The impact of social and cultural factors on the consumption of western fast food among Chinese children

2015 ◽  
Vol 50 (4) ◽  
pp. 709-723 ◽  
Author(s):  
Chunyan Song ◽  
Keiko Goto ◽  
Min Hu ◽  
Cindy Wolff
Keyword(s):  
Fast Food ◽  
Cultural Factors ◽  
Chinese Children ◽  
Social And Cultural Factors ◽  
The Impact

Early Schooling: What Matters?

1988 ◽  
Vol 5 (1) ◽  
pp. 1-5
Author(s):  
Gerald Ashby ◽  
Gillian M. Boulton-Lewis
Keyword(s):  
Early Childhood ◽  
Social Change ◽  
Cultural Factors ◽  
Significant Variable ◽  
School Programs ◽  
Early Schooling ◽  
Pros And Cons ◽  
Social And Cultural Factors ◽  
The Impact ◽  
Age Of Entry

ABSTRACTToo often debate about the pros and cons of early schooling, including preschooling, focuses on age. But is age the most significant variable? How does the focus on age of entry align with current perspectives on development in early childhood? TO what extent does the debate take account of recent advances in teaching strategies and curriculum in early childhood? Too often it would appear that decisions concerning school programs are based on considerations which do not give attention to psychological and other evidence. To this extent the paper argues that the links between psychology and social change are tenuous. The paper undertakes a review of the issues from both developmental and educational viewpoints. In addition consideration is also given to the impact of social and cultural factors upon the movement; of children both from home to school and within school. Specifically the paper advances the view that a central concern in early education is the extent to which curriculum and strategies are able to meet individual needs.

scholarly journals THE IMPACT OF SOCIAL AND CULTURAL FACTORS ON SUCCESS OF TRADE INTERNATIONALIZATION

2019 ◽  
Vol 13 (1) ◽  
pp. 57-76
Author(s):  
Sreten Ćuzović ◽  
Svetlana Sokolov Mladenović ◽  
Đorđe Ćuzović
Keyword(s):  
Cultural Factors ◽  
Social And Cultural Factors ◽  
The Impact

scholarly journals DAMPAK SOSIAL KONFLIK ETNIK DI KINALI 1999-2010

2012 ◽  
Vol 1 (2) ◽  
pp. 73-84
Author(s):  
Welly Ibrahim ◽  
Ansofino Ansofino ◽  
Ahmad Nurul Huda
Keyword(s):  
Ethnic Groups ◽  
Social Factors ◽  
Cultural Factors ◽  
Economic Factors ◽  
Dominant Culture ◽  
Post Conflict ◽  
The Social ◽  
Social And Cultural Factors ◽  
Different Cultures ◽  
The Impact

Kinali is an area inhabited by diverse ethnic with different cultures, namely Minangkabau, Mandailings, and Java. The area consists of diverse ethnic, there is always the potential for conflict. The conflict in 1999 between ethnic Minang and Mandailing in the wake of misunderstanding between the two warring ethnic ie ethnic Mandailing ethnic Minang and eventually led to a major conflict anarchistic. The impact of the conflict in the district Kinali West Pasaman on society viewed from social and cultural factors that people prefer not to socialize and interact with other ethnic groups, the social and economic factors of conflict have an impact on the decrease in public income and region for post-conflict societies choose to not interact and one of which is not to the market. Social factors are political, namely the attitude of the ethnic Mandailing are not adaptive in the pattern of relationship with the dominant culture in Kinali caused by the attitude of discriminative ethnic Minang in Kinali against ethnic Mandailing in various facets of life which they live for these finally bear aversion to mambaur and mingle normal and reasonable.Kinali adalah daerah yang ditinggali beragam etnik dengan latar budaya yang berbeda, yakni etnik Minankabau, Mandailing, dan Jawa. Daerah yang terdiri dari beragam etnik, selalu ada potensi munculnya konflik. Konflik yang terjadi pada tahun 1999 antara etnik Minang dan etnik Mandailing di latarbelakangi karena kesalahpahaman antara kedua etnik yang bertikai yaitu etnik Minang dan etnik Mandailing akhirnya berujung ke konflik besar yang bersifat anarkis. Dampak dari konflik di Kecamatan Kinali Pasaman Barat terhadap masyarakat dilihat dari faktor sosial budaya yaitu masyarakat lebih memilih untuk tidak bersosialisasi dan berinteraksi dengan etnik lain, pada faktor sosial ekonomi konflik berdampak kepada terjadinya penurunan penghasilan masyarakat dan daerah karena pasca konflik masyarakat memilih untuk tidak berinteraksi dan salah satunya tidak kepasar. Faktor sosial politik yaitu sikap orang etnik Mandailing yang tidak adaptif dalam pola hubungannya dengan kebudayaan dominan yang ada di Kinali disebabkan oleh sikap deskriminatif etnik Minang di Kinali terhadap etnik Mandailing dalam berbagai segi kehidupan yang mereka jalani selama ini yang akhirnya berbuah keengganan untuk mambaur dan bergaul secara normal dan wajar.

scholarly journals THE IMPACT OF SOCIAL AND CULTURAL FACTORS ON A TEACHER

2009 ◽  
Vol 1 (1) ◽  
pp. 57-63
Author(s):  
Ivars Muzis
Keyword(s):  
School Culture ◽  
Theoretical Method ◽  
Teacher Behavior ◽  
Cultural Factors ◽  
Empirical Method ◽  
Professional Orientation ◽  
Four Dimensions ◽  
The People ◽  
Social And Cultural Factors ◽  
The Impact

Introduction. This paper outlines socio – cultural factors which may impact teachers’ decisions and prac-tices regarding instruction. Goal. To examine and assess the working behavior of teachers aiming at iden-tifying the key school cultural factors that influence the effective working behavior. Materials and methods. Theoretical method: studies and analysis of literature sources, empirical method: questionnaire. Results. The four dimensions of school culture collectively exert a strong influence over teacher behavior in a num-ber of ways. Conclusions. Based on what teachers report about their school culture, this study of school culture leads to a better understanding of the people working behaviors towards improving the schools performance. Key words: socio-cultural factors, school culture, professional orientation.

Managerial Motivation in Kenya and Malawi: a Cross-Cultural Comparison

1986 ◽  
Vol 24 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Peter Blunt ◽  
Merrick Jones
Keyword(s):  
Economic Growth ◽  
Third World ◽  
Nation Building ◽  
Management Training ◽  
Cultural Factors ◽  
Cross Cultural ◽  
Cultural Comparison ◽  
Cross Cultural Comparison ◽  
Social And Cultural Factors ◽  
The Impact

Managers are increasingly seen as having a critically important rôle to play in development and nation-building,1and doubts concerning the appropriateness of transferring western ideas and practices to third-world countries are assuming urgent significance. Questions are posed about the impact of social and cultural factors on the management of organisations, and about relationships, between managerial thinking and behaviour and the national stage of economic growth. For example, A. Gladstone asserts that management is a key determinant in development in Africa's new nations, and notes that there has been little research and analysis concerning the evolving state of the managerial art in Africa, both in terms of what exists and what is needed … while management training for Africans has developed considerably, is this training the most appropriate? To what extent should traditional African management be discarded… are the various modern Western approaches relevant and effective in the setting up of African enterprises?2

scholarly journals Educación: La importancia del desarrollo infantil y la educación inicial en un país en el cual no son obligatorios.//Education: The importance of child development and initial education in a country where they are not mandatory.

Ciencia Unemi ◽  
2019 ◽  
Vol 12 (30) ◽  
pp. 143-159
Author(s):  
Fabricio Santi-León
Keyword(s):  
Child Development ◽  
Cultural Factors ◽  
The Other ◽  
Psychosocial Skills ◽  
Compulsory Attendance ◽  
Real Importance ◽  
Social And Cultural Factors ◽  
Teaching Learning ◽  
The Impact ◽  
Made In

El desarrollo integral sucede en las personas a lo largo de la vida; potencia sus habilidades y destrezas como resultado de la incidencia que tienen factores ambientales, históricos, sociales y culturales.  Entre los 0 y 6 años se conoce como desarrollo infantil integral.  La educación inicial, por su parte, es el proceso de enseñanza-aprendizaje que sucede entre los 2 y 5 años de edad.  En estas edades se fortalecen y potencian habilidades y destrezas cognitivas, motoras, psicosociales.  Durante muchos años se ha pretendido distinguir al desarrollo infantil de la educación inicial, pero son dos procesos relacionados. En Ecuador, estos procesos están contemplados en la legislación nacional; sin embargo, no son considerados por parte del Estado, como de asistencia obligatoria y algunas familias no dimensionan su real importancia.  Este artículo pretende mostrar la necesidad de fortalecer las políticas públicas para incrementar la cobertura y acceso a los servicios de educación inicial y desarrollo infantil para forjar la mejora de las condiciones de vida de niñas y niños entre los 0 y 5 años. Para ello se han organizado aspectos teóricos y estadísticos que denotan los avances que se han alcanzado en los últimos 12 años. Finalmente, se establecen una serie de breves conclusiones. AbstractIntegral development occurs in people throughout their lives; it enhances their skills and abilities as a result of the impact of environmental, historical, social and cultural factors.  Between the ages of 0 and 6 it is known as integral child development.  Initial education, on the other hand, is the teaching-learning process that takes place between 2 and 5 years of age.  At these ages, cognitive, motor and psychosocial skills and abilities are strengthened and enhanced.  For many years there has been an attempt to distinguish child development from initial education, but these are two related processes. In Ecuador, these processes are contemplated in national legislation; however, they are not considered by the State to be compulsory attendance and some families do not appreciate their real importance.  This article aims to show the need to strengthen public policies to increase coverage and access to early education and child development services in order to improve the living conditions of girls and boys between 0 and 5 years of age. To this end, theoretical and statistical aspects have been organized to show the progress made in the last 12 years. Finally, a series of brief conclusions are established.

Social and Cultural Factors Influence on English Speaking Abilities

2020 ◽  
pp. 133-141
Author(s):  
Ramappadu Kakita ◽  
Vijaya Babu Palukuri
Keyword(s):  
Cultural Factors ◽  
Learning Climate ◽  
English Speaking ◽  
Cultural Support ◽  
Social And Cultural Factors ◽  
The Impact ◽  
Speaking Skills

Social and cultural factors assume a huge job in learning climate. The speaker foundation assumes an indispensable job in English speaking skills, and it could be a dialect capacity that is horrifying by social and cultural segments. The researcher utilized the technique to hold the majority of the improvement occurred inside the class in regular settings and conjointly to gauge the speaking troubles experienced by technical course aspirants. This examination focuses on the impact of socio-cultural factors on the English-speaking abilities and it comprises observations, interviews, unstructured meetings, and surveys. The combination of different culture foundation students took part and accepted the need for social air and cultural support, which can empower the dimension of English expressive knowledge because they feel unsure while communicating. This examination is to discover useful inputs for learners, parents, and educationists to upgrade the procedures of instruction and figuring out ways to improve speaking abilities in English.

scholarly journals Cultural logics of emotion: Implications for understanding torture and its sequelae

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Laurence J. Kirmayer ◽  
Lauren Ban ◽  
James Jaranson
Keyword(s):  
Cultural Factors ◽  
Human Biology ◽  
Cultural Meanings ◽  
Psychological Pain ◽  
Cultural Variations ◽  
Regulatory Systems ◽  
Pain And Suffering ◽  
Social And Cultural Factors ◽  
The Impact

This paper explores the significance of cultural variations in emotion for the meaning and impact of torture, focusing on the dynamics of shame, humiliation, and powerlessness. Forms of physical and psychological pain and suffering share some common neurobiological pathways and regulatory systems that are influenced by social and cultural factors. All forms of torture follow an affective logic rooted both in human biology and in local social and cultural meanings of experience. Understanding the impact of specific forms of torture on individuals requires knowledge of their learning histories, and of the personal and cultural meanings of specific kinds of violence. Exploring cultural meanings requires attention to over-arching discourse, embodied practices, and everyday engagements with an ecosocial environment. Restitution, treatment and recovery can then be guided by knowledge of cultural meanings, dynamics, and strategies for coping with catastrophic threats, injury, humiliation, helplessness and loss.

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