scholarly journals THE LONG-TERM IMPACT OF SOCIAL MOVEMENTS AND REPRESSION ON DEMOCRATIC ATTITUDES

2020 ◽  
Vol 20 (3) ◽  
pp. 317-351
Author(s):  
Scott Desposato ◽  
Gang Wang
Keyword(s):  
Social Movements ◽  
High School Students ◽  
Fuzzy Regression ◽  
School Students ◽  
Attitudinal Differences ◽  
College Entry ◽  
Democratic Attitudes ◽  
Long Term Impact ◽  
The Impact

AbstractDemocracy movements in authoritarian regimes usually fail and are repressed, but they may still affect attitudes and norms of participants and bystanders. We exploit several features of a student movement to test for enduring effects of social movements on democratic attitudes. College students were the core of the movement and had wide exposure to the ideas and activities of the movement, as well as the suppression of the movement. College-bound high school students had limited exposure to the movement and its activities. Time of college entry could in theory be manipulated and endogenous, so we also use birthdate as an exogenous instrument for enrollment year. Applying a fuzzy regression discontinuity, we test for the impact of exposure to the movement on long-term attitudes. We find significant attitudinal differences between those in college during the movement, and those who started college post-movement. These results are strongest for alumni of the four universities that were most connected to the movement.

The Exemplary in Transnational Social Movements: The Legacies of the Alterglobalization Movement

2020 ◽  
Author(s):  
Iratxe Perea Ozerin
Keyword(s):  
Social Movements ◽  
International System ◽  
World Politics ◽  
Main Aspect ◽  
Transnational Social Movements ◽  
Revolutionary Movements ◽  
Long Term Impact ◽  
The Impact

Abstract Revolutionary theorists have pointed to the “exemplary” in revolutions as the main aspect explaining the power of these phenomena to shape the international system. As a result of their internationalist commitment and their capacity to set revolutionary models, revolutions have a long-term impact not anticipated by even the revolutionaries themselves. Even though they might be overthrown or socialized, the ideas and the internationalist practice exercised by revolutionary movements continue affecting subsequent dynamics of contestation and thus defining world politics. In this article, I argue that the impact of Transnational Social Movements (TSM) can be analyzed in this light. To the extent that they aim to transform the international order, TSMs’ interaction with the international might be deeper than is normally assumed. In order to illustrate this, the article focuses on the Alterglobalization Movement (AGM) as a case study. This approach allows an assessment of the potential of the AGM to shape international politics beyond more immediate victories at the beginning of the millennium.

Does an Extra Year Make Any Difference? The Impact of Early Access to Algebra on Long-Term Gains in Mathematics Attainment

1996 ◽  
Vol 18 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Julia B. Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Mathematics ◽  
Curriculum Policy ◽  
School Students ◽  
High School Math ◽  
Early Access ◽  
Nationally Representative ◽  
The Impact

This study investigates the lasting impact of taking algebra before high school on students ‘subsequent mathematics attainment in high school. Using a nationally representative sample of high school students, I explore the effects of early access to algebra on students’ access to advanced mathematics courses and subsequent high school math achievement. Results demonstrate that early access to algebra has an effect beyond simple increased knowledge measures and, in fact, may “socialize” a student into taking more mathematics, regulating access both to advanced coursework and increased achievement in high school. Implications for broader curriculum policy changes concerning early access to algebra are discussed.

scholarly journals Augmenting Performance: Vocal Activity Compared to Presence in the Social Facilitation of Running

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Humza Malik ◽  
Kate Flowers
Keyword(s):  
High School Students ◽  
Social Facilitation ◽  
Statistical Significance ◽  
Short Term ◽  
School Students ◽  
Long Distance ◽  
Sports Team ◽  
Verbal Encouragement ◽  
The Impact

Objective The impact of encouragement on performance has been observed in the setting of exercise, but further research is necessary in running. To compare the improvement in pace experienced by subjects of different backgrounds (from a running team, non-running sports team, or no sports team) as a result of active (verbal encouragement) and passive social facilitation, this study was conducted. Method Eighteen male high school students, age 17.3±0.75 years were recruited for this study, six from each background listed above. Participants were randomly assigned to one of three treatments: external verbal encouragement (EVE), without external verbal encouragement (WEVE), or no presence. Improvement in pace after the introduction of a social facilitator was recorded along with overall consistency in pace. Statistical significance was set at α = 0.10. Results A significant improvement in short-term pace among subjects from a running team was generated by EVE, t(1) = -5.198, p = 0.0605, and no presence generated a significant improvement in short-term pace among subjects from a non-running sports team, t(1) = -5, p = 0.0669. EVE also generated a significant improvement in long-term pace among subjects from a running team, t(1) = -5.069, p = 0.0620. A conclusion on consistency was not reached. Conclusion Verbal encouragement saw to long-term and short-term improvement in pace of subjects selected from a running team, while the lack of presence assisted the short-term performance of subjects selected from non-running sports teams. Results obtained offer potential to impact competitive long-distance running.

THE ROLE OF TASK REPETITION IN LEARNING WORD-STRESS PATTERNS THROUGH AUDITORY PRIMING TASKS

2017 ◽  
Vol 39 (2) ◽  
pp. 319-346 ◽  
Author(s):  
YeonJoo Jung ◽  
YouJin Kim ◽  
John Murphy
Keyword(s):  
High School Students ◽  
Read Aloud ◽  
Task Repetition ◽  
School Students ◽  
Experimental Conditions ◽  
Auditory Priming ◽  
Different Content ◽  
The Impact ◽  
Stress Patterns

This study focused on an instructional component often neglected when teaching the pronunciation of English as either a second, foreign, or international language—namely, the suprasegmental feature of lexical stress. Extending previous research on collaborative priming tasks and task repetition, the study investigated the impact of task and procedural repetition on eliciting target-stress patterns during collaborative priming tasks. It employed a pretest-posttest design with 57 Korean high school students who were randomly assigned to one of three groups: a control, priming with task repetition, and priming with procedural repetition. Learners participated in a pretest, two priming sessions, and two posttests over a 4-week period. Learners’ ability to produce target-stress patterns was measured through sentence read-aloud tasks. The task repetition group repeated the same primes and prompts twice, whereas the procedural repetition group performed priming tasks with different primes and prompts during two sessions. Results indicate that the amount of primed production was significantly more than unprimed production. Additionally, both experimental conditions promoted learners’ accurate production of target-stress patterns, though, in relation to long-term impacts, repeating the same task (i.e., same procedure and same content) twice was more effective than repeating the procedure for a second time with different content. The results are discussed in light of pronunciation teaching using auditory priming tasks.

scholarly journals Long-term impact on health vocational high school students 20 years after national HBV vaccination

2019 ◽  
Vol 30 (Supp1) ◽  
pp. 47-47
Author(s):  
Selma Tosun ◽  
◽  
Seher Ayten Coskuner ◽  
Hulya Bayik ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational High School ◽  
School Students ◽  
Hbv Vaccination ◽  
Long Term Impact

Legacies and Memories in Movements

2018 ◽  
Author(s):  
Donatella della Porta ◽  
Massimiliano Andretta ◽  
Tiago Fernandes ◽  
Eduardo Romanos ◽  
Markos Vogiatzoglou
Keyword(s):  
Social Movements ◽  
Point Of View ◽  
Theoretical Point ◽  
Long Term Effects ◽  
Democratic Transitions ◽  
Critical Junctures ◽  
Transitions To Democracy ◽  
Long Term Impact ◽  
The Impact

This volume addresses long-term effects of democratic transitions on social movements in Italy, Greece, Portugal, and Spain. From the theoretical point of view, the main focus of reflection is on the long-term impact of eventful moments on social movements, especially the causal mechanisms through which legacies and memories of transformative protest events are produced and reproduced over time, enhancing and constraining contemporary movements’ repertoires and frames. The paths of democratic transitions set norms and institutions that affect protests in the long term. Without taking a deterministic view, we examine the ways in which the past is revisited and read anew how stories are selected, what is resilient, and what is transformed. While research on social movements started in Europe with historical work on labor movements, the impact of historical legacies and memories on social movements has not been much theorized. More in general, while there is a growing interest in memory, there is little systematic theory or comparative research on ways in which important events have long-lasting institutional consequences and are remembered by future generations. With this volume, we address this gap by reflecting on the ways in which critical junctures, especially the ones produced through mobilization from below, affect the social movements that follow. In particular, we analyze transitions to democracy as points of departure and look at the ways in which their paths—and especially social movements’ participation in them—play a role in enhancing and constraining the movements that follow.

The Long-Term Impact of Mobilization and Repression on Political Trust

2021 ◽  
pp. 001041402199717
Author(s):  
Scott W. Desposato ◽  
Gang Wang ◽  
Jason Y. Wu
Keyword(s):  
College Graduates ◽  
Central Government ◽  
Public Attitudes ◽  
Political Trust ◽  
Fuzzy Regression ◽  
State Repression ◽  
The Government ◽  
Long Term Impact ◽  
The Impact

Authoritarian regimes respond to threatening student movements with repression and censorship. In many cases, failed movements are effectively erased from public memory. Do such movements affect long-term attitudes? We use a survey of college graduates to measure the impact of a failed student movement. Some of our respondents began college immediately before a major protest; others started after the movement had been suppressed. Using a fuzzy regression discontinuity, we find that individuals who attended college during the movement are significantly less likely to trust the government, more than 25 years later, than individuals who enrolled after the protests. The effects are strongest for trust in the central government, and weakest for local government. These results are robust to a range of specifications, and show that the experience of mass mobilization and state repression can have a long-term impact on public attitudes, even if the event in question remains taboo.

Multimedia: Myths and Realities

2013 ◽  
Author(s):  
Andy Large ◽  
Jamshid Behesti ◽  
Alain Breuleux ◽  
Andre Renaud
Keyword(s):  
Educational Context ◽  
User Group ◽  
Information Industry ◽  
Primary School Students ◽  
School Students ◽  
Still Images ◽  
Information Product ◽  
Mcgill University ◽  
The Impact

From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Multimedia products are now widely available on a variety of platforms, and there is a widespread assumption that the addition of still images, animation and sound to text will enhance any information product. The research reported in this paper investigates such claims for multimedia in an educational context and for a specific user group: grad-six primary school students. The students' ability to recall, make inferences from, and comprehend articles presented to them in print, as text on screen, and in mutlimedia format has been mesured. The findings to date suggest that the impact of multimedia is subtle, and that generalisations about the effectiveness of multimedia, at least with children in an educational context, should be employed cautionously. The long-term goal is to identify design criteria which can be employed in the production of multimedia products for schools.

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