early Childhood. https://doi.org/10.31004/aulad.v2i1.17 Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood. https://doi.org/10.1177/183693911403900415 Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Iftitah, S. L., & Anawaty, M. F. (2020). Peran Orang Tua Dalam Mendampingi Anak Di Rumah Selama Pandemi Covid-19. JCE (Journal of Childhood Education), 4(2), 71. https://doi.org/10.30736/jce.v4i2.256 Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Kadir. (2017). Statistika Terapan. PT Raja Grafindo Persada. Komala. (2015). Mengenal dan Mengembangkan Kemandirian Anak Usia Dini Melalui Pola Asuh Orang Tua dan Guru. Tunas Siliwangi, 1(1), 31–45. Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116 Levitt, M. R., Grolnick, W. S., Caruso, A. J., & Lerner, R. E. (2020). Internally and Externally Controlling Parenting: Relations with Children’s Symptomatology and Adjustment. Journal of Child and Family Studies, 29(11), 3044–3058. https://doi.org/10.1007/s10826-020-01797-z Lie, A., & Prasasti, S. (2004). Menjadi Orang Tua Bijak 101 Cara Membina Kemandirian dan Tanggung Jawab Anak. PT. Alex Media. Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. 26. Mikelić Preradović, N., Lešin, G., & Šagud, M. (2016). Investigating Parents’ Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia. Informatics in Education, 15(1), 127–146. https://doi.org/10.15388/infedu.2016.07 Moonik, P., Lestari, H. H., & Wilar, R. (2015). Faktor-Faktor Yang Mempengaruhi Keterlambatan Perkembangan Anak Taman Kanak-Kanak. E-CliniC, 3(1), 124–132. https://doi.org/10.35790/ecl.3.1.2015.6752 Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2019.11.004 Pek, L. S., & Mee, R. W. M. (2020). Parental Involvement On Child’s Education At Home During School Lockdown. Jhss (Journal Of Humanities And Social Studies). https://doi.org/10.33751/jhss.v4i2.2502 Porumbu, D., & Necşoi, D. V. (2013). 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ISCPES stands for International Society for Comparative Physical Education and Sports and it is going to celebrate its 40th anniversary in 2018. Since the beginning (Israel 1978) the main goals of the Society were established under a worldwide mind set considering five continents and no discrimination of any kind. The founders wanted to compare Physical Education and Sports across the world, searching for the best practices deserving consideration and applied on the purpose of improving citizen quality of life. The mission still stands for “Compare to learn and improve”.As all the organizations lasting for 39 years, ISCPES experienced several vicissitudes, usually correlated with world economic cycles, social and sports changes, which are in ISS journal articles - International Sport Studies.ISS journal is Scopus indexed, aiming to improve its quality (under evaluation) to reach more qualified students, experts, professionals and researchers; doing so it will raise its indexation, which we know it is nowadays a more difficult task. First, because there are more journals trying to compete on this academic fierce competitive market; secondly, because the basic requirements are getting more and more hard to gather in the publishing environment around Physical Education and Sports issues. However, we can promise this will be one of our main strategic goals.Another goal I would like to address on this Editorial is the language issue. We have this second strategic goal, which is to reach most of languages spoken in different continents; besides the English language, we will reach Chinese, Spanish and Portuguese speaking countries. For that reason, we already defined that all the abstracts in English will be translated into Chinese, Spanish and Portuguese words so people can find them on any search browser. That will expand the demand for our journal and articles, increasing the number of potential readers. Of course this opportunity, given by Motricidade, can be considered as a good example to multiply our scope.In June 2017 we organized a joint Conference in Borovets, Bulgaria, with our colleagues from the BCES – Bulgarian Society for Comparative Educational Studies. During those days, there was an election to appoint a new (Portuguese) president. This constitutes an important step for the Portuguese speaker countries, which, for a 4th year term, will have the opportunity to expand the influence of ISCPES Society diffusing the research results we have been achieving into a vast extended new public and inviting new research experts to innovative debates. This new president will be working with a wide geographical diverse team: the Vice President coming from a South American country (Venezuela), and the other several Executive Board members are coming from Brazil, China, Africa and North America. This constitutes a very favorable situation once, adding to this, we kept the previous editorial team from Australia and Europe. We are definitely committed to improve our influence through new incentives to organize several regional (continental) workshops, seminars and Conferences in the next future.The international research is crossing troubled times with exponential number of new indexed journals trying to get new influence and visibility. In order to do that, readers face new challenges because several studies present contradictory conclusions and outcome comparisons still lacking robust methodologies. Uncovering these issues is the focus of our Society.In the past, ISCPES started its activity collecting answers to the same questions asked to several experts in different countries and continents across the world. The starting studies developed some important insights on several issues concerning the way Physical Education professionals approached their challenges. In the very starting documents ISCPES activity focused in identifying certain games and indigenous activities that were not understood by people in other parts of the world, improving this international understanding and communication. This first attempt considered six groups of countries roughly comprehending 26 countries from all the continents.ISCPES has on its archives several seminal works, PhD proposals and program proposals, which constitutes the main theoretical framework considered in some textbooks printed at the end of the sixties in the XXth century.The methods used mostly sources’ country comparisons, historic development of comparative education systems, list of factors affecting those systems and a systematic analysis of case studies; additionally, international organizations for sports and physical education were also required to identify basic problems and unique features considered for the implementation of each own system. At the time, Lynn C. Vendien & John E. Nixon book “The World Today in Health, Physical Education and Recreation”, Englewood Cliffs, New Jersey: Prentice-Hall, Inc. 1968, together with two monographies from William Johnson “Physical Education around the World”, 1966, 1968, Indianapolis, Phi Epsilon Kappa editions, were the main textbook references.The main landscapes of interest were to study sports compared or the sport role in Nationalisms, Political subsidization, Religion, Race and volunteering versus professionalism. The goal was to state the true place of sports in societies.In March 1970, Ben W. Miller from the University of California compiled an interesting Exhibit n.1 about the main conclusions of a breakfast meeting occurred during the American Association for Health, Physical Education and Recreation. There, they identified thirty-one individuals, which had separate courses in “Comparative and/or International Physical Education, Recreation and Sports”; one month later, they collected eighteen responses with the bibliographic references they used. On this same Exhibit n.1 there is detailed information on the title, catalogue description, date of initial course (1948, the first), credit units, eligibility, number of year offer, type of graduation (from major to doctorate and professional). Concluding, the end of the sixties can be the mark of a well-established body of literature in comparative education and sports studies published in several scientific journals.What about the XXIst century? Is it still important to compare sports and education throughout the world? Only with qualitative methods? Mixed methods?We think so. That is why, after a certain decline and fuzzy goal definition in research motivations within ISCPES we decided to innovate and reorganize people from physical education and sports around this important theme of comparative studies. Important because we observe an increasing concern on the contradictions across different results in publications under the same subject. How can we infer? What about good research questions which get no statistically significant results? New times are coming, and we want to be on that frontline of this move as said by Elsevier “With RMR (results masked review) articles, you don’t need to worry about what editors or reviewers might think about your results. As long as you have asked an important question and performed a rigorous study, your paper will be treated the same as any other. You do not need to have null results to submit an RMR article; there are many reasons why it can be helpful to have the results blinded at initial review”.https://www.elsevier.com/connect/reviewers-update/results-masked-review-peer-review-without-publication-bias.This is a very different and challenging time. Our future strategy will comprehend more cooperation between researchers, institutions and scientific societies as an instrument to leverage our understanding of physical activity and sports through different continents and countries and be useful for policy designs.Next 2018, on the occasion of the UE initiative Sofia – European Capital of Sport 2018 we - Bulgarian Comparative Education Society (BCES) & the International Society for Comparative Physical Education and Sport (ISCPES) - will jointly organize an International Conference on Sport Governance around the World.Sports and Physical Education are facing complex problems worldwide, which need to be solved. For health reasons, a vast number of organizations are popularizing the belief that physical education and sports are ‘a must’ in order to promote human activity and movement. However, several studies show that modern lifestyles are the main cause for people's inactivity and sedentary lifestyles.Extensive funded programs used to promote healthy lifestyles; sports media advertising several athletes, turning them into global heroes, influencers in a new emerging industry around sports organizations. Therefore, there is a rise in the number of unethical cases and corruption that influence the image of physical education and sports roles.We, the people emotional and physically involved with sports and physical activity must be aware of this, studying, discussing and comparing global facts and events around the world.This Conference aims to offer an incentive to colleagues from all continents to participate and present their latest results on four specific topics: 1. Sport Governance Systems; 2. Ethics and Corruption in Physical Education and Sports Policies; 3. Physical Education and Sport Development; 4. Training Physical Educators and Coaches. Please consider your selves invited to attend. Details in http://bcesconvention.com/

Resumen: El objetivo de la presente investigación es explorar la estructura y el contenido de una red de usuarios de abuso sexual basado en imágenes en Twitter. Para ello se analizaron los perfiles de Twitter que contienen la palabra "Quemón o “Nudes” utilizando análisis de redes, técnicas de procesamiento natural del lenguaje. Entre 2017 y 2018 hubo una comunidad de abuso sexual basado en imágenes en Twitter. Al menos 329 usuarios se dedicaron y se auto describieron como cuentas sexualmente explícitas, vengativas, y en donde contenido sexual no consensual podía ser compartido de forma anónima. Ya con seguidores, la red comprende a más de 130,000 personas. Esta es una estimación conservadora, más cuentas podrían utilizar diferentes palabras clave, no tener ninguna descripción, o formar parte de comunidades privadas. Estos resultados sugieren que los consumidores de contenido de abuso sexual basado en imágenes son los principales responsables de su propagación. Abstract: This study aimed to explore the structure and content of an image-based sexual abuse user network on Twitter. For this purpose, Twitter profiles containing the word “Quemones” or "Nudes" were analyzed using network analysis, natural language processing techniques. Between 2017 and 2018 there was a community of image-based sexual abuse on Twitter. At least 329 users engaged in and self- described themselves as sexually explicit, vindictive accounts, and where nonconsensual sexual content could be shared anonymously. Already with followers, the network comprises more than 130,000 people. This is a conservative estimate; more accounts could use different keywords, have no description, or be part of private communities. These results suggest that consumers of image-based sexual abuse content are primarily responsible for its spread. Fuentes de Consulta: Allen, W. D. (2007). The Reporting and Underreporting of Rape. 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This article uses grounded theory methodology to analyze in-depth interviews conducted with mourners who used social networking sites during bereavement. The social media mourning (SMM) model outlines how social networking sites are used to grieve using one or more of the following: (a) one-way communication, (b) two-way communication, and (c) immortality communication. The model indicates causal conditions of SMM: (a) sharing information with family or friends and (sometimes) beginning a dialog, (b) discussing death with others mourning, (c) discussing death with a broader mourning community, and (d) commemorating and continuing connection to the deceased. The article includes actions and consequences associated with SMM and suggests several ways in which SMM changes or influences the bereavement process.

This paper discusses the role of diaspora in Indonesian gastro-diplomacy. As a new country in culinary diplomacy, the role of the Indonesian diaspora is not dominant but not unimportant. The diaspora directly or not has popularized Indonesian food in foreign countries. Some of them have successfully managed Indonesian restaurants, although there are also some who are less successful. Learning from the experiences of countries already established in this culinary diplomacy such as India, China, Turkey and Vietnam, Indonesia needs to popularize more Indonesian food in many activities such as food festivals. In addition to this, the diaspora can increase the presence and visibility of Indonesian food through narratives in various printed and social media. Books and information on Indonesian cuisine, for example, are still very limited both in printed and digital media. In the current era, what is known as culinary fictions is one of the important aspects that can support gastro diplomacy. Keywords: Gastro Diplomacy, Diaspora, Indonesia Makalah ini membahas peran diaspora dalam gastro diplomasi Indonesia. Sebagai negara baru dalam diplomasi kuliner, peran diaspora Indonesia tidak dominan tetapi cukup penting. Diaspora secara langsung atau tidak telah mempopulerkan makanan Indonesia di luar negeri. Beberapa dari mereka telah berhasil mengelola restoran Indonesia, walaupun ada juga yang kurang berhasil. Belajar dari pengalaman negara-negara yang telah mapan dalam diplomasi kuliner ini seperti India, Cina, Turki dan Vietnam, Indonesia perlu mempopulerkan lebih banyak makanan Indonesia dalam banyak kegiatan seperti festival makanan. Selain itu, diaspora dapat meningkatkan kehadiran dan visibilitas makanan Indonesia melalui narasi di berbagai media cetak dan sosial. Buku dan informasi tentang masakan Indonesia, misalnya, masih sangat terbatas baik di media cetak maupun digital. Di era saat ini, apa yang dikenal sebagai fiksi kuliner adalah salah satu aspek penting yang dapat mendukung gastro diplomasi. Kata kunci: Gastro Diplomasi, Diaspora, Indonesia References* Chapple-Sokol, S. (2013). Culinary Diplomacy: Breaking Bread to Win Hearts and Minds. The Hague Journal of Diplomacy, 8(2), 161–183. https://doi.org/10.1163/1871191X-12341244 Chef Yono, Memulai Bisnis Resto di AS dari Nol | SWA.co.id. (n.d.). Creswell, J. W. (2009). Research Design : Qualitative , Quantitative , and Mixed Methods Approaches. Canadian Journal of University Continuing Education, 35(2), 1–251. Defrancq, C. (2018). Taiwan’s Gastrodiplomasi: Strategies of Culinary Nation-Branding and Outreach. https://doi.org/10.6814/THE.NCCU.IMPIS.002.2018.A06 Jagganath, G. (2017). Foodways and Culinary Capital in the Diaspora: Indian Women Expatriates in South Africa. Nordic Journal of African Studies, 26(2), 107–125. Retrieved from www.sahistory.org.za/indian-south-africans Kekuatan Diplomasi Kuliner - Tirto.ID. (n.d.). Kisah Diaspora Indonesia Sukses Berbisnis Bumbu Rendang di Amerika Serikat - Lifestyle Liputan6.com. (n.d.). Kisah Perjuangan Rustono &quot;King of Tempe&quot;, dari Grobogan sampai Amerika Halaman all - Kompas.com. (n.d.). Kunci Sukses Pengusaha Kuliner Indonesia di Luar Negeri - kumparan.com. (n.d.). Mannur, A. (2010). Culinary Fictions. Temple University Press. Retrieved from http://www.jstor.org/stable/j.ctt14btcd6 Mengerek Kuliner Indonesia Lewat Diaspora Restoran - Wonderful Indonesia Co-Branding Forum. (n.d.). Mohebi, E. T., Editors, S., Keith, K., Nahas, J., Rockower, P., Rousseau, L., … Wu, D. (2010). Public Diplomacy Magazine. Cultural Diplomacy. Public Diplomacy Magazine. Nahar, N., Ab Karim, S., Karim, R., Ghazali, H., & Krauss, S. E. (2018). The Globalization of Malaysia National Cuisine: A Concept of “Gastrodiplomasi.” Journal of Tourism, Hospitality & Culinary Arts (JTHCA) 2018, 10(1), 42–58. https://doi.org/http://www.jthca.org/online-issues Pham, M. J. A., Simon, E., Simon, E., Brandt, J., Carter, J. L., Mcgraw, F., & Chu, S. (n.d.). Journal of International Service. Safran, W. (1991). Diasporas in Modern Societies: Myths of Homeland and Return. Diaspora: A Journal of Transnational Studies, 1(1), 83–99. https://doi.org/10.1353/dsp.1991.0004 Sakamoto, R., & Allen, M. (2011). There’s something fishy about that sushi: how Japan interprets the global sushi boom. Japan Forum, 23(1), 99–121. https://doi.org/10.1080/09555803.2011.580538 Sundarsingh, A. (2014). Curry: Making Home Away From Home in Diaspora. Wonderful Indonesia Restorans. (n.d.). Wonderful Indonesia Restorans. (2018). Wrekso, A. (2017). Djakarta Bali: A love story once unrequited - Food - The Jakarta Post. Yuswohady. (2018). Resto Diaspora. Zhang, J. (2015). The foods of the worlds: Mapping and comparing contemporary gastrodiplomasi campaigns. International Journal of Communication, 9(1), 568–591.

This article studies media behavior and information consumption during the COVID-19 health crisis using quantitative content analysis of the news published by Italian digital media between January 1 and April 27, 2020 (n = 841,786). The data shows a direct relationship between the number of publications and the capacity for engagement and a greater reach with classic, general media and Facebook.

To date, media and communication studies have mostly examined narratives either as stories that circulate in public discourse or as people’s personal narratives. In the context of deepening inequalities, the cementing of neoliberal rationality and the intensifying centrality of media and communication technologies in public and everyday life, connecting the two realms is a vital task. Drawing on The Sociological Imagination, I argue for and demonstrate the value of connecting what C. Wright Mills famously called “personal troubles” and “public issues of social structure” in the study of current media and narrative. Analysis of how contemporary cultural narratives furnish and condition our most intimate personal troubles highlights that our lives are shaped by social forces not of our own making. Yet, the intersection between media and cultural discourses and individuals’ sense-making of their experiences can open up possibilities for change and even resistance.

A by-product of today’s hybrid media system is that genres—once uniformly defined and enforced—are now murky and contested. We develop the concept of news-ness, defined as the extent to which audiences characterize specific content as news, to capture how audiences understand and process media messages. In this article, we (a) ground the concept of news-ness within research on media genres, journalism practices, and audience studies, (b) develop a theoretical model that identifies the factors that influence news-ness and its outcomes, and (c) situate news-ness within discussions about fake news, partisan motivated reasoning, and comparative studies of media systems.

Aim/Purpose: This study aims at (1) extending an existing theoretical framework to gain a deeper understanding of the technology acceptance process, notably of the Facebook social network in an unexplored Middle East context, (2) investigating the influence of social support theory on Facebook adoption outside the work context, (3) validating the effectiveness of the proposed research model for enhancing Facebook adoption, and (4) determining the effect of individual differences (gender, age, experience, and educational level) amongst Facebook users on the associated path between the proposed model constructs. Background: Social networking sites (SNSs) are widely adopted to facilitate social interaction in the Web-based medium. As such, this present work contends that there is a gap in the existing literature, particularly in the Middle East context, as regards an empirical investigation of the relationship between the social, psychological, individual, and cognitive constructs potentially affecting users’ intention to accept SNSs. The present research, therefore, attempts to address this deficit. The relevance of this work is also considered in light of the scarcity of empirical evidence and lack of detailed research on the effect of social support theory with regard to SNS adoption in a non-work context. Methodology: A quantitative research approach was adopted for this study. The corresponding analysis was carried out based on structural equation modelling (SEM), more specifically, partial least squares (PLS), using SmartPLS software. Earlier research recommended the PLS approach for exploratory studies when extending an existing model or developing a new theory. PLS is also a superior method of complex causal modelling. Moreover, a multi-group analysis technique was adopted to investigate the moderating influence of individual differences. This method divides the dataset into two groups and then computes the cause and effect relationships between the research model variables for each set. The analysis of an in-person survey with a sample of Facebook users (N=369) subsequently suggested four significant predictors of continuous Facebook use. Contribution: This study contributes to the body of knowledge relating to SNSs by providing empirical evidence of constructs that influence Facebook acceptance in the case of a developing country. It raises awareness of antecedents of Facebook acceptance at a time when SNSs are widely used in Arab nations and worldwide. It also contributes to previous literature on the effectiveness of the unified theory of acceptance and use of technology (UTAUT) in different cultural contexts. Another significant contribution of this study is that it has reported on the relevance of social support theory to Facebook adoption, with this theory demonstrating a significant and direct ability to predict Facebook acceptance. Finally, the present research identified the significant moderating effect of individual differences on the associated path between the proposed model constructs. This means that regardless of technological development, individual gaps still appeared to exist among users. Findings: The findings suggested four significant predictors of continuous Facebook use, namely, (a) performance expectancy, (b) peer support, (c) family support, and (d) perceived playfulness. Furthermore, behavioral intention and facilitating conditions were found to be significant determinants of actual Facebook use, while individual differences were shown to moderate the path strength between several variables in the proposed research model. Recommendations for Practitioners: The results of the present study make practical contributions to SNS organizations. For example, this research revealed that users do not adopt Facebook because of its usefulness alone; instead, users’ acceptance is developed through a sequence of variables such as individual differences, psychological factors, and social and organizational beliefs. Accordingly, social media organizations should not consider only strategies that apply to just one context, but also to other contexts characterized by different beliefs, perceptions, and cultures. Moreover, the evidence provided here is that social support theory has a significant influence on SNSs acceptance. This suggests that social media organizations should provide services to support this concept. Furthermore, the significant positive effect of perceived playfulness on the intention to use SNSs implied that designers and organizations should pay further attention to the entertainment services provided by social networks. Recommendation for Researchers: To validate the proposed conceptual framework, researchers from different countries and cultures are invited to apply the model. Moreover, a longitudinal research design could be implemented to gather data over a longer period, in order to investigate whether users have changed their attitudes, beliefs, perceptions, and intention by the end of the study period. Other constructs, such as individual experience, compatibility, and quality of working life could be included to improve the power of the proposed model. Impact on Society: Middle Eastern Facebook users regard the network as an important tool for interacting with others. The increasing number of Facebook users renders it a tool of universal communication and enjoyment, as well as a marketing network. However, knowledge of the constructs affecting the application of SNSs is valuable for ensuring that such sites have the various functions required to suit different types of user. Future Research: It is hoped that our future research will build on the results of this work and attempt to provide further explanation of why users accept SNSs. In this future research, the proposed research model could be adopted to explore SNSs acceptance in other developing countries. Researchers might also include other factors of potential influence on SNSs acceptance. The constructs influencing acceptance of other social networks could then be compared to the present research findings and thus, the differences and similarities would be highlighted.

ABSTRAK Tujuan utama dari makalah ini untuk menguji secara empiris pengaruh zakat, Produk Domestik Regional Bruto (PDRB) perkapita, Upah Minimum Regional/Provinsi (UMP), dan inflasi terhadap tingkat gini rasio di 34 provinsi di Indonesia selama tahun 2018-2020. Temuan penelitian ini menunjukkan bahwa distribusi zakat yang diproksikan dengan Indeks Kesejahteraan BAZNAS serta tingkat inflasi secara statistik tidak berpengaruh signifikan terhadap tingkat ketimpangan pendapatan di Indonesia. Sementara itu, tingkat PDRB perkapita dan UMP memiliki arah hubungan negatif dan berpengaruh signifikan secara statistik terhadap tingkat ketimpangan pendapatan di Indonesia. Penelitian ini memberikan rekomendasi kepada pengelola zakat untuk menciptakan dan mengembangkan program zakat yang mampu memberdayakan perekonomian mustahik sehingga mampu mengurangi tingkat kesenjangan pendapatan dalam masyarakat. Selain itu, seluruh pemangku kepentingan (stakeholders) harus bersinergi dalam upaya meningkatkan realisasi pengumpulan dana zakat di lembaga dengan melalui peningkatan literasi dan kesadaran masyarakat guna mengoptimalisasikan peran zakat dalam peningkatan kesejahteraan masyarakat. Kata kunci: Indeks Kesejahteraan BAZNAS, Ketimpangan Pendapatan, Makroekonomi, Zakat. ABSTRACT The main objective of this paper was to empirically examine the effect of zakat, Gross Regional Domestic Product (GRDP) percapita, Regional/Provincial Minimum Wage, and inflation on the gini ratio in 34 provinces in Indonesia during 2018-2020. The findings of this study indicate that the distribution of zakat, which is proxied by the BAZNAS Welfare Index, and the inflation rate has no statistically significant effect on the level of income inequality in Indonesia. Meanwhile, GRDP per capita and Regional/Provincial Minimum Wage levels have a negative and statistically significant relationship to the level of income inequality in Indonesia. In order to lessen the degree of income inequality in society, this study offers recommendations to zakat managers on how to design and develop zakat programs that can strengthen the mustahik's economy. In addition, all stakeholders must work together in an effort to increase the realization of zakat fund collection in institutions by increasing literacy and public awareness in order to maximize the contribution of zakat to raising the welfare of mankind. Keywords: Baznas Welfare Index, Income Inequality, Macroeconomics, Zakat. REFERENCES Abdelbaki, D. H. H. (2013). The impact of zakat on poverty and income inequality in Bahrain. Review of Integrative Business & Economics Reseacrh, 2(1), 133–154. Afandi, A., Rantung, V. P., & Marashdeh, H. (2017). Determinants of income inequality. 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Abstract Abstract 3805 Background: Mastocytosis is a rare disease characterized by an abnormal proliferation and accumulation of mast cells (MC) in several organs and tissues such as skin, bone marrow, liver, gastrointestinal tract and lymphnodes. The reported prevalence of mastocytosis (cutaneous or systemic) is lower than 1/50,000. Mastocytosis encompasses a wide range of clinical entities, extremely heterogeneous for symptoms, clinical course and prognosis. The heterogeneity and the complexity of its clinical signs lead to the definition of mastocytosis as a multidisciplinary pathology, involving different specialists such as hematologists, internists, dermatologists, immunologists and pediatricians. Mastocytosis is a MC clonal disease associated to a somatic mutation (D816V) of the proto-oncogene c-kit (KIT), which codifies for the stem cell factor (SCF) receptor. SFC is the main factor stimulating the proliferation, chemotaxis and activation of human mast cells. Different KIT mutations have been found in 15% of patients. Clinical signs and symptoms of mastocytosis mainly depend on the liberation of chemical mediators produced by the mast cells, on the tissue infiltration of the mast cells and on other associated hematological diseases. Aim of the Registry: promoting studies on mastocytosis in Italy aimed at investigating the epidemiology of the disease, its prognostic factors and health technology assessment (HTA) aspects associated to the management of a rare “orphan” disease. Methods: The Italian Mastocytosis Registry was constituted in 2009, with the aim of promoting communication between specialists and collecting data about patients diagnosed with mastocytosis at a national level. Anagraphical, anamnestic, clinical, biological, treatment and follow-up data of patients with mastocytosis are being routinely collected in 15 Italian centers after written informed consent. An on-line database (www.registroitalianomastocitosi.it) has been set up for this purpose. The collected data will allow specialists to: Results: At present, data on 175 patients have been collected. Seventy-nine (45%) have been diagnosed with systemic mastocytosis and 40 (50%) of them progressed from a cutaneous disease. Ninety-four (54%) are females; 81 (46%) are males. Among 49 patients for whom data on familiarity were available, 12 (24%) reported familiar cases of autoimmune diseases (n=3), allergies (n=5) or interestingly mastocytosis (n=4). Sixty-one (35%) patients reported allergies. Of 121 reported lines of therapy, 37 (31%) were described as not specified anti chemical mediators, 51 (42%) anti-H1, 21 (17%) anti-H2, 30 (25%) corticosteroids, 22 (18%) phototherapy, 7 (6%) alpha-interpheron, 8 (7%) chemotherapy and 13 (11%) tyrosine-kinase inhibitors (total exceeds 100% because multiple choice is allowed). As to the histological findings, 82 (47%) patients have data on bone marrow biopsy: 48 (59%) had a positive finding, with a median mast cells infiltrate of 30% (range 3–90%). Among 43 patients tested for tryptase serum level, 41 (95%) had levels above normal values (12.5 ng/ml). Conclusions: This is the first spontaneous observational study on mastocytosis in Italy. The on-line database is a useful tool for data collection at a national level. The Registry is an opportunity to carry out epidemiological studies aimed at estimating occurrence and geographical distribution of the disease. It will also allow specialists to investigate possible prognostic factors and provide a starting point for the research into ad hoc therapies and HTA studies. It will hopefully provide a link with other international registries to improve understanding of this disease. Last but not least, the Italian Registry may support a National Government policy to provide assistance by the Public Health System to patients with mastocytosis. Disclosures: No relevant conflicts of interest to declare.

<p>This study aims to identify learning management strategies on communication studies through Blended Learning in Higher Education. This study uses a quasi-experimental method with a non-equivalent control group research design. This design uses two groups, namely the experimental group and the control group. Data collection was conducted with 82 Communication Studies students in 2019, Faculty of Social Sciences, Jakarta State University. Researchers also work with ethics communication lecturers and new media lecturers. The results of this study indicate that blended learning can increase students' knowledge of ethical communication. The average pretest value of the experimental class was 55.93, and the posttest value was 81.85. The average N-Gain in both the experimental class and the control class falls into the medium category. The average results of the N-Gain experimental class were higher at 0.56 compared to the control class at 0.36. Student learning attitudes in handling hoaxes get an average value of 2.99 while the control class is only 2.61. Although both of them have proper criteria, blended learning can also encourage participants to make the best use of face-to-face contact in developing knowledge. Thus, students are able to identify hoax news and implement it by providing information through social media to the public. The implications of this study provide convenience for lecturers in conducting learning strategies on learning ethical communication and new media for handling hoaxes.</p>

Although images have always been part of politics, research on the visual aspects of political communication recently gained momentum, especially with the spread of social media–based political communication. However, there are still several significant research gaps in this field. The aim of this article is to identify and compare the patterns and effects of Hungarian politicians’ ( n = 51) image-based communication on Facebook ( n = 2,992) and Instagram ( n = 868) during the Hungarian parliamentary election campaign in 2018. By doing so, we shed light on two important dimensions of personalization: individualization and privatization. This work is designed to fill three gaps in the literature. We argue that existing research of visual political communication (1) treats images predominantly as illustrations, (2) is limited to single-platform studies, and (3) does not investigate the engagement effects of images. To move beyond these limitations, this study investigates images as objects of interest on their own; it adopts a cross-platform comparative approach and examines the engagement effects of visual cues by applying a combination of inductive and deductive qualitative content analysis. Our results show that images are often used to personalize communication. While on Facebook the individualization dimension of personalization is more common and popular, on Instagram its privatization dimension prevails. Furthermore, on Facebook, users like more politics-related candidate-centered images, but on Instagram we could not find similar effects for more informal visuals.

ABSTRACTObjectiveThis year alone has seen outbreaks of epidemics such as Ebola, Chikungunya, and many other emerging infectious diseases (EIDs). We must look to the responses of recent outbreaks to help guide our strategies in current and future outbreaks or we risk repeating the same mistakes. The objective of this paper was to conduct a systematic literature review of the methodology used by studies that examined EID communication during the 2009 H1N1 pandemic outbreak through different communication channels or by analyzing contents and strategies.MethodsThis was a systematic review of the literature (n=61) studying risk communication strategies of H1N1 influenza, published between 2009 and 2013, and retrieved from searches of computerized databases, hand searches, and authoritative texts by use of specific search criteria. Searches were followed by review, categorization, and mixed qualitative and quantitative content analysis.ResultsOf 41 articles that used quantitative methods, most used surveys (n=35); some employed content analyses (n=4) and controlled trials (n=2). The 16 articles that employed qualitative methods relied on content analyses (n=10), semi-structured interviews (n=2) and focus groups (n=4). Four more articles used mixed-methods or nonstandard methods. Seven different topic categories were found: risk perception and effects on behaviors, framing the risk in the media, public concerns, trust, optimistic bias, uncertainty, and evaluating risk communication.ConclusionsUp until 2013, studies tended to be descriptive and quantitative rather than discursive and qualitative and to focus on the role of the media as representing information and not as a medium for actual communication with the public. Several studies from 2012, and increasingly more in 2013, addressed issues of discourse and framing and the complexity of risk communication with the public. Formative evaluations that use recommendations from past research when designing communication campaigns from the first stages of crises are recommended. Research should employ diverse triangulation processes based on representatives from different stakeholders. Further studies should address the potential offered by social media to create dialogue with individuals and the public at large. (Disaster Med Public Health Preparedness. 2015;9:199-206)

In this article, we discuss how ‘action research’ as an experiential research approach allows us to address challenges encountered in researching a converged and digital media landscape. We draw on our experiences as researchers, co-developers and marketeers in the European Union-funded Innovation Action project ‘INnovative Journalism: Enhanced Creativity Tools’ (INJECT) aimed at developing a technological tool for journalism. In this media innovation process, as in other media practices, longstanding delineations no longer hold, due to converging professional disciplines and blurring roles of users and producers. First, we discuss four features of innovation in the current ‘digital’ media landscape that come with specific methodological requirements: (a) the iterative nature of innovation; (b) converged practices, professions and roles; (c) the dispersed geographic nature of media production and innovation processes and (d) the impact of human and non-human actors. We suggest action research as a possible answer to these requirements of the digital media landscape. Drawing on our experiences in the INJECT project, we illustrate how adopting an action research approach provides insight into the non-linear, iterative and converged character of innovation processes by highlighting: (a) how innovation happens at various moments, in various places and by various people; (b) how perceptions and enactments of professions change over time and (c) how roles are (re)combined and expanded in such a way that clear delineation is not easy. Ultimately, we argue that experiencing convergence through action research enables us to do justice to the complexity of the current media landscape.

The enthusiasm in the Tahfidz House (TH) education program especially for children shows an increasing trend in Padang, a modeling city in developing Islāmic character for children. The purpose of this study was to investigate the Tahfidz House program trends development in early childhood in Padang. This study uses qualitative methods with data collection tools, namely inter- views, direct observation, and document analysis. The results showed that: First, the Tahfidz House program attracted public interest because it offered dimensions of character formation such as in- creasing Intelligence Quotient, Emotional Quotient, and Spiritual Quotient. Second, there is a theo- logical reason in the landscape of local people to think that the Qur'an offers a blessing concept in our lives. Third, Tahfidz House existences as non-formal education has two dominant affiliations, namely pure education and based on market interests or capitalization. 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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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Designing the Thematic Curriculum: An All Aspects Approach MDS-956. 97. Gess, A. H. (2019). STEAM Education. STEAM Education, November, 2011–2014. https://doi.org/10.1007/978-3-030-04003-1 Gronlund, G. (n.d.). “ Addressing Standards through Play-Based Learning in Preschool and Kindergarten .” Gronlund, G. (2015). Planning for Play-Based Curriculum Based on Individualized Goals to Help Each Child Thrive in Preschool and Kindergarten Gaye Gronlund. Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Education, 6(3), 37–52. Hapidin, Pujianti, Y., Hartati, S., Nurani, Y., & Dhieni, N. (2020). The continuous professional development for early childhood teachers through lesson study in implementing play based curriculum (case study in Jakarta, Indonesia). International Journal of Innovation, Creativity and Change, 12(10), 17–25. Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63. McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). Reinventing the STEAM Engine for Art + Design Education. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848 Sancar-Tokmak, H. (2015). The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal, 23(1), 5–20. https://doi.org/10.1080/1350293X.2013.788315 Sawangmek, S. (2019). Trends and Issues on STEM and STEAM Education in Early Childhood. Képzés És Gyakorlat, 17(2019/3-4), 97–106. https://doi.org/10.17165/tp.2019.3-4.8 Science, A. I. (n.d.). STEM Project-Based Learning. Spencer, R., Joshi, N., Branje, K., Lee McIsaac, J., Cawley, J., Rehman, L., FL Kirk, S., & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461–476. https://doi.org/10.3934/publichealth.2019.4.461 Taylor, J., Bond, E., & Woods, M. (2018). 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L., & David. (2017). Learning through play : a review of the evidence (Issue November). The LEGO Foundation.

The reaction of H2salpn (H2salpn = N,N′-bis(salicylidene)-1,3-propanediamine) with Fe(ClO4)3 in a ratio of 1 : 1 and 3 : 2, leads to dark red crystals of the solvatomorphs [(salpn)Fe(μ2-salpn)Fe(salpn)]·0.5MeOH (1) and [(salpn)Fe(μ2-salpn)Fe(salpn)]·MeOH (2), respectively. X-Ray crystallographic studies reveal a slightly distorted octahedral geometry and meridional configuration of the N and O donor atoms with one of the salpn ligands acting as a bridge between the two FeIII atoms to create a dimer. The Fe–N/O bond distances for both dimers indicate that the Fe centres are high spin. Supramolecular dimeric pairs are formed in both structures from C–H···π and/or C–H···O interactions. However, the degree of solvation significantly impacts the arrangements of these dimeric pairs with tightly packed 1D chains in 2 and more loosely packed chains in 1. In addition, electrochemical studies reveal weak communication between the two Fe atoms despite the large distance between them and the lack of conjugation across the bridge.

Early childhood development (PAUD) is a fundamental investment that is included in the Sustainable Development Goals (SDGs). Previous research has shown that ECD investment in Indonesia, and its financial governance remains a challenging issue. Through a qualitative approach to a case study method design, this study aims to examine the state of PAUD financial management in Panggungharjo Village, Yogyakarta. This study uses in-depth interviews and desk research as data collection techniques. The instrument was developed from the SABER-ECD World Bank Assessment and ECD Financial Profiling Tools. The results showed that PAUD financial management in established villages had innovative financing, budget management and institutional development resulted in a blueprint for managing PAUD financing in other villages in Indonesia. Important policy objectives in all aspects, including the legal framework, cross-sectoral coordination, program coverage, coverage, equity, data availability, quality standards, and compliance with standards, the vision of financing early childhood development will be more achievable for future research. Keywords: Early Childhood, Financial Governance, Village References: Alatas, H., Brinkman, S., Chang, M. C., Hadiyati, T., Hartono, D., Hasan, A., Hyson, M., Jung, H., Kinnell, A., Pradhan, M., & Roesli, R. (2013). Early childhood education and development services in Indonesia. In Education in Indonesia (pp. 82–108). Institute of Southeast Asian Studies. Ambang.Yudanto. (2019). Analisis Kepemimpinan Transformasional Kepala Desa dalam Pengelolaan Badan Usaha Milik Desa: Studi Kasus Bumdes Panggung Lestari, Bantul [Analysis of Village Head Transformational Leadership in Village Owned Enterprise Management: A Case Study of Bumdes Panggung Lestari, Bantul]. The Journal of Business and Management. Antlöv, H., Wetterberg, A., & Dharmawan, L. (2016). Village Governance, Community Life, and the 2014 Village Law in Indonesia. Bulletin of Indonesian Economic Studies, 52(2), 161–183. https://doi.org/10.1080/00074918.2015.1129047 Aqsati, F. A. (2018). Pengelolaan Alokasi Dana Desa untuk Pengembangan Pembedayaan Masyarakat di Desa Panggungharjo [Management of Village Fund Allocation for Community Empowerment Development in Panggungharjo Village]. Resolusi: Jurnal Sosial Politik. Astuti, S. J. W., & Suaedi, F. (2019). Building Independent Villages through Collaborative Governance by Village-Owned Enterprises (Best Practice from Panggungharjo Village, Central Java, Indonesia). Iapa Proceedings Conference, 265. https://doi.org/10.30589/proceedings.2018.200 Basuki, A. F., Setyowati, K., & Wahyunengseh, R. D. (2019). Accountability Model of Financial Management in the Public Sector: A Study on Panggungharjo Village Budget. 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The impact of expanding access to early childhood education services in rural Indonesia. Journal of Labor Economics, 35(S1), S305–S335. https://doi.org/10.1086/691278 Britto, P. R., Engle, P. L., & Super, C. M. (2013). Handbook of Early Childhood Development Research and Its Impact on Global Policy. In Handbook of Early Childhood Development Research and Its Impact on Global Policy. https://doi.org/10.1093/acprof:oso/9780199922994.001.0001 Cardenas, M., & Cadena, A. M. (2020). How to prioritize Early Childhood? A note on the recent expeerience in Columbia. May 2020. Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank Publications. Edi, A. C., & Wardhani, I. S. (2019). Transformational and Transactional Leadership, Understanding How Leadership Cultivates Democratic Citizenship in Panggungharjo, Bantul, Yogyakarta. PCD Journal, 6(2), 239. https://doi.org/10.22146/pcd.35229 Hasan, Amer., Hyson, Marilou., & Chu-Chang, M. (2013). Early childhood education and development in poor villages of Indonesia: Strong foundations, later success. World Bank. Istiqomah, L. (2016). Tiga Pilar Kebijakan Pemerintah dalam Pembinaan PAUD. Golden Age [Three Pillars of Government Policy in Early Childhood Education. Golden Age]: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini. Jeffrey, D. S., & Guido, S. T. (2014). Financing Sustainable Development: Implementing the SDGs through Effective Investment Strategies and Partnerships. Sustainable Development Solutions Network. Juniar, T. (n.d.). Efektivitas Program Kartu Jakarta Pintar (KIP) Dan Manfaatnya Dalam Meningkatkan Kesejahteraan Sosial Di SDN Bintaro 08 Pagi Jakarta Selatan [The Effectiveness of the Jakarta Smart Card (KIP) Program and Its Benefits in Improving Social Welfare at SDN Bintaro 08 Pagi South Jakarta]. Repository.Uinjkt.Ac.Id. Klees, S. J., Ginsburg, M., Anwar, H., Robbins, M. B., Bloom, H., Busacca, C., Corwith, A., Decoster, B., Fiore, A., Gasior, S., Le, H. 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Problem setting. Intensive development of public relations, digitalization and commercialization of new spheres of life, growing popularity of the media sphere necessitates civil protection not only the privacy of individuals who are popular and recognizable, but also their right to publicity, which is directly related to lawful use of intangible benefits that belong to a person and shape his image. Analysis of recent researches and publications. Among the world's most prominent researchers of image as a social phenomenon are R. Burns, I. Hoffman, W. James, J. Rotter, L. Holl, and others. Domestic studies of image are represented by the works of Atamanskaya K.I., Barny N.V., Krynychna I.P., Lavrentiya A.S., Palekha Y.I., Panteleychuk I.V., Fedoriva T.V., Shcherbak N. V. and other representatives of various social sciences. The purpose of the article is to outline general scientific approaches to defining the concept of image, distinguishing it from related concepts and identifying promising areas of civil law research of image. Article’s main body. The concept of image is more often used in the information space, which leads to an increase in public demand for the legal definition of this concept and the settlement of issues related to the protection of the image of both individuals and legal entities. Image is the object of study of various branches of social science and studied by them in a variety of manifestations and aspects. Based on the analysis of a number of approaches to image definition by representatives of various sciences, it can be concluded that image considered as: (a) a communication tool that is a manipulative technology to influence public consciousness; (b) marketing tool to promote goods, works and services; (c) the external and psychological image of the public person through which society identifies him as an individual. Considering the image of an individual from the standpoint of a systematic approach, in particular a multilevel set of different components - personal intangible assets, we believe that reputation is an element of the image of an individual and should be considered as its structural component. From the standpoint of interdisciplinary research, the concepts of image and personal brand should be considered as synonymous, from a legal point of view, despite their similarity, they are formed by different objects of civil rights, although within the protection of the individual's right to protection and personal brand. Conclusions and prospects for the development. In view of the above, it can be concluded that the image of an individual is a complex, interdisciplinary concept. It is a holistic, stable image of a particular person that exists in society, and is characterized by the indivisibility of its external and internal characteristics, the corresponding personal, professional and social qualities. The constituent legal elements of the image are (a) personal intangible assets: the right to a name, the right to an image, the right to individuality, personal reputation; (b) objects of intellectual property rights: means of personalization: personal brand, trademark, trade name and others.

In a world of polarized societies and radical voices hogging the public digital sphere, this thematic issue aims at identifying the different strategies of old and new social movements in the extremes of the political debates by focusing on the interplay between polarization, uses of the internet, and social activism. In order to disentangle these interactions, this thematic issue covers a wide range of political settings across the globe. It does so by studying: (a) how opposing activists discuss politics online and its implications for democratic theory; (b) how social media uses and online discussions foster offline protests; (c) how the media and state-led-propaganda frame disruptive and anti-government offline protests and how this situation contributes to polarization in both democratic and non-democratic regimes; and finally (d) how civil society uses digital tools to organize and mobilize around sensitive issues in non-democratic regimes.

In a world of polarized societies and radical voices hogging the public digital sphere, this thematic issue aims at identifying the different strategies of old and new social movements in the extremes of the political debates by focusing on the interplay between polarization, uses of the internet, and social activism. In order to disentangle these interactions, this thematic issue covers a wide range of political settings across the globe. It does so by studying: (a) how opposing activists discuss politics online and its implications for democratic theory; (b) how social media uses and online discussions foster offline protests; (c) how the media and state-led-propaganda frame disruptive and anti-government offline protests and how this situation contributes to polarization in both democratic and non-democratic regimes; and finally (d) how civil society uses digital tools to organize and mobilize around sensitive issues in non-democratic regimes.

The depiction of alcohol is the focus of a growing number of content analyses in the field of social media research. Typically, the occurrence and nature of alcohol representations are coded to measure the prevalence, normalization, or even glorification of alcohol and its consumption on different social media platforms (Moreno et al., 2016; Westgate & Holliday, 2016) and smartphone apps (Ghassemlou et al., 2020). But social media platforms and smartphone apps also play a role in the prevention of alcohol abuse when they disseminate messages about alcohol risks and foster harm reduction, abstinence, and sobriety (Davey, 2021; Döring & Holz, 2021; Tamersoy et al., 2015; Westgate & Holliday, 2016). Field of application/theoretical foundation: Social Cognitive Theory (SCT; Bandura 1986, 2009) as the dominant media effects theory in communication science, is applicable and widely applied to social media representations of alcohol: According to SCT, positive media portayals of alcohol and attractive role models consuming alcohol can influence the audience’s relation to alcohol. That’s why positive alcohol portayals in the media are considered a public health threat as they can foster increased and risky alcohol consumption among media users in general and young people in particular. The negative health impact predicted by SCT depends on different aspects of alcohol portrayals on social media that have been traditionally coded in manual content analyses (Beullens & Schepers, 2013; Mayrhofer & Naderer, 2019; Moreno et al., 2010) and most recently by studies relying on computational methods for content analysis (e.g. Ricard & Hassanpour, 2021). Core aspects of alcohol representations on social media are: a) the type of communicator / creator of alcohol-related social media content, b) the overall valence of the alcohol portrayal, c) the people consuming alcohol, d) the alcohol consumption behaviors, e) the social contexts of alcohol consumption, f) the types and brands of consumed alcohol, g) the consequences of alcohol consumption, and h) alcohol-related consumer protection messages in alcohol marketing (Moreno et al., 2016; Westgate & Holliday, 2016). For example, a normalizing portrayal shows alcohol consumption as a regular and normal behavior of diverse people in different contexts, while a glorifying portrayal shows alcohol consumption as a behavior that is strongly related to positive effects such as having fun, enjoying social community, feeling sexy, happy, and carefree (Griffiths & Casswell, 2011). While criticism of glorifying alcohol portrayals in entertainment media (e.g., music videos; Cranwell et al., 2015), television (e.g., Barker et al., 2021), and advertising (e.g., Curtis et al., 2018; Stautz et al., 2016) has a long tradition, the concern about alcohol representations on social media is relatively new and entails the phenomenon of alcohol brands and social media influencers marketing alcohol (Critchlow & Moodie, 2022; Turnwald et al., 2022) as well as ordinary social media users providing alcohol-related self-presentations (e.g., showing themselves partying and drinking; Boyle et al., 2016). Such alcohol-related self-presentations might elicit even stronger identification and imitation effects among social media audiences compared to regular advertising (Griffiths & Casswell, 2011). Because of its psychological and health impact, alcohol-related social media content – and alcohol marketing in particular – is also an issue of legal regulation. The World Health Organization states that “Europe is the heaviest-drinking region in the world” and strongly advocates for bans or at least stricter regulations of alcohol marketing both offline and online (WHO, 2020, p. 1). At the same time, the WHO points to the problem of clearly differentiating between alcohol marketing and other types of alcohol representations on social media. Apart from normalizing and glorifying alcohol portayals, there are also anti-alcohol posts and comments on social media. They usually point to the health risks of alcohol consumption and the dangers of alcohol addiction and, hence, try to foster harm reduction, abstincence and sobriety. While such negative alcohol portayals populate different social media platforms, an in-depth investigation of the spread, scope and content of anti-alcohol messages on social media is largely missing (Davey, 2021; Döring & Holz, 2021; Tamersoy et al., 2015). References/combination with other methods of data collection: Manual and computational content analyses of alcohol representations on social media platforms can be complemented by qualitative interview and quantitative survey data addressing alcohol-related beliefs and behaviors collected from social media users who a) create and publish alcohol-related social media content and/or b) are exposed to or actively search for and follow alcohol-related social media content (e.g., Ricard & Hassanpour, 2021; Strowger & Braitman, 2022). Furthermore, experimental studies are helpful to directly measure how different alcohol-related social media posts and comments are perceived and evaluated by recipients and if and how they can affect their alcohol-related thoughts, feelings, and behaviors (Noel, 2021). Such social media experiments can build on respective mass media experiments (e.g., Mayrhofer & Naderer, 2019). Insights from content analyses help to select or create appropriate stimuli for such experiments. Last but not least, to evaluate the effectiveness of alcohol marketing regulations, social media content analyses conducted within a longitudinal or trend study design (including measurements before and after new regulations came into effect) should be preferred over cross-sectional studies (e.g., Chapoton et al., 2020). Example Studies for Manual Content Analyses: Coding Material Measure Operationalization (excerpt) Reliability Source a) Creators of alcohol-related social media content Extensive explorations on Facebook, Instagram and TikTok Creators of alcohol-related social media content on Facebook, Instagram and TikTok Polytomous variable “Type of content creator” (1: alcohol industry; 2: media organization/media professional; 3: health organization/health professional; 4: social media influencer; 5: ordinary social media user; 6: other) Not available Döring & Tröger (2018) Döring & Holz (2021) b) Valence of alcohol-related social media content N = 3 015 Facebook comments N = 100 TikTok videos Valence of alcohol-related social media content (posts or comments) Binary variable “Valence of alcohol-related social media content” (1: positive/pro-alcohol sentiment; 2: negative/anti-alcohol sentiment) Cohen’s Kappa average of .72 for all alcohol-related variables in codebook* Döring & Holz (2021) *Russell et al. (2021) c) People consuming alcohol N = 160 Facebook profiles (profile pictures, personal photos, and text) Portrayal of people consuming alcohol on Facebook profiles Binary variable “Number of persons on picture” (1: alone; 2: with others) Cohen’s Kappa > .90 Beullens & Schepers (2013) d) Alcohol consumption behaviors N = 160 Facebook profiles (profile pictures, personal photos, and text) Type of depicted alcohol use/consumption Polytomous variable “Type of depicted alcohol use/consumption” (1: explicit use such as depiction of person drinking alcohol; 2: implicit use such as depiction of alcohol bottle on table; 3: alcohol logo only) Cohen’s Kappa = .89 Beullens & Schepers (2013) N = 100 TikTok videos Multiple alcoholic drinks consumed per person Binary variable “Multiple alcoholic drinks consumed per person” as opposed to having only one drink or no drink per person (1: present; 2: not present) Cohen’s Kappa average of .72 for all alcohol-related variables in codebook Russell et al. (2021) N = 100 TikTok videos Alcohol intoxication Binary variable “Alcohol intoxication” (1: present; 2: not present) Cohen’s Kappa average of .72 for all alcohol-related variables in codebook Russell et al. (2021) N = 4 800 alcohol-related Tweets Alcohol mentioned in combination with other substance use Binary variable “Alcohol mentioned in combination with tobacco, marijuana, or other drugs” (1: yes; 2: no) Cohen’s Kappa median of .73 for all pro-drinking variables in codebook Cavazos-Rehg et al. (2015) e) Social contexts of alcohol consumption N = 192 Facebook and Instagram profiles (profile pictures, personal photos, and text) Portrayal of social evaluative contexts of alcohol consumption on Facebook and Instagram profiles Polytomous variable “Social evaluative context” (1: negative context such as someone looking disapprovingly at a drunk person; 2: neutral context such as no explicit judgment or emotion is shown; 3: positive context such as people laughing and toasting with alcoholic drinks) Cohen’s Kappa ranging from .68 to .91 for all variables in codebook Hendriks et al. (2018), based on previous work by Beullens & Schepers (2013) N = 51 episodes with a total of N = 1 895 scenes of the American adolescent drama series “The OC” Portrayal of situational contexts of alcohol consumption in scenes of a TV series Polytomous variable “Setting of alcohol consumption” (1: at home; 2: at adult / youth party; 3: in a bar; 4: at work; 5: at other public place) Polytomous variable “Reason of alcohol consumption” (1: celebrating/partying; 2: habit; 3: stress relief; 4: social facilitation) Cohen’s Kappa for setting of alcohol consumption .90 Cohen’s Kappa for reason of alcohol consumption .71 Van den Bulck et al. (2008) f) Types and brands of consumed alcohol N = 17 800 posts of Instagram influencers and related comments Portrayal of different alcohol types and alcohol brands in Instagram posts Polytomous variable “Alcohol type” (1: wine; 2: beer; 3: cocktails; 4: spirits; 5: non-alcoholic drinks/0% alcohol) Binary variable “Alcohol brand visibility” (1: present if full brand name, recognizable logo, or brand name in header or tag are visible; 2: non-present) String variable “Alcohol brand name” (open text coding) Krippendorff’s Alpha ranging from .69 to 1.00 for all variables in codebook Hendriks et al. (2019) g) Consequences of alcohol consumption N = 400 randomly selected public MySpace profiles Portayal of consequences of alcohol consumption on MySpace profiles Five individually coded binary variables for different consequences associated with alcohol use (1: present; 2: not present): a) “Positive emotional consequence highlighting positive mood, feeling or emotion associated with alcohol use” b) “Negative emotional consequence highlighting negative mood, feeling or emotion associated with alcohol use” c) “Positive social consequences highlighting perceived social gain associated with alcohol use” d) “Negative social consequences highlighting perceived poor social outcomes associated with alcohol use” e) “Negative physical consequences describing adverse physical consequences or outcomes associated with alcohol use” Cohen’s Kappa ranging from 0.76 to 0.82 for alcohol references and alcohol use Moreno et al. (2010) h) Alcohol-related consumer protection messages in alcohol marketing N = 554 Tweets collected from 13 Twitter accounts of alcohol companies in Ireland Alcohol-related consumer protection messages in alcohol marketing (covers both mandatory and voluntary messages depending on national legislation) Four individually coded binary variables for different alcohol-related consumer protection messages in alcohol marketing (1: present; 2: not present): a) “Warning about the risks/danger of alcohol consumption” b) “Warning about the risks/danger of alcohol consumption when pregnant” c) “Warning about the link between alcohol consumption and fatal cancers” d) “Link/reference to website with public health information about alcohol” Not available Critchlow & Moodie (2022) The presented measures were developed for specific social media platforms, but are so generic that they can be used across different social media platforms and even across mass media channels such as TV, cinema, and advertisement. The presented measures cover different aspects of media portrayals of alcohol and can be used individually or in combination. Depending on the research aim, more detailed measures can be developed and added: for example, regarding the media portrayal of people consuming alcohol, additional measures can code people’s age, gender, ethnicity and further characteristics relevant to the respective research question. In the course of a growing body of content analyses addressing alcohol-related prevention messages on social media, respective measures can be added as well. References Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. Bandura, A. (2009). Social cognitive theory of mass communication. In J. Bryant & M. B. Oliver (Eds.), Communication series. Media effects: Advances in theory and research (3rd ed., pp. 94–124). Routledge. Barker, A. B., Britton, J., Thomson, E., & Murray, R. L. (2021). Tobacco and alcohol content in soap operas broadcast on UK television: A content analysis and population exposure. Journal of Public Health (Oxford, England), 43(3), 595–603. https://doi.org/10.1093/pubmed/fdaa091 Boyle, S. C., LaBrie, J. W., Froidevaux, N. M., & Witkovic, Y. D. (2016). Different digital paths to the keg? How exposure to peers' alcohol-related social media content influences drinking among male and female first-year college students. Addictive Behaviors, 57, 21–29. https://doi.org/10.1016/j.addbeh.2016.01.011 Beullens, K., & Schepers, A. (2013). Display of alcohol use on Facebook: A content analysis. Cyberpsychology, Behavior and Social Networking, 16(7), 497–503. https://doi.org/10.1089/cyber.2013.0044 Cavazos-Rehg, P. A., Krauss, M. J., Sowles, S. J., & Bierut, L. J. (2015). "Hey everyone, I'm drunk." An evaluation of drinking-related Twitter chatter. 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Picture me drinking: Alcohol-related posts by Instagram influencers popular among adolescents and young adults. Frontiers in Psychology, 10, 2991. https://doi.org/10.3389/fpsyg.2019.02991 Mayrhofer, M., & Naderer, B. (2019). Mass media as alcohol educator for everyone? Effects of portrayed alcohol consequences and the influence of viewers’ characteristics. Media Psychology, 22(2), 217–243. https://doi.org/10.1080/15213269.2017.1378112 Moreno, M. A., Briner, L. R., Williams, A., Brockman, L., Walker, L., & Christakis, D. A. (2010). A content analysis of displayed alcohol references on a social networking web site. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 47(2), 168–175. https://doi.org/10.1016/j.jadohealth.2010.01.001 Moreno, M. A., D’Angelo, J., & Whitehill, J. (2016). Social media and alcohol: Summary of research, intervention ideas and future study directions. 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Populist communication, in this entry, refers to the occurrence of a) specific messages that are seen as the expression of populist ideology and b) characteristic style elements that are often associated with these messages expressing populist ideology in political actors’ (or other actors such as journalists’ or citizens’) communication (Ernst et al., 2019; De Vreese et al., 2018). Field of application/theoretical foundation: Populism has been defined in various terms; e.g., as Ideology (Canovan, 1999; Mudde, 2004), set of ideas (Hawkins et al., 2018, Taggart, 2000), discourse (Laclau, 2005; Mouffe, 2018), political style (Moffit, 2016), communication style (Jagers & Walgrave, 2007), or political strategy (Weyland, 2017). Thus, there have been numerous operationalizations of populism or populist communication in content analyses that cannot all be accounted for here. This entry specifically follows a communication-centered perspective (Stanyer et al., 2016; De Vreese et al., 2018). Jagers & Walgrave (2007), in a pioneer study on populist communication, define populism as a political communication style “essentially displaying proximity of the people, while at the same time taking an anti-establishment stance and stressing the (ideal) homogeneity of the people by excluding specific population segments.” In a more recent study, Ernst et al. (2019) differentiate between populist communication content and populist communication style. Populist communication content refers to the communicative representation of the populist ideology (what is being said) that can be expressed in the form of populist key messages. Depending on the parsimony of the definition, populist ideology comprises three or four dimensions: people-centrism, anti-elitism, restoring sovereignty, and exclusion (e.g., De Vreese et al., 2018; Mudde, 2004; Jagers & Walgrave, 2007; Wirth et al., 2016). In distinction to the content, Ernst et al. (2019) define populist communication style as the use of populism-related style elements (how something is said) (see also De Vreese et al., 2018; Bracciale & Martella, 2018). Communication-centered content analyses of populist communication are often carried out in three steps. First, specific characteristics of populist communication (e.g., populist key messages or stylistic elements) are identified. Second, the occurrence of these individual elements is then coded either on the statement level (e.g. Ernst et al., 2019; Wirth et al., 2016), excerpts level (Jagers & Walgrave, 2007), or on the text/article level (e.g. Blassnig et al, 2019). Third, the level of populism is determined using different indices for populist communication as a whole (e.g. maximum indices; Blassnig et al., 2019; Ernst et al., 2019) or for the individual dimensions separately (e.g., Jagers & Walgrave, 2007). Populism indices can be calculated at the statement level, text level, or actor level. References/combination with other methods of data collection: Whereas this entry focuses on quantitative and deductive approaches, populist communication has also been investigated using qualitative or inductive approaches (e.g., Wodak, 2015), especially in studies following a more actor-centered approach (Stanyer et al., 2016). Most studies on populist communication have used manual content analysis. Yet, some analyses have also applied automated approaches to investigate the occurrence of populist communication in texts (e.g., Hawkins & Castanho Silva, 2018). Example studies: Blassnig et al., (2019); Bracialle & Martella (2017); Ernst et al., (2019); Jagers & Walgrave, (2007) Table 2: Summary of a selection of studies on populist communication Author(s) Sample Unit of Analysis Values Reliability Jagers & Walgrave, 2007 Content type: political party broadcasts (PPB) Country: Belgium (Flemish part) Political actors: six Belgian-Flemish parties Outlets: 20 PPBs per party Sampling period: 1999 - 2001 Sample size: 1,200 PPB excerpts Unit of analysis: excerpts including ‘thin’ populism (references to the people) Level of analysis: excerpt level and actor level People-index: multiplication of the proportion and intensity of references to the people for each party Anti-state-index: number of anti-state excerpts * average intension anti-state excerpts (1-5) per party Anti-politics-index: number of anti-politics excerpts * average intension anti-politics excerpts (1-5) per party Anti-media-index: number of anti-media excerpts * average intension anti-media excerpts (1-5) per party Anti-establishment-index: anti-state + anti-politics + anti-media per party Exclusivity-index: J-scores; (positive – negative evaluations) / (positive + neutral + negative evaluations of specific population categories) References to the people: terms referring to the population (as a whole or population categories), that cover the people “in political terms”, meaning the “political entity” Anti-state: failure of the state with regard to (1) single failure, (2) systematic failure, (3) public service should be abolished, (4) all public services are criticized at once, (5) the system Anti-politics: criticism directed towards (1) policy measure or present situation, (2) policy, (3) politician, (4) party, (5) group of parties, (6) all parties. (7) the system Anti-media: media targets of criticism; (1) newspaper/ magazine/ tv channel, (2) group of media, (3) all (the) media Evaluation of specific population categories: positive, neutral, negative (for further restrictions for the individual variables and more detailed instructions see the methodological appendix by Jagers & Walgrave, 2007) Reliability is not reported Ernst, Blassnig, Engesser, Büchel, & Esser (2019) (See also Ernst et al., 2018; Ernst, Esser et al., 2019; Wirth et al., 2016) Content type: statements by politicians expressing either a political position, an elaboration on a political issue, or an evaluation/ attribution of a target actor Countries: CH, DE, IT, FR, UK, US Political actors: 98 politicians from 31 parties Outlets: political talk shows (2 per country), politicians’ Facebook and Twitter accounts Sampling period: April through May 2015 Sample size: n = 2’067 (n = 969 talk show statements, n = 734 Facebook posts, and n = 364 Tweets Unit of analysis: a single statement by a politician on a target actor or an issue Level of analysis: statement level and actor level Populism index: Maximum index based on the nine populist key messages and seven stylistic elements (0/1) Populist key messages: Anti-elitism: discrediting the elite, blaming the elite, detaching the elite from the people People-centrism: stressing the people’s virtues, praising the people’s achievements, stating a monolithic people, demonstrating closeness to the people Restoring sovereignty: demanding popular sovereignty, denying elite sovereignty Populist style elements: Negativity: negativism, crisis rhetoric Emotionality: emotional tone, absolutism, patriotism) Sociability: colloquialism, intimization (all items were coded as dummy variables based on more detailed sub-categories) Brennan & Prediger’s kappa average = 0.91 (³0.65) Blassnig, Ernst, Büchel, Engesser, & Esser (2019) Content type: election news coverage about immigration and adjacent reader comments Countries: CH, FR, UK Actors/Speakers: politicians, journalists, and citizens Outlets: 6 online news outlets per country Sampling period: six weeks before the respective election days. CH: September to October 2015; FR: April to May 2017; UK: April to May 2015 Sample size: n = 493 news articles and n = 2904 reader comments Unit of analysis: news article / reader comment Level of analysis: article level Populism index: Maximum index based on the twelve populist key messages (0/1) Populist key messages: Anti-elitism: discrediting the elite, blaming the elite, detaching the elite from the people People-centrism: praising the people’s virtues, praising the people’s achievements, describing the people as homogenous, demonstrating closeness to the people Restoring sovereignty: demanding popular sovereignty, denying elite sovereignty Exclusion: discrediting specific social groups, blaming specific social groups, excluding specific social groups from the people (all items were coded as dummy variables) Brennan & Prediger’s kappa average = 0.75 Bracciale & Martella (2017) Content type: politicians’ tweets Country: Italy Political actors: 5 party leaders Outlets: leaders’ Twiter timelines Sampling period: 1 January 2015 to 1 July 2016 Sample size: n = 7,772 Unit of analysis: tweets Level of analysis: tweets, actors Indices: Populist ideology: three additive synthetic dichotomous indices adding together the indicators for each of the three dimensions of populism (sovereignty of the people, attacking the elite, ostracizing others) The variables for political communication style were summarized using multiple correspondence analysis (MCA) into two dimensions: communicative mode (positive vs. negative) and communicative focus (personalization vs. political/ campaign) Political communication style: Stagecraft: emotionalisation; informality, instrumental actualization, intimisation, negative affect, simplification, storytelling, taboo breaker, vulgarism Register (communicative tone): referential/ neutral, aggressive/ provocative, humorous/ ironic, conversational/ participatory Topic: political issues, policy issues, campaign issues, personal issues, current affairs Function: campaign updating, self-promotion, setting the agenda, position-taking, call to action, opposition/ violence, endorsement, irony, request for interaction, pointless babble Populist ideology: Emphasizing sovereignty of the people: refers to the people, refers to ‘ad hoc’ people, direct representation Attacking the elite: generic anti-establishment, political anti-establishment, economic anti-establishment, EU anti-establishment, institutional anti-establishment, anti-elitism media, anti-elitism intellectuals Ostracizing others: dangerous others, authoritarianism (all individual indicators were coded as dummy variables) Krippendorff's Alpha > .83 References Blassnig, S., Ernst, N., Büchel, F., Engesser, S., & Esser, F. (2019). Populism in online election coverage. Journalism Studies, 20(8), 1110–1129. https://doi.org/10.1080/1461670X.2018.1487802 Bracciale, R., & Martella, A. (2017). Define the populist political communication style: the case of Italian political leaders on Twitter. Information, Communication & Society, 20(9), 1310–1329. https://doi.org/10.1080/1369118X.2017.1328522 Canovan, M. (1999). Trust the people! Populism and the two faces of democracy. Political Studies, 47(1), 2–16. https://doi.org/10.1111/1467-9248.00184 Cranmer, M. (2011). Populist communication and publicity: An empirical study of contextual differences in Switzerland. Swiss Political Science Review, 17(3), 286–307. https://doi.org/10.1111/j.1662-6370.2011.02019.x De Vreese, C. H., Esser, F., Aalberg, T., Reinemann, C., & Stanyer, J. (2018). Populism as an expression of political communication content and style: A new perspective. The International Journal of Press/Politics, 23(4), 423-438. https://doi.org/10.1177/1940161218790035 Engesser, S., Fawzi, N., & Larsson, A. O. (2017). Populist online communication: Introduction to the special issue. Information, Communication & Society, 20(9), 1279–1292. https://doi.org/10.1080/1369118X.2017.1328525 Ernst, N., Blassnig, S., Engesser, S., Büchel, F., & Esser, F. (2019). Populists prefer social media over talk shows: An analysis of populist messages and stylistic elements across six countries. Social Media + Society, 5(1), 1-14. https://doi.org/10.1177/2056305118823358 Hawkins, K. A., Carlin, R. E., Littvay, L., & Rovira Kaltwasser, C. (Eds.). (2018). Extremism and democracy. The ideational approach to populism: Concept, theory, and analysis. Routledge. Haswkins, K. A., & Castanho Silva, B. (2018). Textual analysis: big data approaches. In K. A. Hawkins, R. E. Carlin, L. Littvay, & C. Rovira Kaltwasser (Eds.). Extremism and democracy. The ideational approach to populism: Concept, theory, and analysis (pp. 27-48). Routledge. Jagers, J., & Walgrave, S. (2007). Populism as political communication style: An empirical study of political parties' discourse in Belgium. European Journal of Political Research, 46(3), 319–345. https://doi.org/10.1111/j.1475-6765.2006.00690.x Laclau, E. (2005). On populist reason. London: Verso. Moffitt, B. (2016). The global rise of populism: Performance, political style, and representation. Stanford University Press. Mudde, C. (2004). The populist Zeitgeist. Government and Opposition, 39(4), 542–563. https://doi.org/10.1111/j.1477-7053.2004.00135.x Stanyer, J., Salgado, S., & Strömbäck, J. (2017). Populist actors as communicators or political actors as populist communicators: Cross-national findings and perspectives. In T. Aalberg, F. Esser, C. Reinemann, J. Strömbäck, & C. H. de Vreese (Eds.), Populist political communication in Europe (pp. 353–364). Routledge. Taggart, P. (2000). Populism. Concepts in the social sciences. Open University Press. Wirth, W., Esser, F., Engesser, S., Wirz, D. S., Schulz, A., Ernst, N., . . . Schemer, C. (2016). The appeal of populist ideas, strategies and styles: A theoretical model and research design for analyzing populist political communication. Zurich: NCCR Democracy, Working Paper No. 88, pp. 1–60. https://doi.org/10.5167/uzh-127461 Wodak, R. (2015). The Politics of Fear: What Right-Wing Populist Discourses Mean. SAGE Publications.

The presented scientific evidence and uncertainty in science communication can be achieved by either different variables (e.g., Brechman, Lee, & Cappella, 2009, 2011; Guenther, Bischoff, Löwe, Marzinkowski, & Voigt, 2019; Kessler, 2016) or identifying frames (for thematic frames, see Ruhrmann, Guenther, Kessler, & Milde, 2015; for formal-abstract frames, see Kessler, 2016). Field of application/theoretical foundation: Evidence and (un)certainty are integral components of scientific findings and science in general. Scientific evidence can be defined as a continuum, ranging from scientific uncertainty to certainty and from weak to strong evidence. Media content analyses are investigating the extent to which information is given in media articles that provide indications of the evidence or uncertainty of scientific findings. Content Analyses also measure how evident scientific findings are presented in the media. References/combination with other methods of data collection: In some cases, the effects of different uncertainty depiction styles (Retzbach & Maier, 2015) and frames of the depicted evidence (Kessler, 2016) are examined after the content-analytical identification in experiments. Example studies: Brechman, et al. (2009); Brechman et al. (2011); Guenther et al. (2019); Kessler (2016); Retzbach & Maier (2015); Ruhrmann et al. (2015) Information on Guenther et al., 2019 Authors: Lars Guenther, Jenny Bischoff, Anna Löwe, Hanna Marzinkowski, & Marcus Voigt Research question: When they represent research results, how do German print and online media report on (a) relevant criteria to assess scientific evidence and (b) scientific (un)certainty? Object of analysis: The study was based on a randomly selected artificial week to obtain a representative sample of German print and online media reports on science (N = 128 articles). Time frame of analysis: July 6, 2015 to August 23, 2015 Info about variables Variables: “For each represented research result, a variable collected the main (hypo-)thesis of the research study, the direction of the result (for or against the thesis), as well as the relevant criteria to assess evidence. […] For each result, it was also relevant to collect to which extent scientific certainty or scientific uncertainty was discussed. In the current study, an explicit statement referring to (un)certainty was differentiated from an implicit statement (subjunctive, speculative language as an indicator of uncertainty versus imperative as an indicator for certainty). This was supplemented by collecting the justifications for (un)certainty that were given for the scientific results.” (p. 10) Level of analysis: news article Variables and values: reported relevant criteria to assess scientific evidence: theoretical assumptions/(hypo-)theses; pilot study/a study never done before; research design: experiment, case study, etc.; research and measurement instruments; quality criteria, such as reliability; quality criteria, such as validity; references to significance (statistic values); objectivity; information about sample (size); time of study; explicit depiction of the research setting; number of studies done; information about how results were obtained; limitations, such as knowledge gaps; comparisons to other studies; funding source(s); reference to the investigating researcher(s); reference to the publication/ journal/ conference; future scenarios, specific applications reported explicit justifications for scientific (un)certainty: preliminary data, knowledge gap(s); (poor) methodological quality; contrasting findings of research; contrasting interpretation of same dataset; conflicting viewpoints of researchers; doubt whether data can be applied to humans; effect on humans not clear; effect on nature not clear; lack of technical/scientific opportunities; justifications for certainty; certain single result(s); sufficient data; (strong) methodological quality; results pointing in the same direction; successfully replicated findings; application for humans clear; effect on humans clear; effect on nature clear; highly experienced researcher(s) implicit statement referring to (un)certainty: no implicit representation vs. implicit representation Reliability: “Four experienced coders coded the articles of the sample after several intensive training sessions. Intercoder reliability was calculated according to Holsti for 26 articles (20 percent of the sample) and the following satisfactory results were obtained: formal variables: 0.97; criteria relevant to assess evidence: 0.92; uncertainty (explicit and implicit): 0.95; certainty (explicit and implicit): 0.92.” (p. 10) Codebook: in the appendix (in German) Information on Kessler, 2016 Author: Sabrina Heike Kessler Research questions: How evident are medical issues presented in science TV programs? Are there any relationship between the individual types of evidence sources and the way they are presented? Can constant formal-abstract patterns/frames of presented evidence be identified? Object of analysis: There was a full-sample content analysis of science TV programs about scientific and medical issues (N = 321, with N = 851 evidence source argumentations). Three frames of evidence identified via a cluster analysis. The frames differed significantly in their degree of depicting belief, doubt, and uncertainty, which were defined as the core elements of a frame of evidence. Timeframe of analysis: August 1, 2011 to July 31, 2012 Info about variables Variables: variables that measure the represented uncertainty in the argumentations of evidence sources and variables that determine the formal-abstract evidence frames. Level of analysis: Science TV programs and evidence source arguments Variables, values and reliability: Intercoder reliability values of the coding separated by variables Variable Number of Possible Values Number of Codings Holsti Reliability Coefficient Cohen's Kappa V5 (specific topic) 1 to x 30 .93 .92 V6 (general topic) 1 to x 30 .91 .90 V7b (main thesis) x 30 .93 .92 V9 (number of evidence sources) 1 to x 30 .98 .82 V10 (type of evidence source) 6 57 .93 .91 V11 (validity of the evidence source) 4 52 .90 .85 V12 (arguments for) 3 52 .81 .63 V13 (arguments against) 3 52 .92 .73 V14 (polarity) 3 52 .99 .92 V15 (weighting) 2 52 .96 .58 V16 (actuality) 2 52 .95 .54 V17 (uncertainty explicit) 3 52 .86 .39 V18 (implicit uncertainty) 3 52 .79 .45 V19 (homogeneity) 2 52 .95 .51 V20 (detailing) 2 52 .92 .41 V21 (constancy) 3 52 .93 .71 V22 (secondary evaluation) 3 52 .67 .42 Codebook: in the appendix (in German) References Brechman, J. M., Lee, C., & Cappella, J. N. (2009), Lost in translation?: A comparison of cancer-genetics reporting in the press release and its subsequent coverage in the press. Science Communication, 30(4), 453-474. DOI: 10.1177/1075547009332649 Brechman, J. M., Lee, C., & Cappella, J. N. (2011), Distorting genetic research about cancer: from bench science to press release to published news. Journal of Communication, 61(3), 496-513. DOI: 10.1111/j.1460-2466.2011.01550.x Guenther, L., Bischoff, J., Löwe, A., Marzinkowski, H., & Voigt, M. (2019). Scientific evidence and science journalism: Analysing the representation of (un)certainty in German print and online media. Journalism Studies, 20(1), 40-59. Kessler, S. H. (2016). Das ist doch evident! Eine Analyse dargestellter Evidenzframes und deren Wirkung am Beispiel von TV-Wissenschaftsbeiträgen (Reihe Medien + Gesundheit, Band 12). Baden-Baden: Nomos. DOI: 10.5771/9783845275468 Retzbach, A., & Maier, M. (2015), Communicating scientific uncertainty: Media effects on public engagement with science. Communication Research, 42(3), 429-456. DOI: 10.1177/0093650214534967 Ruhrmann, G., Guenther, L., Kessler, S. H. & Milde, J. (2015). Frames of scientific evidence: How journalists represent the (un)certainty of molecular medicine in science television programs. Public Understanding of Science, 24(6), 681-696. DOI: 10.1177/096366251351064