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As the linguistic, cognitive and social elements of our lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs. The Impact of Technology on Relationships in Educational Settings sets out to explore the role of ICTs in relationship forming, social networking and social relationships within our schools and has grown out of the European Cooperation in Science and Technology (COST); Action on cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one. This cutting edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects which have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns. This text is ideally suited to researchers and practiitioners in the fields of Educational and developmental psychology, as well as those specialising in educational technology and the sociology of education.

To date, scholars in higher education have examined the ways in which students' experiences in the classroom and the human capital they attain impact social class inequalities. In this book, Jenny Stuber argues that the experiential core of college life-the social and extra-curricular worlds of higher education-operates as a setting in which social class inequalities manifest and get reproduced. As college students form friendships and get involved in activities like Greek life, study abroad, and student government, they acquire the social and cultural resources that give them access to valuable social and occupational opportunities beyond the college gates. Yet students' social class backgrounds also impact how they experience the experiential core of college life, structuring their abilities to navigate their campus's social and extra-curricular worlds. Stuber shows that upper-middle-class students typically arrive on campus with sophisticated maps and navigational devices to guide their journeys-while working-class students are typically less well equipped for the journey. She demonstrates, as well, that students' social interactions, friendships, and extra-curricular involvements also shape-and are shaped by-their social class worldviews-the ideas they have about their own and others' class identities and their beliefs about where they and others fit within the class system. By focusing on student' social class worldviews, this book provides insight into how identities and consciousness are shaped within educational settings. Ultimately, this examination of what happens inside the college gates shows how which higher education serves as an avenue for social reproduction, while also providing opportunities for the contestation of class inequalities.

PurposeThe study seeks to understand what teachers know about students’ friend networks and how they use that information for instruction.Design/methodology/approachThis qualitative study relied on interviews and sociograms that teachers drew of students’ friend networks.FindingsOur data suggest that teachers’ awareness of their students’ friend networks varies by their experience and their exposure to students. Also, their use of this information for instruction coalesces around dimensions of grouping and social support.Research limitations/implicationsThis study took place at one school. To more deeply understand what teachers perceive about their students’ friend networks and how they use that information for instruction, more studies could be done with teachers in more schools.Practical implicationsImplications might suggest developing teachers’ social competence to support their students’ learning and development.Originality/valueWhile studies cited in this paper have explored teachers’ knowledge of students’ social networks, this study builds on this work by exploring how that information can be useful for instruction. In addition, this study explores the use of teachers drawing sociograms as representations of what they know about students’ friend networks.

Los antiguos filósofos tenían claro que el ideal de toda existencia humana es indudablemente la felicidad. Todos aspiran a este fin. Pero ¿qué es la felicidad? O, más aún, ¿cómo se consigue? A lo largo de la historia, cada cultura ha proyectado diferentes modelos de la misma, así como caminos seguros para alcanzarla. Utopías, ideologías, religiones y sistemas filosóficos han buscado de algún modo responder a esta exigencia humana. Generalmente esta variedad de tendencias vincula la felicidad al bien. Se es feliz si se opta por una vida buena. Ahora bien, ¿qué conforma este ideal llamado “vida buena\"? Poco a poco, el pensamiento va ahondando en el interior del problema moral, y a la pregunta por la felicidad sigue la pregunta por el bien, y a esta última la pregunta por el bien verdadero. ¿Qué es el bien? ¿Es una realidad concreta y particular, o vaga y universal? Para que un individuo y una sociedad pueda vivir este ideal de felicidad entendida como “vida buena\", es necesario confrontarse con el bien. Inmediatamente surgen en la conciencia esas dos preguntas radicales que nos hemos formulado: ¿Existe el bien? Y en segundo lugar: ¿Existe un “verdadero bien\", o el bien es en sí subjetivo y lo hacemos verdadero nosotros según unos criterios determinados? Frente al peligro que en todas las épocas se cierne sobre las sociedades mediante las ideologías y las modas, este libro introduce al lector en el interesante mundo de la reflexión moral acerca del bien, su verdad y su conocimiento. Conforme avanza el recorrido que se va haciendo, se invita a todo el que considere estas cuestiones a pensar sobre la relación entre “vida buena, felicidad y virtud\". A través de esta tríada subyace el fundamento de la quietud del corazón humano y, por ende, de las sociedades, de su equilibrio y auténtico progreso. Manuel Alejandro Serra Pérez (Murcia, 1980) es sacerdote de la Diócesis de Cartagena y licenciado en Humanidades (Salamanca 2005), Ciencias del Matrimonio y la Familia (2009), Filosofía (Roma–Madrid 2015) y Doctor Internacional en Filosofía (Murcia 2018). Está acreditado por la ANECA en la figura de Profesor Contratado Doctor. Desde 2011 es profesor del ISEN, facultad adscrita a la Universidad de Murcia. Ha publicado numerosos artículos en revistas bien indexadas nacionales e internacionales. Ha participado como ponente en numerosas conferencias nacionales e internacionales. Recientemente ha publicado una monografía conjunta con especialistas de distintas universidades, comparando a dos de los más eminentes comentaristas del tomismo contemporáneo, publicada por Eunsa (Pamplona 2021). Desde hace unos años es miembro del Grupo de Investigación Nóesis, del Departamento de Filosofía de la Facultad de Filosofía de la Universidad de Murcia.

Las relaciones entre la Iglesia y la sociedad civil, así como diversas manifestaciones jurídico-canónicas de la vida y actuación eclesial constituyen el objeto de este volumen, en el que se recogen las 40 Jornadas de Actualidad Canónica de la Asociación Española de Canonistas. En el libro, en el que han participado destacados expertos en Derecho Canónico y Derecho Eclesiástico del Estado, académicos, investigadores, jueces eclesiásticos y operadores canónicos, se abordan cuestiones actuales que plantea la realidad social, jurídica y eclesial, como la responsabilidad penal y civil de las personas jurídicas y los titulares de oficios eclesiásticos, las novedades en la regulación de los casos de abusos de menores, el papel de los abogados en los procesos canónicos, los supuestos conflictivos de administración de sacramentos a personas LGTBI, el balance de los 40 años de vigencia de los Acuerdos Iglesia-Estado, o la experiencia del servicio de acompañamiento y mediación intrajudicial canónica en el tribunal eclesiástico. Se incluyen también estudios sobre las Novedades que han tenido lugar el último año en Derecho canónico y en Derecho eclesiástico del Estado, tanto en el ámbito normativo como jurisprudencial. Cierra el volumen una contribución del Sr. Obispo Secretario de la Conferencia Episcopal Española, D. Luis Argüello, sobre la Iglesia española en la sociedad civil.

This detailed, meticulous ethnographic study on mobile phone use among Nuba students at the University of Khartoum in Sudan, distinguishes itself from other studies by taking a focused look at the linguistic content of mobile phone interactions via text-messaging, portraying it as a site for the expression of personalized and affective language. While men and women appear to be equally aggressive consumers and producers of text-message poetry, women are formally discouraged in using the phone for relations that go beyond the publicly acceptable norms of keeping in touch and making arrangements. Nonetheless, women use it for such purposes and many manage it discreetly, showing how this technology can serve to subvert discursive norms on gender and marriage. The mobile phone in Sudan enhances individual autonomy over interactions, making possible the extension and creation of social spaces. It simultaneously enlarges private space and trespasses into public space. Poetic themes and language, previously limited to elite producers those both more literate and who had control over mass media domains, radio and newspapers are exposed to anonymous recipients, who draw from, copy or forward them in continuous circulation, thereby staking a claim in the public sphere. Similarly, the mobile phone serves as a site for the exercise of several layers of identity in negotiation, and reflects or creates alternative identities and the contestation of existing discourses, communities in physical space and notions of belonging.

El acceso a las nuevas Tecnologías de la Información y Comunicación por parte de la población se han incrementado en los últimos años, lo que ha llevado a que estas se integren de manera natural a la vida diaria de las personas. El ámbito educativo y empresarial sin duda son los sectores que mayores beneficios han obtenido con estos avances, tanto en lo positivo como de lo negativo. El presente estudio tiene por finalidad analizar la relación entre la aceptación tecnológica y la adicción a las redes sociales en estudiantes universitarios de la ciudad de Arequipa, Perú. La población estuvo conformada por estudiantes del segundo ciclo de 46 escuelas profesionales de la Universidad Nacional de San Agustín de Arequipa. Para la selección de la muestra se recurrió a un procedimiento no probabilístico incidental, seleccionando en total n=2470 estudiantes. Los instrumentos aplicados fueron el modelo de aceptación tecnológica (TAM), diseñada por Yong y el Cuestionario de Adicción a las Redes Sociales (ARS) de Escurra y Salas. Los resultados muestran que existe relación directa y baja entre la aceptación tecnológica y la adicción a las redes sociales dado que la correlación de Pearson es de .211, el tamaño del efecto es de 0.4593 y la potencia estadística es de 0.997. Se concluye que existe correlación de tipo muy débil; sin embargo, el tamaño del efecto es grande y la potencia estadística, muy alta. Estos resultados permiten abrir nuevos espacios de estudio de estos fenómenos

Explores the argument that young people's online social networking can serve as sites for and supports for student learning in ways not currently assessed.

As the linguistic, cognitive and social elements of our lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs. The Impact of Technology on Relationships in Educational Settings sets out to explore the role of ICTs in relationship forming, social networking and social relationships within our schools and has grown out of the European Cooperation in Science and Technology (COST); Action on cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one. This cutting edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects which have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns. This text is ideally suited to researchers and practiitioners in the fields of Educational and developmental psychology, as well as those specialising in educational technology and the sociology of education.

Social network plays an important role in college students’ life. The greater the social network support they have, the more adequate social network resources they get, and the stronger their ability to cope with the challenges of study and life is. Existing studies have overemphasized the influence of social environment on college students' academic success, and have not paid special attention to the influence of the outside world on the change of college students' learning attitude. Therefore, this article studies the evaluation method of college students' learning autonomy based on social network support. Firstly, the local and global features of network nodes are extracted, and the social network roles of college students are divided. Then, a new logical structure network is constructed based on the vector representation of each node, which maximizes the influence of relevant nodes on college students' social network support. Finally, based on the new network structure, the meta-path walking algorithm is introduced to evaluate college students' learning autonomy by obtaining the attribute features supported by social networks through network nodes. Experimental results verify the effectiveness of the proposed method.