scholarly journals KONSELING LINTAS BUDAYA MENUJU KEMANDIRIAN KARAKTER PESERTA DIDIK

2016 ◽  
Vol 7 (1) ◽  
pp. 209
Author(s):  
Istina Rakhmawati
Keyword(s):  
Cross Cultural ◽  
School Age ◽  
Social Agents ◽  
Supportive Environment ◽  
Success Stories ◽  
The Social ◽  
The One ◽  
And Behavior ◽  
The Impact ◽  
Two Sides

<p align="center"><strong>Abstrak</strong></p><p>Sekolah adalah salah satu tempat tumbuh berkembangnya peserta didik dalam perkembangan hidupnya. Hampir separuh dari hari-hari semasa usia sekolah, mereka habiskan di sekolah. Sebagian peserta didik yang pergi ke sekolah dan masuk ruang kelas melalui berbagai perjuangan, mulai dari memahami pelajaran yang diberikan oleh guru pada hari itu, sampai bersosialisasi dengan teman-teman sebaya maupun lintas budaya atau budaya hidup sehari-hari. Setiap peserta didik diusia sekolah harus berjuang untuk mengelola emosi, perilaku dan permasalahan di rumah agar ia mampu menjalani harinya dengan baik di sekolah. Kondisi semacam ini membawa dampak timbal balik baik bagi sekolah, maupun peserta didik serta orang tua mereka. Oleh karena itu, tidak jarang hal ini membawa dampak yang tidak menyenangkan seperti ketertinggalan pelajaran, maupun keterlambatan penyesuaian diri dan pengelolaan emosi.Sekolah menjadi salah satu lingkungan terdekat, atau menjadi mikrosistem dari peserta didik. Pada mikrosistem inilah seorang individu berinteraksi langsung dengan agen-agen sosial, yaitu dengan teman sebaya atau guru. Kisah-kisah sukses peserta  yang berprestasi di sekolah membawa nama harum nama sekolah dalam berbagai kompetisi baik di dalam maupun di luar negeri juga tidak sedikit. Hal ini menggambarkan bahwa ada lingkungan sosial yang kondusif walaupun berbeda watak dan karakter lintas budaya tidak lain hanyalah untuk pengembangan prestasi peserta didik tersebut. Secara umum kondisi ini menggambarkan dua sisi yang kontradiktif dari dunia persekolahan kita. Di satu sisi, sekolah dapat menjadi lingkungan yang suportif bagi perkembangan anak dan remaja, di mana pengembangan dan aktualisasi potensi siswa dapat optimal. Namun di sisi lain sekolah dapat menjadi lingkungan yang justru menimbulkan masalah emosi dan perilaku pada peserta didik yang menjadi siswa.</p><p> </p><p><strong>Kata Kunci</strong> : Konseling Lintas Budaya, Kemandirian Karakter, Peserta Didik</p><p align="center"><strong><em>Abstract</em></strong><em></em></p><p><em>CROSS CULTURAL COUNSELLING TOWARD INDEPENDENCE STUDENTS CHARACTERS</em><em>. School is one of the growing development of learners in the development of his life. Nearly half of the days during the school age, they spend in schools. Some of the students that go to school and go into the classrooms through various struggle, start from understanding the lesson given by the teacher on that day, to socialize with peers and cross-cultural or culture of everyday life. Each of the learners at the school must strive to manage emotions and behavior and the problems in the house so that he is able to live the day with either in schools. Such a condition is brought the impact of reciprocity is good for schools and learners and their parents. Therefore, not rarely this brought the impact that is not enjoyable as our outdated lessons, or delays in the adjustment of themselves and the management of emotions.schools to become one of the closest environment, or become mikrosistem from learners. On an individual is mikrosistem interact directly with the social agents, namely with peers or teachers. The story of the success stories of participants who have achievement in schools bring perfume name school name in various competitions both within and outside the country is also not a little. This illustrates that there is a conducive social environment although different characters and characters across cultures is not only for the development of the achievements of the learners. In general the condition of this describes the two sides of a contradictory from the world of schooling us. On the one hand, schools can be supportive environment for the development of children and adolescents, where the development and actualisation of potential students can be optimal. But on the other side of the school can become an environment thus causing emotional problems and behavior at the learners who become students. </em></p><p><strong><em>Keywords</em></strong><em> : Cross-cultural counselling, Independence characters, Learners</em></p>

scholarly journals The Impact of the COVID-19 Pandemic on Public Transport Passenger Categorization Practices: The Case of the Moscow Metro

2021 ◽  
Vol 20 (4) ◽  
pp. 111-137
Author(s):  
Ksenia Shepetina
Keyword(s):  
Social Order ◽  
Early Stage ◽  
Erving Goffman ◽  
Cultural Expectations ◽  
The Social ◽  
Harvey Sacks ◽  
The One ◽  
And Behavior ◽  
The Impact ◽  
The City

The paper is concerned with the social categorizations and perception of social diversity of the Moscow Metro passengers. Drawing on the Goffman’s theory, I assume that the interaction between passengers is based on categorization, which links appearance and behavior of people with their cultural expectations. The categorization allows to make interaction participants identifiable and accountable. In 2020 face masks and gloves, social distancing transformed the process of categorization having directly affected per-sonal front of city dwellers and situational proprieties. Using the theoretical resources of Erving Goffman, Harvey Sacks, and contemporary urban researchers, I compare how passengers of Moscow Metro recog-nized and defined each other under the regular circumstances and during the self-isolation regime, which was enforced by the city authorities at the beginning of the COVID-19 pandemic. The study is built around three general types of “Others” that were developed as abductive notions: non-specific, specific, and stigmatized Others. I analyze how these types are situationally produced and to what extent they change when the localized interactional order undergoes significant transformations. On the one hand, this study is aimed at a detailed documentation of the unique socio-historical situation that occurred at an early stage of the pandemic. On the other hand, I use it as a “natural” breaching experiment that helps to reveal the basic elements of temporal and local specificity of the social order.

Light Steel Structure Residence Social Benefit Analysis

2013 ◽  
Vol 671-674 ◽  
pp. 496-499 ◽  
Author(s):  
Ming Yang Wang ◽  
Yun Peng Chu ◽  
Yong Yao ◽  
Yu Ping Zhu
Keyword(s):  
Construction Industry ◽  
System Development ◽  
Social Economy ◽  
Steel Structure ◽  
Social Benefit ◽  
Living Environment ◽  
Environmental Benefits ◽  
The Social ◽  
The One ◽  
The Impact

China is a developing country, and also a quake-prone country. On the one hand is the Special national conditions that per capita energy shortage and frequent earthquakes, on the other hand is the social economy development and people's living environment requirements continue to increase, both of them raised new requirement of China’s residence system development. Light steel structure residence is energy conservation , environmental protection, safety and seismic, these unique advantages just to meet the current development of residential industry in China, so it has a good development prospect. This article start from the realistic background, around the application and development of our country’s light steel structure residence presently, mainly introduced the characteristics of light steel structure residence, the impact of construction industry, and the social benefits, environmental benefits, housing industrialization effective and comprehensive benefits it can produce.

scholarly journals ANALYSIS OF ENDOCRINE RESPONSE TO PERCEIVED DIFFERENCE IN CROSS-CULTURAL INTERACTIONS

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Carole Woolford-Hunt ◽  
Marlene Murray ◽  
Tevni Guerra ◽  
Kristina Beenken-Johnson
Keyword(s):  
Cross Cultural ◽  
Human Relations ◽  
Endocrine Response ◽  
The Social ◽  
Wide Range ◽  
Education Psychology ◽  
The Impact ◽  
Practical Implications ◽  
Do So ◽  
Cultural Interactions

We live in a world where awareness of ethnic and cultural diversity is an ever increasing reality. Business and education turn to the social sciences to inform them about how to manage and optimize cross-cultural interactions. Although much research has been done on the impact of cross-cultural interactions on a wide range of variables, one less researched area is the endocrine response to cross-cultural interactions. In this study we set out to investigate the endocrine response to cross cultural interactions and the impact of these interactions on perceived differences. To do so we measured the pre and post levels of the stress hormone cortisol of individuals communicating in dyads for 15 minutes. Results showed a significant impact of ethnic interaction on perceived differences and cortisol levels. Practical implications of these findings could have application in the areas of education, psychology, business and human relations in general. Implications for further research are discussed.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

The Effects of the Westward Movement on California's Growth and Development, 1900–1920

1969 ◽  
Vol 3 (3) ◽  
pp. 20-35
Author(s):  
Frank L. Beach
Keyword(s):  
Social Economic ◽  
The United States ◽  
American Experience ◽  
Present Essay ◽  
United States Population ◽  
Political Implications ◽  
The Social ◽  
Westward Movement ◽  
The One ◽  
The Impact

Internal migration is a growing social phenomenon of today's America: a third of the United States population live in a different state from the one in which they have been born. This, however, has been a constant aspect of the American experience. The author of the present essay analyzes in an historical perspective the growth of California from 1900–1920 under the impact of the westward movement. The social, economic and political implications of the California development are the main features of this paper.

The impact of culture on millennials' attitudes towards luxury brands: evidence from Tokyo and Shanghai

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cheng Lu ◽  
Zhencong Sang ◽  
Kun Song ◽  
Kazuo Kikuchi ◽  
Ippei Machida
Keyword(s):  
Social Identity ◽  
Peer Influence ◽  
Positive Impact ◽  
Cross Cultural ◽  
Mediating Effect ◽  
Luxury Brands ◽  
Content Type ◽  
The Social ◽  
The Cross ◽  
The Impact

PurposeBased on the theory of social identity mechanism, this study aimed to investigate the associations with millennial consumers' need for uniqueness (NFU), susceptibility to peer influence (SPI) and attitudes towards luxury brands (ALB) under the cross-cultural context. The mediating effect of fashion innovativeness (FI) and the moderating effect of culture were examined.Design/methodology/approachThe data for this study were collected through a survey from 217 millennials in Shanghai and 268 millennials in Tokyo. Moderation analysis and mediation analysis using Hayes PROCESS macro were applied to test proposed hypotheses.FindingsResults show that NFU and SPI have a significantly positive effect on millennials' ALB, and fashion innovativeness plays a mediating role in this process. Furthermore, the positive impact of NFU on millennials' ALB for relatively individualistic cities (Shanghai) is stronger than for relatively collectivist cities (Tokyo). The positive impact of susceptibility to informative influence (SII) on millennials' ALB for Tokyo is stronger than for Shanghai.Practical implicationsThe research results suggest how different cultures can support marketers in effectively carrying out their business strategy.Originality/valueUnder the cross-cultural background, the social identity mechanism behind the attitudes of millennials towards luxury brands has been widely recognised. However, little is known about how culture could moderate the social identity mechanism behind millennials' ALB. By analysing these mechanisms, this study compares the cultures of Shanghai and Tokyo and expands the previous research achievements.

Some Considerations Regarding the Social Responsibility of Entrepreneurs in the European Union

2013 ◽  
Vol 2 (1) ◽  
pp. 26-35
Author(s):  
Mirela Matei ◽  
Marian Catalin Voica
Keyword(s):  
Social Responsibility ◽  
Social Impact ◽  
Social Programs ◽  
The European Union ◽  
Negative Effects ◽  
The Social ◽  
Transnational Companies ◽  
The One ◽  
Corporate Social ◽  
The Impact

The concept of corporate social responsibility is in constant development. It passes from the sphere of large transnational companies to the smaller sized companies, in the field of SMEs. Although SMEs don’t have the impact of great corporations, they have a duty to carry out social responsibility programs. An SME, as a singular unit, does not have the social impact of transnational corporations, but the large number of SMEs creates a social impact comparable to the one generated by large corporations. Due to competitive pressures, large transnational companies have outsourced some activities. SMEs that have taken over these activities have taken over responsibility for social programs to offset the negative effects arising

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

From Europe as a model to Europe as austerity

2012 ◽  
Vol 18 (4) ◽  
pp. 397-410 ◽  
Author(s):  
Hermes Augusto Costa
Keyword(s):  
Labour Market ◽  
Trade Unions ◽  
Final Section ◽  
Controversial Issues ◽  
Eu Accession ◽  
Labour Relations ◽  
The Social ◽  
The One ◽  
The Impact ◽  
Social Europe

Twenty five years after Portuguese EU accession, the labour market in general and the trade unions in particular are faced with severely regressive social measures that undermine past expectations of progress towards the achievement of the Social Europe project in Portugal. Thus, on the one hand, this article identifies some of the ambitions and possibilities earlier opened up for the Portuguese labour market, as well as trade union attitudes to European integration. It is argued, on the other hand, that, in the context of the economic crisis and the austerity measures to which Portugal is subjected, the sense of Portugal’s backwardness in relation to the ‘European project’ has become more acute. The article accordingly focuses on and examines some of the austerity measures and certain controversial issues associated with them. In a final section, the impact of austerity on labour relations and the reactions of social partners, in particular the trade unions, are analysed.

Unemployment and life satisfaction: A cross-cultural comparison

1998 ◽  
Vol 39 (2) ◽  
pp. 248-280 ◽  
Author(s):  
Duncan Gallie ◽  
Helen Russell
Keyword(s):  
Well Being ◽  
Cross Cultural ◽  
Welfare Regime ◽  
Cultural Comparison ◽  
The European Union ◽  
Cross Cultural Comparison ◽  
Welfare Institutions ◽  
The Social ◽  
The Unemployed ◽  
The Impact

The paper addresses the issue of the nature and determinants of variations between countries in the severity of the implications of unemployment for psychological well-being. It focuses on ten countries in the European Union over the period 1983 to 1994. It establishes that there are consistent differences between countries over time. It then examines a number of potential explanations, in particular relating to the level of unemployment, the social composition of unemployment, the strength of the work ethic in the society and the characteristics of welfare institutions. It concludes that such differences cannot be accounted for in terms of the level of unemployment or its composition in terms of age and sex. They are also unrelated to measures of employment commitment. Rather the severity of the impact of unemployment has to be understood in terms of the interaction between the characteristics of the welfare regime and the composition of the unemployed with respect to household position.

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