Philosophical Aspects of Usage of Social Network Technologies in Modern Professional Education

2020 ◽  
pp. 820-827
Author(s):  
Olga Skorodumova ◽  
Ibragim Melikov
Keyword(s):  
Social Network ◽  
Professional Education ◽  
Network Technologies

scholarly journals Who comes to mind? Dynamic construction of social networks

2020 ◽  
Author(s):  
Joseph Bayer ◽  
Neil Anthony Lewis ◽  
Jonathan Stahl
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Real World ◽  
Dynamic Process ◽  
Social Groups ◽  
Social Resources ◽  
Personal Relationships ◽  
Cognitive Mechanisms ◽  
Relational Structures ◽  
Network Technologies

Much remains unknown about moment-to-moment social-network cognition — that is, who comes to mind as we go about our day-to-day lives. Responding to this void, we describe the real-time construction of cognitive social networks. First, we outline the types of relational structures that comprise momentary networks, distinguishing the roles of personal relationships, social groups, and mental sets. Second, we discuss the cognitive mechanisms that determine which individuals are activated — and which are neglected — through a dynamic process. Looking forward, we contend that these overlooked mechanisms need to be considered in light of emerging network technologies. Finally, we chart the next steps for understanding social-network cognition across real-world contexts, along with the built-in implications for social resources and intergroup disparities.

scholarly journals Who Comes to Mind? Dynamic Construction of Social Networks

2020 ◽  
Vol 29 (3) ◽  
pp. 279-285 ◽  
Author(s):  
Joseph B. Bayer ◽  
Neil A. Lewis ◽  
Jonathan L. Stahl
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Real World ◽  
Dynamic Process ◽  
Social Groups ◽  
Social Resources ◽  
Personal Relationships ◽  
Cognitive Mechanisms ◽  
Relational Structures ◽  
Network Technologies

Much remains unknown about moment-to-moment social-network cognition—that is, who comes to mind as we go about our day-to-day lives. Responding to this void, we describe the real-time construction of cognitive social networks. First, we outline the types of relational structures that comprise momentary networks, distinguishing the roles of personal relationships, social groups, and mental sets. Second, we discuss the cognitive mechanisms that determine which individuals are activated—and which are neglected—through a dynamic process. Looking forward, we contend that these overlooked mechanisms need to be considered in light of emerging network technologies. Finally, we chart the next steps for understanding social-network cognition across real-world contexts, along with the built-in implications for social resources and intergroup disparities.

Education and contact strategies to reduce stigmatising attitudes towards anorexia nervosa among university students

2017 ◽  
Vol 76 (8) ◽  
pp. 906-922 ◽  
Author(s):  
Joel Sebastian ◽  
Deborah Richards ◽  
Ayse Bilgin
Keyword(s):  
Anorexia Nervosa ◽  
Social Network ◽  
University Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Repeated Measures ◽  
Medical Professional ◽  
Intervention Strategies ◽  
Male And Female ◽  
Repeated Measures Anova

Objective: As a strategy for the identification and treatment of individuals with anorexia nervosa (AN), we sought to reduce stigmatising attitudes concerning AN among members of their potential social network. Design: Three forms of stigma were focused upon: traditional, positive volitional and negative volitional. Stigmatising attitudes were captured at baseline, and after the first and second interventions. Setting: Male and female undergraduates at a university in Australia. Method: In all, 122 undergraduate students were randomly allocated into two groups where via videos one group received information about AN from a medical professional (education) followed by a person who has recovered from AN presenting her experiences (contact). The second group received a contact then education intervention. Results: Repeated measures ANOVA showed that participants’ volitional stigma was lesser than at baseline following the presentation of the first intervention for both education and contact. However, levels of traditional stigma did not significantly differ. Contact was more effective in reducing positive volitional stigma than education for men, but both were equally effective for women. Conclusion: Study findings provides support for the value of using video-based interventions to change attitudes to stigmatised conditions and demonstrated that education and contact intervention strategies were effective in reducing stigmatising attitudes towards AN in university students.

Social network technologies for the dissemination of scientific studies

2020 ◽  
Author(s):  
Layla Fernanda Pereira de Oliveira Souza ◽  
Teresa Claudina de Oliveira Cunha
Keyword(s):  
Social Network ◽  
Network Technologies
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