Over the past 2 decades or so, the triple digital revolutionsocial network, Internet, and mobile phone-has increased the use and popularity of the "selfie." Within social sciences, the phenomenon of the selfie has been examined as a new culture that shapes human self-presentation, social relationships, and social consumptions. This article provides an overview of the most common theoretical approaches that have been used by researchers to understand the phenomenon of the selfie. In particular, the article focuses on the use of the following frameworks: dramaturgic lens, sociosemiotic approach, and dialectical framework. In addition to these approaches, this article also introduces some preliminary ideas relating to the possibility of exploring the selfie through the lens of mediatization theory. This is based on the argument that the selfie phenomenon operates within media logic as it offers symbolic resources, discursive strategies, communicative messages, and performance tactics that shape and transform the presentation of self, social interaction, and social order.

This study examines the knowledge of HIV/AIDS, attitudes towards risky sexual behaviour and perceived behavioural control among students in Botswana. Data were collected from 445 students randomly selected from the University of Botswana and Boitekanelo College. Hundred and seventy three males and 272 females participated in the study. The study established that although more than 90% of students correctly identified routes of HIV transmission, misconceptions regarding HIV/AIDS still exist. This includes the belief that people can be infected with HIV because of witchcraft and that only people who have sex with gay or homosexual partners can be infected with HIV. Majority of students were aware of various sexual risks. However, the percentage of students who indicated that "it is difficult to ask my partner to use a condom" was still relatively high (13.5%) based on the assumption that students are supposed to know the consequences of sexual risky behaviour. It was also found that male students were 3.48 times more likely to negotiate sex than their female counterparts (OR = 3.48, 95% CI: 1.09 − 11.13) and students who were 18 years and below were more likely to negotiate sex than students above 18 years of age (OR = 2.78, 95% CI: 1.42 − 18.32). Christians are four times less likely to negotiate sex compared to non-Christians (OR = 0.219, 95% CI: 0.095 − 0.506).The theory of planned behaviour advances the proposition that people's behaviour is strongly influenced by their confidence in their ability to perform it. This study is interested in the ability of college students to discuss sexual matters and refuse or negotiate a sexual relationship and how this ability is influenced by the knowledge and attitudes towards sexual risk behaviour. Based on the data collected among students from two institutions of higher learning in Botswana, it was found that that the majority of college students participating in the study had the ability to negotiate sexual relationships. Of concern, however, was the finding that a good number of students were still exposing themselves to risky sexual behaviour including the inability to negotiate pressure to have sex or for engage in sex without using condoms.More than 80% of students were comfortable discussing HIV or sex and sexuality with their friends, boyfriends/girlfriends or partners but uncomfortable discussing the same issues with their parents.

In our contemporary digital society, the smartphone is at the center of a powerful technological revolution affecting multiple domains. In the context of higher learning, the use of smartphones among students has been an area of interest. Previous studies on smartphone use and academic performance have generally focused on measuring the impact that smartphone use has on the academic performance of students. The purpose of this study is to examine the extent to which gender differences and the experience of a particular learning environment contributes to the use of smartphones for academic purposes. Data were collected through the use of a standardized self-report questionnaire completed by 300 first-year and 203 fourth-year undergraduate students from the University of Botswana. Our analysis is guided by the following specific objectives: first, to explore gender and the patterns of smartphone use for academic purposes; second, to appraise the contributing value of the experience of a learning environment on the use of smartphones to enhance academic achievement; and third, to examine smartphone use and its possible contribution to the performance outcome of students. Overall, we argue that the use of a smartphone for academic purposes is partly influenced by the extent to which a student is familiar with or understands the multiple contexts that shape his/her learning environment. For further studies in the field of smartphone use and academic performance, we suggest using multiple methods of data collection to uncover how students attach meanings to the use of smartphones and the role of smartphone use in improving their academic performance outcomes.

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