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Journal articles on the topic 'Participant Roles'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lin, Shumin, Peggy J. Miller, Heidi Fung, and Eva Chian-Hui Chen. "IV. PARTICIPANT ROLES." Monographs of the Society for Research in Child Development 77, no. 1 (February 15, 2012): 59–76. http://dx.doi.org/10.1111/j.1540-5834.2011.00645.x.

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2

Betts, Lucy R., Thom Baguley, and Sarah E. Gardner. "Examining adults’ participant roles in cyberbullying." Journal of Social and Personal Relationships 36, no. 11-12 (January 7, 2019): 3362–70. http://dx.doi.org/10.1177/0265407518822774.

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Adults’ participant roles in cyberbullying remain unclear. Two hundred and sixty-four (163 female and 87 male) 18- to 74-year-olds from 31 countries completed measures to assess their experiences of, and engagement in, 5 cyberbullying types for up to 9 media. Cluster analysis identified two distinct groups: rarely victim and bully (85%) and frequently victim and occasional bully. Sex and age predicted group membership: Females and older participants were more likely to belong to the rarely victim and bully group, whereas males and younger participants were more likely to belong to the frequently victim and occasional bully group. The findings have implications for anti-cyberbullying interventions and how behaviors are interpreted online.

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3

Oladele, Jegede Olusegun. "Participant Roles in Selected Nigerian Newspaper Editorials." Bulletin of Advanced English Studies 2, no. 1 (2019): 19–26. http://dx.doi.org/10.31559/baes2019.2.1.3.

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4

Pinter, A. "Child Participant Roles in Applied Linguistics Research." Applied Linguistics 35, no. 2 (June 18, 2013): 168–83. http://dx.doi.org/10.1093/applin/amt008.

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5

Kim, Youn-Hwa, and Sae-Young Han. "Discriminant Analysis of Bullying Participant Roles among Children." Korean Journal of Child Studies 32, no. 3 (June 30, 2011): 19–41. http://dx.doi.org/10.5723/kjcs.2011.32.3.19.

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6

Rasmussen, Annette, and Nanna Friche. "Roles of assessment in secondary education: Participant perspectives." Educational Assessment, Evaluation and Accountability 23, no. 2 (January 13, 2011): 113–29. http://dx.doi.org/10.1007/s11092-010-9113-z.

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7

Angermeyer, Philipp Sebastian. "Translation style and participant roles in court interpreting1." Journal of Sociolinguistics 13, no. 1 (February 2009): 3–28. http://dx.doi.org/10.1111/j.1467-9841.2008.00394.x.

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8

Choi, Jeong-Won, and Young-Ho Lee. "The Relationship Between Universal Values and Bullying Participant Roles." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 7 (April 1, 2020): 723–48. http://dx.doi.org/10.22251/jlcci.2020.20.7.723.

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9

Leung, Ester S. M., and John Gibbons. "Who is responsible? Participant roles in legal interpreting cases." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 27, no. 3 (January 2008): 177–91. http://dx.doi.org/10.1515/multi.2008.010.

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10

Gumpel, Thomas P., Vered Zioni-Koren, and Zvi Bekerman. "An ethnographic study of participant roles in school bullying." Aggressive Behavior 40, no. 3 (January 22, 2014): 214–28. http://dx.doi.org/10.1002/ab.21515.

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11

Korn, James H. "Students' Roles, Rights, and Responsibilities as Research Participants." Teaching of Psychology 15, no. 2 (April 1988): 74–78. http://dx.doi.org/10.1207/s15328023top1502_2.

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The research situation is discussed from the point of view of the student participant. Participants may assume roles, varying in the nature of their compliance, as good, faithful, apprehensive, or bad subjects. The rights and responsibilities of research participants are described, and the role of assertive subject is suggested. Finally, a collaborative model of the research relationship is presented as a means of enhancing the educational benefits of the research experience.

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12

Leachman, James G. "Liturgy & Sacramentality: First Perspectives from Process Oriented Psychology." Studia Liturgica 47, no. 2 (September 2017): 178–96. http://dx.doi.org/10.1177/003932071704700207.

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The polarized roles of leader and participant in the liturgical assembly can be mutually antagonistic, especially when each person is unaware of both roles active in themselves and in the assembly. By growing in “role awareness” participants can discover the leader role in themselves and so more fully engage their own actuosa participatio, and leaders can discover the participant role in themselves and so better inhabit and contextualise their role in the active participation of the whole assembly. Both participants and leaders can discover the rich diversity of roles at work within themselves, in the assembly and in the world. All can discover themselves as persons in communion. [108 words]

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13

Jenkins, Lyndsay N., and Amanda B. Nickerson. "Bullying participant roles and gender as predictors of bystander intervention." Aggressive Behavior 43, no. 3 (November 11, 2016): 281–90. http://dx.doi.org/10.1002/ab.21688.

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14

Ahrens, Kathleen, and David Swinney. "Participant roles and the processing of verbs during sentence comprehension." Journal of Psycholinguistic Research 24, no. 6 (November 1995): 533–47. http://dx.doi.org/10.1007/bf02143166.

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15

Li, Yanxiong, Qin Wang, Xue Zhang, Wei Li, Xinchao Li, Jichen Yang, Xiaohui Feng, Qian Huang, and Qianhua He. "Unsupervised classification of speaker roles in multi-participant conversational speech." Computer Speech & Language 42 (March 2017): 81–99. http://dx.doi.org/10.1016/j.csl.2016.09.002.

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16

Huitsing, Gijs, and René Veenstra. "Bullying in Classrooms: Participant Roles From a Social Network Perspective." Aggressive Behavior 38, no. 6 (July 25, 2012): 494–509. http://dx.doi.org/10.1002/ab.21438.

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17

Chen, Guanghui, Wenjuan Zhang, Wenxin Zhang, and Kirby Deater-Deckard. "A “Defender Protective Effect” in Multiple-Role Combinations of Bullying Among Chinese Adolescents." Journal of Interpersonal Violence 35, no. 7-8 (March 20, 2017): 1587–609. http://dx.doi.org/10.1177/0886260517698278.

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Although existing research has advanced our understanding of participant roles in bullying, it is limited by its focus on a single participant role and reliance on samples of children or adolescents in Western nations. Under a “multiple participant roles” perspective based on adaptive strategy hypothesis, the current study used a modified version of the Participant Role Scale approach to identify participant roles in 523 Chinese eighth graders (47.0% boys; M = 14.43) based on peer ratings using two role classification methods: single participant role (using standardized scores) and multiple participant role (using raw scores). First, the single-role method was used. Second, primary, secondary, and tertiary roles were assigned to each adolescent according to his or her three highest scores; they also were assigned to various combinations of roles. Associations between variation in bullying roles and peer social preference (i.e., peer acceptance and rejection) were examined. Overall, the results regarding single-role classification showed that the distribution of and gender differences in roles were consistent with previous studies of Western adolescents. Results regarding multiple-role classification revealed wide variation: primary roles, 85.3% of the sample; secondary roles, 54.2%; tertiary roles, 43.2%. Girls tended to occupy only one role, whereas boys occupied multiple roles. Furthermore, 11 role combinations were identified (e.g., probully-defender; probully-defender-outsider) that were dominated by boys, but also included some girls. Youth whose combination included the role of defender had higher peer acceptance and lower rejection, compared with those without the defender role—a “defender protective effect.” The findings have important implications for understanding and reducing bullying.

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18

Caravita, Simona C. S., Dagmar Strohmeier, Christina Salmivalli, and Paola Di Blasio. "Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles." Journal of School Psychology 75 (August 2019): 119–33. http://dx.doi.org/10.1016/j.jsp.2019.07.005.

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19

Schrooten, Inge, Ron H. J. Scholte, Antonius H. N. Cillessen, and Shelley Hymel. "Participant Roles in Bullying Among Dutch Adolescents With Autism Spectrum Disorders." Journal of Clinical Child & Adolescent Psychology 47, no. 6 (March 30, 2016): 874–87. http://dx.doi.org/10.1080/15374416.2016.1138411.

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20

WERTHEIM, SUZANNE. "Cleaning up for company: Using participant roles to understand fieldworker effect." Language in Society 35, no. 05 (October 13, 2006): 707–27. http://dx.doi.org/10.1017/s0047404506060337.

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21

Jenkins, Lyndsay N., Jaclyn E. Tennant, and Michelle K. Demaray. "Executive functioning and bullying participant roles: Differences for boys and girls." Journal of School Violence 17, no. 4 (March 28, 2018): 521–37. http://dx.doi.org/10.1080/15388220.2018.1453822.

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22

Alcántar Nieblas, Carolina, Angel Alberto Valdés Cuervo, Ernesto Alonso Carlos Martínez, Belén Martínez Ferrer, and Fernanda Inez García Vazquez. "Propiedades Psicométricas de la Adaptación al Español de la Participant Role Approach (PRA)." Revista Colombiana de Psicología 27, no. 2 (July 1, 2018): 177–92. http://dx.doi.org/10.15446/rcp.v27n2.68721.

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El estudio se propuso analizar las propiedades psicométricas del Participant Role Appoach (PRA) para medir roles de espectadores en el acoso escolar en niños mexicanos. Participaron Participaron 787 estudiantes, 415 (52.7 %) niños (M edad = 10.59, DE = .66 años) y 372 (47.3 %) niñas (M edad = 10.51, DE = .64 años). Los resultados del análisis factorial confirmatorio sugieren que el modelo de tres roles (pro-acoso, pro-social y no comprometido) se ajusta mejor que el de cuatro roles (alentador, asistente, defensor y no comprometido). La PRA presenta invariancia de medición en ambos sexos, y evidencias de validez concurrente. Se concluyó que la escala posee propiedades psicométricas adecuadas para la medición de roles de espectadores.

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23

Whiting, Rebecca, Gillian Symon, Helen Roby, and Petros Chamakiotis. "Who’s Behind the Lens?" Organizational Research Methods 21, no. 2 (September 29, 2016): 316–40. http://dx.doi.org/10.1177/1094428116669818.

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This article applies paradox as a metatheoretical framework for the reflexive analysis of roles within a participatory video study. This analysis moves us beyond simply describing roles as paradoxical, and thus problematic, to offer insights into the dynamics of the interrelationship between participant, researcher, and video technology. Drawing on the concept of “working the hyphens,” our analysis specifically focuses on the complex enactment of Participation-Observation and Intimacy-Distance “hyphen spaces.” We explore how video technology mediates the relationship between participant and researcher within these spaces, providing opportunities for participant empowerment but simultaneously introducing aspects of surveillance and detachment. Our account reveals how video study participants manage these tensions to achieve participation in the project. It examines the roles for the researched, the technology, and the researchers that are an outcome of this process. Our analysis advances methodology by bringing together a paradox perspective with reflexive work on research relationships to demonstrate how we can more adequately explore tensions in research practice and detailing the role of technology in the construction and management of these tensions.

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24

Monks, Claire P., Peter K. Smith, and Kat Kucaba. "Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences." International Journal of Environmental Research and Public Health 18, no. 2 (January 7, 2021): 415. http://dx.doi.org/10.3390/ijerph18020415.

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During middle childhood and adolescence, victimisation appears to be a group process involving different participant roles. However, peer reports with younger children (four to six years old) have failed to identify the participant roles of assistant (to the bully) reinforcers or defenders with much reliability. This may be because peer victimisation is a more dyadic process among younger children (behavioural reality), or because of limitations in young children’s cognitive capacity to identify these behaviours (cognitive limitations). The findings of an observational study which examined the group nature of peer victimisation among young children are presented. Observations were made of 56 children aged four and five years using time sampling during free play at school (totalling 43.5 h of observation). Records were made of their behaviour when an onlooker witnessed aggression by others, and also of others’ behaviour when they were being aggressive or being victimised. Although children other than the aggressor and target were present in nearly two thirds of the episodes of peer victimisation observed, few exhibited behavioural responses in line with the assistant, reinforcer or defender roles. This supports the behavioural reality rather than the cognitive limitations explanation. Sex differences were observed in types of aggression displayed by children, with boys more likely than girls to be physically aggressive. Children were less likely to be aggressive to other-sex peers and were most likely to be victimised by children of the same sex as them. There were also sex differences in children’s onlooker behaviour. The implications for our understanding of the development of peer victimisation and bullying in children are discussed.

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25

Abrams, Zsuzsanna Ittzes. "Computer-mediated communication and group journals: expanding the repertoire of participant roles." System 29, no. 4 (December 2001): 489–503. http://dx.doi.org/10.1016/s0346-251x(01)00041-0.

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26

Chen, Li-Ming, and Ying-Yao Cheng. "Perceived severity of cyberbullying behaviour: differences between genders, grades and participant roles." Educational Psychology 37, no. 5 (July 7, 2016): 599–610. http://dx.doi.org/10.1080/01443410.2016.1202898.

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27

Sicoli, Mark A. "Shifting voices with participant roles: Voice qualities and speech registers in Mesoamerica." Language in Society 39, no. 4 (August 18, 2010): 521–53. http://dx.doi.org/10.1017/s0047404510000436.

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AbstractAlthough an increasing number of sociolinguistic researchers consider functions of voice qualities as stylistic features, few studies consider cases where voice qualities serve as the primary signs of speech registers. This article addresses this gap through the presentation of a case study of Lachixío Zapotec speech registers indexed though falsetto, breathy, creaky, modal, and whispered voice qualities. I describe the system of contrastive speech registers in Lachixío Zapotec and then track a speaker on a single evening where she switches between three of these registers. Analyzing line-by-line conversational structure I show both obligatory and creative shifts between registers that co-occur with shifts in the participant structures of the situated social interactions. I then examine similar uses of voice qualities in other Zapotec languages and in the two unrelated language families Nahuatl and Mayan to suggest the possibility that such voice registers are a feature of the Mesoamerican culture area. (Voice quality, register, performance, metapragmatics, Mesoamerica, Zapotecan, Mayan, Nahuatl)*

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28

Salmivalli, Christina. "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?" Theory Into Practice 53, no. 4 (October 2, 2014): 286–92. http://dx.doi.org/10.1080/00405841.2014.947222.

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29

Myers, Carrie-Anne, and Helen Cowie. "University students’ views on bullying from the perspective of different participant roles." Pastoral Care in Education 31, no. 3 (September 2013): 251–67. http://dx.doi.org/10.1080/02643944.2013.811696.

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30

Monks, Claire P., Peter K. Smith, and Kat Kucaba. "Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences." International Journal of Environmental Research and Public Health 18, no. 2 (January 7, 2021): 415. http://dx.doi.org/10.3390/ijerph18020415.

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During middle childhood and adolescence, victimisation appears to be a group process involving different participant roles. However, peer reports with younger children (four to six years old) have failed to identify the participant roles of assistant (to the bully) reinforcers or defenders with much reliability. This may be because peer victimisation is a more dyadic process among younger children (behavioural reality), or because of limitations in young children’s cognitive capacity to identify these behaviours (cognitive limitations). The findings of an observational study which examined the group nature of peer victimisation among young children are presented. Observations were made of 56 children aged four and five years using time sampling during free play at school (totalling 43.5 h of observation). Records were made of their behaviour when an onlooker witnessed aggression by others, and also of others’ behaviour when they were being aggressive or being victimised. Although children other than the aggressor and target were present in nearly two thirds of the episodes of peer victimisation observed, few exhibited behavioural responses in line with the assistant, reinforcer or defender roles. This supports the behavioural reality rather than the cognitive limitations explanation. Sex differences were observed in types of aggression displayed by children, with boys more likely than girls to be physically aggressive. Children were less likely to be aggressive to other-sex peers and were most likely to be victimised by children of the same sex as them. There were also sex differences in children’s onlooker behaviour. The implications for our understanding of the development of peer victimisation and bullying in children are discussed.

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31

Walton, Victoria, Anne Hogden, Julie Johnson, and David Greenfield. "Ward rounds, participants, roles and perceptions: literature review." International Journal of Health Care Quality Assurance 29, no. 4 (May 9, 2016): 364–79. http://dx.doi.org/10.1108/ijhcqa-04-2015-0053.

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Purpose – The purpose of this paper is to classify and describe the purpose of ward rounds, who attends each round and their role, and participants’ perception of each other’s role during the respective ward rounds. Design/methodology/approach – A literature review of face-to-face ward rounds in medical wards was conducted. Peer reviewed journals and government publications published between 2000 and 2014 were searched. Articles were classified according to the type of round described in the study. Purposes were identified using keywords in the description of why the round was carried out. Descriptions of tasks and interactions with team members defined participant roles. Findings – Eight round classifications were identified. The most common were the generalised ward; multidisciplinary; and consultant rounds. Multidisciplinary rounds were the most collaborative round. Medical officers were the most likely discipline to attend any round. There was limited reference to allied health clinicians and patient involvement on rounds. Perceptions attendees held of each other reiterated the need to continue to investigate teamwork. Practical implications – A collaborative approach to care planning can occur by ensuring clinicians and patients are aware of different ward round processes and their role in them. Originality/value – Analysis fulfils a gap in the literature by identifying and analysing the different ward rounds being undertaken in acute medical wards. It identifies the complexities in the long established routine hospital processes of the ward round.

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32

Du-Babcock, Bertha, and Angela CK Chan. "Negotiating consensus in simulated decision-making meetings without designated chairs: A study of participants’ discourse roles." Discourse & Communication 12, no. 5 (April 12, 2018): 497–516. http://dx.doi.org/10.1177/1750481318766935.

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Decision-making is an integral part of business meetings in an organization. Research has suggested that a participant’s engagement in the decision-making process has direct relevance to his or her role(s) in the team or organization. This study extends the investigation of communicative behavior in decision-making to a special meeting setting where all participants assume similar organizational roles and where there is no designated chair. In particular, it draws on conversation analytic methods and a recently developed framework of participant roles to examine discursive strategies and discourse roles on a moment-by-moment basis in the process of consensus negotiation. Findings show that participants’ choices of discursive strategies and the display of discourse roles vary as the discussion proceeds. A limited range of discursive strategies and discourse roles are identified when the discussion fails to lead to consensus. Our analysis also suggests that certain discourse roles appear to have a greater impact on reaching consensus decisions.

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33

Kumala, Sonya Ayu. "Analysis of Language Attitude and Language Preservation in Javanese Language." e-LinguaTera 1, no. 1 (May 15, 2021): 11. http://dx.doi.org/10.31253/pr.v1i1.578.

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People socialize trough language. Language uses as media of communication and fulfils formal and informal roles in society. In communicating, people have their preference in using certain language for certain roles. Speaker preferences represent their language attitude toward those languages. Speaker attitude of language will strongly affect the preservation of language. In East Java, the regional language is Javanese language. However, people tend to use Indonesia language or Javanese language as their lingua franca in this modern era. This phenomenon encourages one language become dominant or minor. This paper focuses on the attitude of Javanese speaker among participant. The writer chooses participant from Javanese speaker in Madiun, East Java. Participants are chosen in consideration of aspects native speaker and distribution of Javanese language in Java. The domain of language usage and variety of attitudes are used to measure the attitude of language speaker. Besides investigating the language attitude of the participant, in this article, the writer also analyses the language preservation of the participant. The result shows that the participant perform positive attitude toward Javanese language. Therefore, the language preservation that has done by the participant is in the intermediate level. This article is, therefore, only a case study of language attitude, particularly to see how the attitude of native speaker of Javanese language can be problematic in the modern era

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34

Strindberg, Joakim, Paul Horton, and Robert Thornberg. "Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying." Research Papers in Education 35, no. 5 (May 13, 2019): 603–22. http://dx.doi.org/10.1080/02671522.2019.1615114.

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35

Börjesson, Ulrika. "From shadow to person: Exploring roles in participant observations in an eldercare context." Qualitative Social Work: Research and Practice 13, no. 3 (April 9, 2013): 406–20. http://dx.doi.org/10.1177/1473325013479136.

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36

Cartwright, Juliana, and Barbara Limandri. "The Challenge of Multiple Roles in the Qualitative Clinician Researcher-Participant Client Relationship." Qualitative Health Research 7, no. 2 (May 1997): 223–35. http://dx.doi.org/10.1177/104973239700700204.

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37

Bullard, Mark J., Anthony J. Weekes, Randolph J. Cordle, Sean M. Fox, Catherine M. Wares, Alan C. Heffner, Lisa D. Howley, and Deborah Navedo. "A Mixed-methods Comparison of Participant and Observer Learner Roles in Simulation Education." AEM Education and Training 3, no. 1 (December 21, 2018): 20–32. http://dx.doi.org/10.1002/aet2.10310.

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38

Eggert, Randall. "I Bet You Think This Paper is About You: Participant Roles and you." Annual Meeting of the Berkeley Linguistics Society 29, no. 1 (June 15, 2003): 115. http://dx.doi.org/10.3765/bls.v29i1.986.

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Proceedings of the Twenty-Ninth Annual Meeting of the Berkeley Linguistics Society: General Session and Parasession on Phonetic Sources of Phonological Patterns: Synchronic and Diachronic Explanations (2003)

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39

Pouwels, J. Loes, Tirza H. J. van Noorden, Tessa A. M. Lansu, and Antonius H. N. Cillessen. "The participant roles of bullying in different grades: Prevalence and social status profiles." Social Development 27, no. 4 (April 30, 2018): 732–47. http://dx.doi.org/10.1111/sode.12294.

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40

Xie, Han, and Steven Sek-yum Ngai. "Participant roles of peer bystanders in school bullying situations: Evidence from Wuhan, China." Children and Youth Services Review 110 (March 2020): 104762. http://dx.doi.org/10.1016/j.childyouth.2020.104762.

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41

Camodeca, Marina, Simona C. S. Caravita, and Gabrielle Coppola. "Bullying in preschool: The associations between participant roles, social competence, and social preference." Aggressive Behavior 41, no. 4 (May 28, 2014): 310–21. http://dx.doi.org/10.1002/ab.21541.

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42

Pouwels, J. Loes, Tessa A. M. Lansu, and Antonius H. N. Cillessen. "Participant roles of bullying in adolescence: Status characteristics, social behavior, and assignment criteria." Aggressive Behavior 42, no. 3 (September 9, 2015): 239–53. http://dx.doi.org/10.1002/ab.21614.

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43

Shin, Yesol, Andrea Chane, Minjung Jung, and Yuree Lee. "Recent Advances in Understanding the Roles of Pectin as an Active Participant in Plant Signaling Networks." Plants 10, no. 8 (August 19, 2021): 1712. http://dx.doi.org/10.3390/plants10081712.

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Pectin is an abundant cell wall polysaccharide with essential roles in various biological processes. The structural diversity of pectins, along with the numerous combinations of the enzymes responsible for pectin biosynthesis and modification, plays key roles in ensuring the specificity and plasticity of cell wall remodeling in different cell types and under different environmental conditions. This review focuses on recent progress in understanding various aspects of pectin, from its biosynthetic and modification processes to its biological roles in different cell types. In particular, we describe recent findings that cell wall modifications serve not only as final outputs of internally determined pathways, but also as key components of intercellular communication, with pectin as a major contributor to this process. The comprehensive view of the diverse roles of pectin presented here provides an important basis for understanding how cell wall-enclosed plant cells develop, differentiate, and interact.

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44

Beskow, Laura M., and P. Pearl O'Rourke. "Return of Genetic Research Results to Participants and Families: IRB Perspectives and Roles." Journal of Law, Medicine & Ethics 43, no. 3 (2015): 502–13. http://dx.doi.org/10.1111/jlme.12292.

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Whether or not to offer individual genetic results to research participants has been the subject of considerable debate, yet consensus regarding what, when, and how to return remains elusive. Despite this lack of clarity, the discussion has moved to the offer of research results to family members of participants, including when the participant is deceased. Given the familial implications of genetic information, this extension is perhaps logical. But it raises concerns throughout the research process, including, for example, questions about disclosures and choices on consent forms, procedures for identifying and contacting family members, and how any such obligations might apply to secondary users of biospecimens and data.

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45

Trysnes, Irene. "The Trailer as Erotic Capital. Gendered Performances—Research and Participant Roles during Festival Fieldwork." Societies 9, no. 4 (November 29, 2019): 83. http://dx.doi.org/10.3390/soc9040083.

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This article examines different roles and field relations of the researcher in studies of young people at Christian festivals. The main questions are how the researcher gains access to the “flirtation field,” which flirting roles the youth participants engage in, and how the researcher copes with flirtation in the field. The article’s theoretical approach draws on feminist methodology on how positions, roles, and relations are negotiated in fieldwork, and discusses the notion of erotic capital. Christian festivals in Norway attract among 100,000 people every year. One of the main activities that was brought to my attention by a car trailer was the importance of flirting between the young boys and girls at these festivals. At the Christian festivals, flirting takes place within a heterosexual framework. In order to be part of this game, the girls are supposed to be feminine and available. The boy’s role is to be active and take initiative. Both sexes work hard to become participants in this game of winning attention that represents two different worlds for boys and girls, and in which there are both male and female losers. The rules of the game seem doubly strict for the girls since they are expected to administer both their own and the boys’ lust.

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46

Rivers, Ian, and Nathalie Noret. "Participant Roles in Bullying Behavior and Their Association with Thoughts of Ending One’s Life." Crisis 31, no. 3 (May 2010): 143–48. http://dx.doi.org/10.1027/0227-5910/a000020.

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Background: Studies have shown that students who are bullied at school are at an increased risk of poor mental health and suicide. Little is known, however, about those who have other participant roles in bullying interactions (e.g., bystanders). Aims: To better understand the implications exposure to bullying has upon thoughts of ending life among students who have multiple participant roles. Methods: This study was a cross-sectional survey of a representative sample of 2,002 students (55% boys, 45% girls) aged 12 to 16 years (M = 13.60, SD = 1.06) attending 14 schools in the North of England. Results: The majority of students in this study were involved in bullying behavior at school as victims, bullies, bystanders, or a combination of all three. Those with multiple roles (victim, bully, and bystander) were significantly more likely to report having had thoughts of ending their life. Conclusions: The findings from this study have significant implications for clinicians, educational, and school psychologists working with students involved in bullying behavior. Whole school antibullying initiatives are necessary to reduce the psychological distress and thoughts of ending life found among members of the school population. Further studies exploring covictimization among bystanders and revictimization among former victims of bullying are recommended.

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Khandwalla, Pradip N. "Competencies for Senior Manager Roles." Vikalpa: The Journal for Decision Makers 29, no. 4 (October 2004): 11–24. http://dx.doi.org/10.1177/0256090920040402.

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This paper identifies competencies that may aid role effectiveness at senior managerial levels. It fills a research gap: while managerial roles and competencies have been studied fairly extensively, their relationships have not been demonstrated. The performance of senior level managers — and therefore of the organization — depends upon how well they play their varied roles. In this paper, the roles of senior managers have been categorized into nine strategic, nine operations-related, and nine leadership roles. Strategic roles relate to such matters of long-term and organization-wide import as policy formulation, setting of long-term objectives, articulation of a vision of excellence for the organization, contributing to the organization's growth and diversification, procuring of strategic resources and intelligence, etc. Operations-related roles cover implementation of policies and changes, setting short-term targets, work allocation to staff, operating a control system, crisis management, etc. Leadership roles encompass inspiring subordinates, developing effective relationships, getting cooperation, emphasizing core values and norms, mentoring, fostering teamwork and collaborative effort, effective conflict resolution, etc. Forty-five senior manager-level competencies have been categorized into six groups as follows: competencies related to contextual sensitivity (power structure management) management of initiatives introduction of innovations resilience and effective coping through problem solving effective task execution interpersonal competence and leadership. The data were gathered from 73 managers attending training programmes for top and senior level managers at the Indian Institute of Management, Ahmedabad, and several associates of these managers. The ratings of each participant and his/her associates for the participant's role effectiveness and competencies were averaged to secure scores for each participant. Correlation analysis was employed to identify relationships between perceived role effectiveness and perceived competencies. The number of statistically significant correlations between the 27 roles and 45 competencies was over a thousand, suggesting a close overall relationship between roles and competencies. To focus only on strong relationships, a cut-off of a correlation of 0.50 was kept. The key findings were: There was a relative deficiency in playing leadership roles and in leadership and interpersonal competencies. There was greater proficiency in playing strategic and operations-related roles. Two relatively weak competency categories were initiatives management and introduction of innovations. The senior managers' main strengths were in the areas of task execution and contextual sensitivity. The number of ‘core’ competencies (competencies strongly correlated with at least 75 % of the roles in a category) ranged from 11 for leadership roles to 18 for strategic roles. Competencies varied considerably in the breadth of their impact on role effectiveness - there were six competencies that were ‘core’ for all three categories of roles (versatile competencies), while nine competencies were specialized in their relationship to specific categories of roles. The six competencies that were ‘core’ for all three categories appeared to be those that enhanced the credibility of the possessor to his/her associates, and possibly thereby enabled the possessor to play so many roles effectively. This paper concludes with several implications of the findings for management and further work.

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Ononye, Chuka Fred, Olaosun Ibrahim Esan, and Ahmed Yunana. "Participant’s Roles and Cognitive Relations in Niger Delta Conflict News Discourse." SAGE Open 11, no. 2 (April 2021): 215824402110231. http://dx.doi.org/10.1177/21582440211023149.

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Media studies on Niger Delta (ND) conflict discourse have largely utilized stylistic, pragmatic, and critical discourse analytical tools in exploring media representation of news actors and ideologies in news texts but have not accommodated such issues as participants’ roles and cognitive relations in the discourse. This paper analyses the contexts of ND conflict news reporting with a view to revealing not only the participant’s role relations involved, but also the lexico-semantic resources they are characterized by. Forty newspaper reports on ND conflicts (20 from four ND-based newspapers— The Tide, New Waves, The Pointer and Pioneer, and 20 from four national newspapers— The Punch, The Guardian, Vanguard and THISDAY), published between 2003 and 2009, were sampled and subjected to discourse analysis, with insights from van Dijk’s context models and aspects of relational semantics. Four types of role were identified, viz. interactional (embracing the participants in conflict), communicative (relating to the production roles), social (involving group membership), and instrumental (dealing with the entities utilized in actualizing specific goals). The cognitive foci of these roles are associated with participants’ goals and beliefs, and these inform the participants’ position and hence role in the conflict events. Linguistically, the interactional and social roles are marked by synonymous and converse lexical items, while the communicative and instrumental roles are indexed by homonymous and antonymous lexical features. The findings corroborate the fact that there is an interaction between participant roles and cognitive relations in the ND conflict events reported in Nigerian newspapers.

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Hargis, Holly. "Recorded Participant Ethnography in Family Homes: Children, Social Class, and the Role of the Researcher." Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 146, no. 1 (April 2020): 37–55. http://dx.doi.org/10.1177/0759106320908221.

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Although ethnography has been a methodology used for years by anthropologists and sociologists, few researchers have entered the homes of children for extended periods of time in order to observe childhood and childrearing practices. The methodology discussed in this article notably permits the researcher to observe child socialization among family members first-hand. Based on seven-months of ethnographic observations among four families from differing social backgrounds in the Ile-de-France region of France, the article discusses how this recorded participant ethnography was set up. The article shows that the researcher held different roles in the families and that these roles varied according to social milieu. Through first analyzing the conditions of these observations among the families, the article provides empirical evidence of the social differentiation of children's daily lives.

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TOKUNAGA, Hiroko, Naoki MUKAWA, Hitoshi TERAI, Masahide YUASA, and Junji YAMATO. "An Analysis of Turn-takings in Three-party Conversations based on Attitudes toward Participant Roles." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 25, no. 5 (2013): 889–900. http://dx.doi.org/10.3156/jsoft.25.889.

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