ALMOST ALL YOU WANTED TO KNOW ABOUT STATUS INCONSISTENCY BUT NEVER DARED TO MEASURE: THEORETICAL DEFICITS IN EMPIRICAL RESEARCH ON STATUS INCONSISTENCY

1985 ◽  
Vol 13 (2) ◽  
pp. 195-214 ◽  
Author(s):  
Ekkart Zimmermann
Keyword(s):  
Empirical Research ◽  
Strong Predictor ◽  
Theoretical Terms ◽  
Expectation States ◽  
General Evaluation ◽  
Status Inconsistency ◽  
Interaction Partners ◽  
Expectation States Theory ◽  
The Individual ◽  
Almost All

Status inconsistency theorizing still contains more promises than current research about the concept has lived up to. While being somewhat eclectic in the points made, in the three parts of the paper, nevertheless, a general evaluation of status inconsistency theorizing and empirical research is aimed at. In the first section basic premises and conditions of the theory are discussed. It is persistently argued that these premises need to be corroborated empirically, if status inconsistency is to become a stronger predictor than in the past. In particular, it is maintained that status inconsistency needs to be dealt with and measured at the individual's subjective level, how he or she experiences the respective status configurations in respective contexts. At the macrosocietal level status inconsistency seems to be a weak predictor due to numerous counter-effects balancing each other. In narrowly modernized communities, however, status inconsistency might become a strong predictor of some forms of behavior, if it is established that status inconsistent configurations possess relevancy for both the individual and his or her interaction partners and are experienced as stressful by the individual Drawing in particular on findings from expectation states theory and research, numerous caveats as to more adequate linkage between theoretical terms and possible operationalizations are pointed to. It is hoped that with some of the caveats in mind, status inconsistency research will rejuvenate.

Coworker feedback seeking and feedback environment in China: An expectation states theory approach

2019 ◽  
Vol 47 (9) ◽  
pp. 1-10 ◽  
Author(s):  
Zhenxing Gong ◽  
Mengshuang Liu ◽  
Di Xin ◽  
Faheem Gul Gilal ◽  
Kui Yin ◽  
...  
Keyword(s):  
Design And Technology ◽  
Theory Approach ◽  
Feedback Seeking ◽  
Feedback Environment ◽  
Expectation States ◽  
Industrial Enterprises ◽  
Seeking Behavior ◽  
Expectation States Theory ◽  
The Impact ◽  
The Relationship

We empirically explored the impact of feedback seeking, including feedback inquiry and monitoring, on the coworker feedback environment via coworker identification. Participants were 264 employees who worked in research and development, design, and technology sectors of industrial enterprises in China. The results indicated that feedback monitoring, feedback inquiry, and coworker identification were all positively related to the coworker feedback environment after controlling for the effects of demographic variables. Further, coworker identification fully mediated the relationship between feedback inquiry/monitoring and the coworker feedback environment. Our findings expand understanding of the feedback loop by bridging the gap between coworker feedback seeking and the coworker feedback environment. We recommend that coworkers encourage employees' feedback-seeking behavior so that the workplace feedback environment motivates them to ask for the help they need to work independently.

scholarly journals A comparison between Asians and Caucasians in the dimensions of the femoral isthmus based on a 3D-CT analysis of 1189 adult femurs

2021 ◽  
Author(s):  
Darius M. Thiesen ◽  
Dimitris Ntalos ◽  
Alexander Korthaus ◽  
Andreas Petersik ◽  
Karl-Heinz Frosch ◽  
...  
Keyword(s):  
Proximal Femur ◽  
Strong Predictor ◽  
Matched Pair ◽  
3D Ct ◽  
Femur Fractures ◽  
Matched Pair Analysis ◽  
Significant Difference ◽  
Ct Analysis ◽  
Ct Data ◽  
The Individual

Abstract Introduction For successful intramedullary implant placement at the femur, such as nailing in unstable proximal femur fractures, the use of an implant that at least reaches or exceeds the femoral isthmus and yields sufficient thickness is recommended. A number of complications after intramedullary femoral nailing have been reported, particularly in Asians. To understand the anatomical features of the proximal femur and their ethnic differences, we aimed to accurately calculate the femoral isthmus dimensions and proximal distance of Asians and Caucasians. Methods In total, 1189 Asian and Caucasian segmented 3D CT data sets of femurs were analyzed. The individual femoral isthmus diameter was precisely computed to investigate whether gender, femur length, age, ethnicity or body mass index have an influence on isthmus diameters. Results The mean isthmus diameter of all femurs was 10.71 ± 2.2 mm. A significantly larger diameter was found in Asians when compared to Caucasians (p < 0.001). Age was a strong predictor of the isthmus diameter variability in females (p < 0.001, adjusted r2 = 0.299). With every year of life, the isthmus showed a widening of 0.08 mm in women. A Matched Pair Analysis of 150 female femurs showed a significant difference between isthmus diameter in Asian and Caucasian femurs (p = 0.05). In 50% of the cases the isthmus was found in a range of 2.4 cm between 16.9 and 19.3 cm distal to the tip of the greater trochanter. The female Asian femur differs from Caucasians as it is wider at the isthmus. Conclusions In absolute values, the proximal isthmus distance did not show much variation but is more proximal in Asians. The detailed data presented may be helpful in the development of future implant designs. The length and thickness of future standard implants may be considered based on the findings.

Adolescent Musicians' Perceptions of Conductors Within Musical Context

2009 ◽  
Vol 57 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Clifford K. Madsen ◽  
John M. Geringer ◽  
Katia Madsen
Keyword(s):  
College Students ◽  
Summer Camp ◽  
The Individual ◽  
Almost All ◽  
Audio Video ◽  
Musical Context

Attention to subtle changes in music, whether inadvertent or purposeful, occupies a great deal of practice and rehearsal time for the performer. Regardless of the extremely subtle acoustic changes that have been found to be perceptible within almost all studies, it is the total overall effect that most occupies the individual listener. This study investigated perception of digitally edited performances of Johann Strauss's Blue Danube Waltz, all performed by the Vienna Philharmonic Orchestra with various conductors across an 18-year period. Two groups of string musicians in grades 7 through 12 participated ( N = 104). One group was an intact class; the second was a group of summer camp students. All participants listened to two conditions: (a) audio only and (b) audio-video combination. Results indicated that there were no significant differences between groups and that no one was able to identify correctly that there were five different conductors in the audio-only condition. Results were much the same as earlier research with college students. In addition, many students indicated that there were differences in the audio portions of the two conditions when in fact there were not.

Justice as Fairness: For Groups?

1975 ◽  
Vol 69 (2) ◽  
pp. 607-614 ◽  
Author(s):  
Vernon Van Dyke
Keyword(s):  
John Rawls ◽  
Homogeneous State ◽  
Dominant Form ◽  
Justice As Fairness ◽  
Theory Of Justice ◽  
Indigenous Groups ◽  
The Social ◽  
Principles Of Justice ◽  
The Individual ◽  
Almost All

In A Theory of Justice, John Rawls assumes that the principles of justice are for individuals in a society, and in general he assumes that the society is an ethnically homogeneous state. He thus follows the tradition associated with the dominant form of the social contract theory, which focuses on the individual and the state. His assumptions neglect the fact that almost all states are ethnically plural or heterogeneous, and that many of them confer special status and rights on ethnic groups as collective entities; for example, many of them confer special status and rights on indigenous groups, on groups disadvantaged by prior discrimination, and on minorities and other groups conceded a right to survive as distinct cultural entities. Status and rights for groups necessarily mean differentiation among individuals depending on their membership; and this in turn means that a theory of justice that focuses on the individual and neglects the group both fails to account for existing practices and fails to give guidance where the practices are at issue.

Assessing Metacognitive Deficiencies and Effectively Instructing Metacognitive Skills

2017 ◽  
Vol 119 (13) ◽  
pp. 1-20
Author(s):  
Marcel V. J. Veenman
Keyword(s):  
Role Model ◽  
Strong Predictor ◽  
Monitoring And Evaluation ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Learning Behavior ◽  
Metacognitive Instruction ◽  
Conditional Knowledge ◽  
On Line ◽  
The Individual

Metacognitive skills refers to individual abilities for regulating and controlling learning behavior. Orientation, goal setting, planning, monitoring, and evaluation are manifestations of those skills. Given that metacognitive skills directly affect learning behavior, they are a strong predictor of learning performance. Students display a huge variation in metacognitive skillfulness, dependent on age and experience. In this article, metacognitive skills are considered to be an acquired program of self-instructions, that is, an orderly series of condition-action rules that contain conditional knowledge about when to apply which skill, and operational instructions for how to implement a particular skill. This notion has implications for effective metacognitive instruction in deficient students. Prior to instruction, on-line assessments of metacognitive skillfulness during actual task performance are indispensable for the identification of deficient students and for tailoring metacognitive instruction to the individual needs of students. Instruction should subsequently address what skill to perform when, why, and how (WWW&H), embedded within the context of a given task. Moreover, instruction should explicitly inform students about the benefits of applying metacognitive skills to make them exert the required effort. Finally, teachers may act as role model to students by including explicit metacognitive instruction in their lessons.

The Effects of Expertise and Social Status on Team Member Influence and the Moderating Roles of Intragroup Conflicts

2017 ◽  
Vol 44 (4) ◽  
pp. 745-776 ◽  
Author(s):  
Woonki Hong ◽  
Lu Zhang ◽  
Kwangwook Gang ◽  
Boreum Choi
Keyword(s):  
Social Status ◽  
Early Stage ◽  
Project Teams ◽  
Team Processes ◽  
Team Members ◽  
Expectation States ◽  
Team Projects ◽  
Expectation States Theory ◽  
Team Project ◽  
Do So

Drawing on expectation states theory and expertise utilization literature, we examine the effects of team members’ actual expertise and social status on the degree of influence they exert over team processes via perceived expertise. We also explore the conditions under which teams rely on perceived expertise versus social status in determining influence relationships in teams. To do so, we present a contingency model in which the salience of expertise and social status depends on the types of intragroup conflicts. Using multiwave survey data from 50 student project teams with 320 members at a large national research institute located in South Korea, we found that both actual expertise and social status had direct and indirect effects on member influence through perceived expertise. Furthermore, perceived expertise at the early stage of team projects is driven by social status, whereas perceived expertise at the later stage of a team project is mainly driven by actual expertise. Finally, we found that members who are being perceived as experts are more influential when task conflict is high or when relationship conflict is low. We discuss the implications of these findings for research and practice.

scholarly journals The Use of Genotoxicity Endpoints as Biomarkers of Low Dose Radiation Exposure in Interventional Cardiology

2021 ◽  
Vol 9 ◽  
Author(s):  
Martha Habibi ◽  
Panagiotis K. Karyofyllis ◽  
Aggeliki Nikolakopoulou ◽  
Panagiotis Papagiannis ◽  
Pantelis Karaiskos ◽  
...  
Keyword(s):  
Risk Estimation ◽  
Biological Effects ◽  
Interventional Cardiology ◽  
Mean Values ◽  
Individual Level ◽  
Cardiac Procedures ◽  
Before And After ◽  
Radiation Induced ◽  
The Individual ◽  
Almost All

The effect of the reportedly low ionizing radiation doses, such as those very often delivered to patients in interventional cardiology, remains ambiguous. As interventional cardiac procedures may have a significant impact on total collective effective dose, there are radiation protection concerns for patients and physicians regarding potential late health effects. Given that very low doses (&lt;100 mSv) are expected to be delivered during these procedures, the purpose of this study was to assess the potency and suitability of current genotoxicity biomarkers to detect and quantitate biological effects essential for risk estimation in interventional cardiology. Specifically, the biomarkers γ-H2AX foci, dicentric chromosomes, and micronuclei, which underpin radiation-induced DNA damage, were studied in blood lymphocytes of 25 adult patients before and after interventional cardiac procedures. Even though the mean values of all patients as a group for all three endpoints tested show increased yields relative to baseline following medical exposure, our results demonstrate that only the γ-H2AX biomarker enables detection of statistically significant differences at the individual level (p &lt; 0.001) for almost all patients (91%). Furthermore, 24 h after exposure, residual γ-H2AX foci were still detectable in irradiated lymphocytes. Their decline was found to vary significantly among the individuals and the repair kinetics of γ-H2AX foci was found to range from 25 to 95.6% of their maximum values obtained.

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