The social context of early pottery in the Lingnan region of south China

Antiquity ◽  
2005 ◽  
Vol 79 (306) ◽  
pp. 819-828 ◽  
Author(s):  
Richard Pearson
Keyword(s):  
Social Context ◽  
South China ◽  
Small Scale ◽  
Pottery Production ◽  
Social Differences ◽  
Simple Tool ◽  
The Social ◽  
The Individual ◽  
Early Pottery ◽  
Nanling Mountains

Late Pleistocene and early post-Pleistocene communities in East Asia experimented with pottery production and the domestication of plants and animals. What was the nature of the social organisation of these early small-scale societies? Some North American writers consider pottery making to be a ‘prestige technology’ sponsored by aggrandising individuals. However, examples from south of the Nanling Mountains and other areas have simple tool assemblages and site plans showing very little evidence of social differences. Judging from recent debates about social agency, there are more appropriate explanations for the earliest pottery making, which focus on the collective rather than the individual.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

scholarly journals School and community relationship in the perspective of Health Promotion

10.3823/2415 ◽  
2017 ◽  
Vol 10 ◽  
Author(s):  
Maria Benegelania Pinto ◽  
Kênia Lara Silva ◽  
Luciana Dantas Farias de Andrade
Keyword(s):  
Risk Factors ◽  
Health Promotion ◽  
Social Context ◽  
School Community ◽  
Scientific Production ◽  
The Social ◽  
School And Community ◽  
The Individual ◽  
The Relationship ◽  
Community Relationship

Goals: The aim of this study was to analyze the scientific production on the relationship between school and community in the perspective of Health Promotion. Method: Integrative review. The search was guided by question: How has the relationship between school and community occurred in Health Promotion? Results: Nine studies were selected in Portuguese, Spanish and English, published from April 2006 to April 2016. Most of the rescued studies showed that the type of relationship between school and community has based on actions that are not linked to the principles of Health Promotion, mostly focused on the individual, without considering collective issues, risk factors that cause illness, disconnected from the social context. Few studies present advances in Health Promotion with a critical-citizen perspective and experiences with the potential for the necessary establishment of the school and community relation. Conclusion: Although the relationship between school and community in the perspective of Health Promotion presents as elementary and not deepened, the successful experiences show good prospects of overcoming. It is necessary to move forward and bring the relationship between school and community in a synergetic movement in favor of Health Promotion. Descriptors: Health promotion; School; Community.

scholarly journals Adversity, Uncertainty and Elevated Symptoms of Obsessive Compulsive Disorder: A New Understanding through Resiliency and Positive Psychotherapy

2021 ◽  
Author(s):  
Sevgi Güney
Keyword(s):  
Social Context ◽  
Obsessive Compulsive Disorder ◽  
Critical Factor ◽  
Obsessive Compulsive ◽  
Positive Psychotherapy ◽  
Compulsive Disorder ◽  
The Social ◽  
The Individual ◽  
Severe Anxiety ◽  
Anxiety And Fear

The content of thought, which emerges from the processing of information from the social context lived, is a critical factor that guides whether the behavior is psychopathological or not. In cases where worry, anxiety and fear are dominant in the content of thought, the individual may find himself in some psychopathological processes. Adversity and uncertainty are the main factors that lead to the experience of worry, anxiety and fear which is the last point of these. Uncertainty of information from the social context lived, when matched with adversity, may lead to chaotic situations at the cognitive level, e.g., thought contents such as distortions in thought, severe anxiety and fear. Obsessive compulsive disorder derives from severe worry and anxiety. Although the disorder is classified under anxiety disorders, it is actually a thought distortion disorder. The individual finds himself repeating the strange behavior patterns accompanied by strange thought contents in order to get rid of the severe anxiety and accelerated thought cycle he is exposed to. Ambiguity and uncertainty also may lead to the accelerated thought cycle, ruminations, severe thought distortions, over-generalizations. Ruminations, especially, impair the individual’s ability to think and process emotions gradually. Obsessive Compulsive Disorder will be discussed in terms of ambiguity and uncertainty with the combination of adversity. Positive Psychotherapy, which is one of the latest effective technique in recovery processes of the diseases, will be mentioned.

The Big Sleep: Strategic Ambiguity in Judges 4-5 and in Classic film noir

2007 ◽  
Vol 15 (4-5) ◽  
pp. 519-548 ◽  
Author(s):  
Eric Christianson
Keyword(s):  
Social Context ◽  
Driving Force ◽  
Film Noir ◽  
Evidence Based ◽  
Strategic Ambiguity ◽  
Making Meaning ◽  
The Social ◽  
Narrative Techniques ◽  
The Individual ◽  
Material Progress

AbstractAmbiguity is a driving force of the narrative world of film noir. It is expressed through unconventional characterization as well as innovative and excessive visual and narrative techniques. Through all of the gaps and unanswered questions film noir poses, viewers are engaged in an intellectually demanding process. The book of Judges makes similar demands of its readers and shares a number of the concerns found in film noir, such as: anxiety over constructs of masculinity and normality, interest in ritualized violence, fetishization of women, existential deliberation over character, resignation to the fate of the individual (and by extension the nation), withering acknowledgment of the façade of material progress—all expressed with indeterminate narrative modes that frustrate attempts at making meaning. My argument in particular is that film noir and the Jael episode (Judg. 4; 5:24–31) share a remarkably similar rhetoric of ambiguity, and that examination of their correspondences, by an evidence-based comparison, can lead to fruitful hypothesis regarding the social context from which the Judges stories emerged.

scholarly journals Political Taste as a Marker of Class: A Bourdieu Approach to the Study of Public Opinion Formation

2006 ◽  
Vol 1 (2) ◽  
Author(s):  
Rune Slothuus
Keyword(s):  
Public Opinion ◽  
Three Dimensional ◽  
Social Background ◽  
Science Students ◽  
Opinion Formation ◽  
Social Differences ◽  
Class A ◽  
Political Views ◽  
The Social ◽  
The Individual

Even rough groupings of individuals according to education and occupation reveal marked differences in opinions. What explains the relation between position in the social structure and political views? Building on the work of French sociologist Pierre Bourdieu's theory on social praxis and his three-dimensional class concept, the article answers this question. A Bourdieu-inspired analysis reveals larger social differences in opinion formation than previous studies. Even within an apparently homogenous group of political science students there are clear and systematic differences in opinions that can be traced back to the individual student's social background. The article also shows that the ability to articulate an opinion is socially conditioned.

scholarly journals Lonely, but Not Alone: Qualitative Study among Immigrant and Native-Born Adolescents

2021 ◽  
Vol 18 (21) ◽  
pp. 11425
Author(s):  
Katrine Rich Madsen ◽  
Tine Tjørnhøj-Thomsen ◽  
Signe Smith Jervelund ◽  
Pamela Qualter ◽  
Bjørn E. Holstein
Keyword(s):  
Social Context ◽  
Thematic Analysis ◽  
Social Stigma ◽  
Social Contexts ◽  
Individual Characteristics ◽  
Special Focus ◽  
Migration Status ◽  
Individual Interviews ◽  
The Social ◽  
The Individual

This paper explores loneliness as it is understood and experienced by adolescents, with a special focus on the importance of their migration status. We recruited students from five schools following a maximum variation sampling scheme, and we conducted 15 semi-structured, individual interviews with eighth-grade adolescents (aged 14–15 years) that were immigrants, descendants, and with a Danish majority background. A thematic analysis was applied with a special focus on differences and similarities in understanding and experiencing loneliness between adolescents with diverse migration status. The results showed more similarities than differences in loneliness. Generally, loneliness was described as an adverse feeling, varying in intensity and duration, and participants referenced distressing emotions. Feeling lonely was distinguished from being alone and characterized as an invisible social stigma. A variety of perceived social deficiencies were emphasized as causing loneliness, emerging in the interrelation between characteristics of the individual and their social context. The results add to the current literature by highlighting that it is not the presence of specific individual characteristics that causes loneliness; instead, loneliness is dependent on the social contexts the individual is embedded in. Differences across migration status were few and related to variations in the adolescents’ individual characteristics. The findings highlight the importance of (1) studying the characteristics of both the individual and the social context in research on the antecedents to adolescents’ loneliness, and (2) applying this perspective in other studies on the importance of migration status.

scholarly journals Socio-Pedagogical Context of Upbringing and Education

2020 ◽  
pp. 12-15
Author(s):  
Svetlana Vladislavovna Kolesova
Keyword(s):  
Social Context ◽  
Human Sciences ◽  
Positive Thinking ◽  
Modern Life ◽  
Social Pedagogy ◽  
The Social ◽  
General Pedagogy ◽  
The Individual ◽  
Pedagogical Science

The article is devoted to discussing social and pedagogical context for the processes of upbringing and education. The purpose of the study is to disclose the specifics of upbringing and education contributing to positive socialization of the individual in the circumstances when the social component of modern life has gained greater significance. The research methods include the study and analysis of academic and pedagogical publications on the discussed issue. The article examines integration and differentiation as trends in the progress of modern pedagogical science. The author highlights the issue of interconnection and independence between general pedagogy, social pedagogy and other human sciences. The idea of social context for traditional pedagogical processes of education and instruction is argued in the article. The author focuses on transformation that these processes undergo in the present-day context for an individual’s social development, as well as on risks and barriers in solving educational problems arising in that context. The article reveals the role performed by child’s upbringing and education as factors of positive socialization. The author presents her standing in viewing the concept of “positive socialization”, and in defining the role of positive thinking in this process. The article also suggests there is a need for socio-pedagogical support for an individual’s positive socialization. The concept and content of socio-pedagogical support of a student in the process of upbringing and education is briefly revealed. The author concludes by stating a demand to modify methodology of researching processes of education and instruction in the domain of an individual’s socialization.

scholarly journals Social Aspects of COVID Mitigation

2021 ◽  
Author(s):  
James W Shockey
Keyword(s):  
Public Health ◽  
Social Context ◽  
Mitigation Strategy ◽  
Social Aspects ◽  
Public Health Strategy ◽  
Protective Measures ◽  
Individual Perceptions ◽  
Health Strategy ◽  
The Social ◽  
The Individual

This paper explores the factors involved in an individual’s decision to wear a mask, looking also at the relationships among a wider range of actions recommended as part of the CDC’s COVID-19 public health strategy. Using national panel data collected beginning in March 2020, we analyze the interaction among self-reported measures of adherence to public health recommendations, individual perceptions of the effectiveness of mask wearing as a mitigation strategy, and indicators of individual attitudes toward political aspects of coronavirus mitigation. Results from two distinct analytic methods suggest that compliance with protective measures is associated with the belief that the coronavirus presents a real threat to the individual, that the recommended actions are effective at limiting the spread of the virus, and that there is nothing in the social context that discourages the individual from following the guidelines.

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