Suchergebnisse

On April 27, 2011, an EF–4 tornado struck Tuscaloosa, Alabama. Historic damage from the storm coincided with a recessionary economy, a double blow from which the city has yet to recover. This study applied disaster vulnerability theory to a mixed–methods analysis involving qualitative research, photography, and geographic information systems (GIS) analysis in order to document the recovery of three neighborhoods in the tornado zone. One measure of progress is easy to see. Two neighborhoods, both financially stable, have been rebuilt. The third neighborhood has lagged behind the other two, although residents, community leaders, and city planners seek to revitalize this blighted community. Tuscaloosa's experience suggests that prestorm vulnerabilities lead to uneven recovery and proposals for the gentrification of poor neighborhoods that reproduce preexisting patterns of residential segregation.

AbstractExecutive functions (EF), either conceptualized as skills involved in regulation of cognition and emotion in service of goal‐oriented behavior, or reductively as working memory, flexibility and inhibitory control, are commonly invoked constructs in developmental science. Two main traditions on EFs measurement prevail, one consisting of ratings obtained through questionnaires that inquire on behavior in common situations, the other based on performance in laboratory tasks. Whether both types of assessment actually refer to the same constructs is not consensual. Further, the role of school context in the degree of correspondence between both types of measures remains largely unexplored. Here, we show in a sample of over 220 children (age M = 5.6, SD = 0.4 years), by means of multilevel models, that whether EF tasks can predict BRIEF‐P ratings and vice‐versa, depends on the process considered and on the school SES. Inhibitory control, planning, and global executive functioning are associated with BRIEF‐P ratings in all schools. In contrast, we found no association among measures of flexibility independently of school SES. For working memory, we found that questionnaire rating predicts span only in high SES schools, but span predicts behaviors across schools. Our findings contribute to a growing body of literature that proposes constructs assessed by questionnaires and tasks only partially overlap and suggests that school SES may be a relevant factor to consider when questionnaires are answered by teachers.

This article proposes the concept of anticipated affordances as an analytical supplement to affordance theory. 'Anticipated affordances' refers to how actors anticipate or speculate on a technology's affordances before they have any direct use experience with it. To demonstrate the consequences of such speculation on the social life of new technologies, the article analyses why teachers in Norwegian schools have expressed scepticism towards AV1: a telepresence robot meant to reconnect 'homebound' children with their school. Drawing on qualitative interviews, the article finds that teachers anticipated three undesirable affordances from having AV1 in their classrooms: peeping, broadcasting, and parental auditing. The article also discusses how these anticipations intersected with issues of domestication, gatekeeping and experiences of AV1's actual affordances. In sum, the article advances anticipated affordances as a central topic of inquiry for new media studies, which can complement existing analytical foci and shed new light on the (non)adoption of technology.