Moral identity, defined as a self-consistent commitment to lines of action benefiting others, is described in the contexts of adolescence and poor; urban neighborhoods. A model of moral identity development is proposed. According to the model, stable characteristics of the individual and the individual s family, in conjunction with social attitudes, self-conceptions, and opportunities for the exploration of proso-cia1 action, influence the development of moral identity. Analyses from the National Longitudinal Survey of Youth provide support for the model, and demonstrate that urban poverty is associated with few opportunities for development of moral identity. We argue that the provision of these opportunities should be given a highpriority both to foster good individual development and as a means for increasing social capital in neighborhoods.

Generally theorized and empirically examined as an organization phenomenon, collaboration may be more productively explored from a mesolevel model that simultaneously addresses group, organizational, and public frames. Examining how individuals communicate in those frames revealed four discursive productions of collaboration, which were previously undertheorized. Thus, we propose a communicative model that details the simultaneously occurring communication at multiple levels that gives rise to the emergence and effectiveness of collaborating talk. In this model, communication is no longer described as one of the component(s) of collaboration; communication is elevated to the essence of collaboration. Working from observations and records of a 9-month interorganizational collaboration, this article develops a mesolevel communicative model of collaboration and demonstrates that the bulk of collaborative communication occurs at the team level-indeed, the level where relationships among individuals and organizations is revealed and acted upon.The critique and conceptual analysis that follows underlie the development of a communicative model of interorganizational collaboration. The model applies to problem-centered teams that perform tasks, such as facilitating organizational mergers, addressing public policy or civic issues, and creating product or service innovations across industries. That is, individuals in the collaboration represent multiple and potentially competing organizational or constituency interests. Limiting collaboration in this way highlights conditions influencing communication that may not be present or are hidden in other forms of collaborating.Focusing on organizational representatives rather than organizations makes two advances. First, it identifies a series of constructs that influence an individual's organizational representation and, therefore, his or her communication in COMMUNICATION THEORYa collaboration process. These constructs are as follows: investment in resources, expected impact of collaborative activity, network uncertainty, and network instability. Second, the model recognizes that ''by their very nature, organizations are multilevel, [thus] no construct is level free'' (Klein, Dansereau, & Hall, 1994, p. 198).To wit, collaboration must be considered at multiple levels. One level is the face-toface communication of representatives in the collaborative group. At the team level, the model addresses both communication within and among collaborative teams. At the organizational level, it addresses communication among represented organizations and between a facilitating organization and its direct and indirect (public) stakeholders. As such, the model is situated in both micro-and macrocontexts and applies to both zero-history groups and those with a past and an expectation of a future, as the conditions of the model are primarily based on organizational membership, not on the duration or history of the team.A communication-based model of interorganizational collaboration, in our view...

In this study, cognitive flexibility was tested as a mediator of family communication environments (i.e., family expressiveness, structural traditionalism, and avoidance of conflict) and young adults' well-being (i.e., self-esteem, mental health, and physical health). Participants included 395 young adults from first-marriage and postdivorce families. Using structural equation modeling, the results revealed that family expressiveness positively predicted young adults' cognitive flexibility, whereas avoidance of conflict emerged as a negative predictor. Cognitive flexibility, in turn, fully mediated the influence of both expressiveness and avoidance of conflict on well-being. Although structural traditionalism did not predict cognitive flexibility, it did have a direct, inverse effect on young adults' well-being. Among the more important implications of this study is the finding that structural traditionalism and avoidance of conflict, 2 aspects of a conformity orientation in families, generate different effects (i.e., direct vs. indirect) on young adult's well-being.

Moral identity, defined as a self-consistent commitment to lines of action benefiting others, is described in the contexts of adolescence and poor; urban neighborhoods. A model of moral identity development is proposed. According to the model, stable characteristics of the individual and the individual s family, in conjunction with social attitudes, self-conceptions, and opportunities for the exploration of prosocia1 action, influence the development of moral identity. Analyses from the National Longitudinal Survey of Youth provide support for the model, and demonstrate that urban poverty is associated with few opportunities for development of moral identity. We argue that the provision of these opportunities should be given a highpriority both to foster good individual development and as a means for increasing social capital in neighborhoods.

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Abstract:The challenge to provide accessible continuing medical education (CME) programs for physicians and other health care providers in rural communities is ongoing. One possible solution to facilitate physician access to CME is through distance instructional media such as interactive video (ITV). A review of the literature revealed that there is a dearth of research investigating the differences in effectiveness between CME programs delivered through ITV and CME delivered in the traditional classroom setting. The purpose of this study was to compare physician perceptions of the effectiveness of CME programs delivered by ITVand CME programs delivered in the traditional classroom setting. Results from the survey indicate that ITV and traditional face-to-face CME participants did not feel that the majority of attributes related to the content, speakec and program were significantly different between the two delivery modalities. The implications from these findings are also discussed.