scholarly journals Reflecting of the Life Path: Phase-Strategic Structure

2021 ◽  
Keyword(s):  
Decision Making ◽  
Content Analysis ◽  
Life Course ◽  
Individual Characteristics ◽  
Positive Perception ◽  
Strategic Model ◽  
Life Path ◽  
The Life Course ◽  
Functional Components ◽  
Decision Choice

The article presents a phase-strategic model of the life path reflecting, the features of its components manifestation at different stages of the life path, the associations between its components and other characteristics of the life course. The study involved 296 participants: 220 are at the start stage of their life path, 46 are at the culmination stage, 30 are at the finish stage. The key method for collecting data was a written story about yourself and your life. Content analysis was used for data processing. Also, a number of psychodiagnostics tests was used to measure individual characteristics of the life path. In the phase-strategic structure of the life path reflecting, three structural and functional components are distinguished: exposition – actualization of meanings and senses; problematization – emergence of a conflicting, contradictory meaning, sense; decision-choice – rethinking the situation, the emergence of a new meaning, sense. It is shown that the identified strategies-phases have features of manifestation at the different life path stages: at the start stage, persons are more inherent in exposition, at the culmination stage – problematization, at the finish stage – decision-choice. The associations between the phases-strategies of reflecting and other characteristics of the life course have been established. The positive perception of his life path and himself is highly expressed in the phase of exposition, it significantly decreases in the phase of problematization and it rises again in the phase of decision-making. That is, in the phases of exposition and decision-making, the person believes that his life corresponds to his ideas, it is constructive, he can experience it fully and holistically, be independent, competent and confident. In the problematization phase, the person is dissatisfied with his life, and perceives himself as powerless and unable to overcome life difficulties and build quality relationships with people.

Celebrating nostalgia or critiquing naivety: Reading pop music reunions through discourses of the fan life course

2019 ◽  
Vol 7 (2) ◽  
pp. 133-150 ◽  
Author(s):  
Simone Driessen
Keyword(s):  
Young Adults ◽  
Content Analysis ◽  
Life Course ◽  
Pop Music ◽  
Current Position ◽  
The Past ◽  
The Life Course

This study explores how fans give meaning to pop music reunions through the lens of the life course. It does so through a content analysis of forum comments about TV series The Big Reunion, which reunites chart-topping music acts from the past decades. The fans interpret The Big Reunion in three modes closely related to their life-course position: first, now young adults, the fans read the reunion as a nostalgic phenomenon. Second, they consider the reunion as an ironic event. Third, they question The Big Reunion’s formula by reflecting on it through the prism of their current position in the life course. These readings reveal how the fans celebrate a nostalgic reflection on the pop acts of their youth; yet also offer a critique on their former, ‘naïve’ teenage/child-selves.

Whose life is it anyway? The life course as an observational medium in the education system

2020 ◽  
pp. 147490412096242
Author(s):  
Giancarlo Corsi
Keyword(s):  
System Theory ◽  
Decision Making ◽  
Life Course ◽  
Education System ◽  
Autonomous Observers ◽  
The Individual ◽  
The Life Course

System theory defines the life course ( Lebenslauf) as the medium of education. It is a medium, because the educator sees it as a potential for intervention, impressing pedagogically acceptable forms onto it. Yet the single individuals who are educated are autonomous observers who are exposed to an immense quantity of possible configurations of their lives. This raises a first question: how can education legitimate intentions and motivate pupils to accept the forms with which they collaborate, but which they have not chosen for themselves? A further question is raised by the fact that the life course does not coincide with the ‘career’ that each individual constructs for himself during his lifetime, when he is oriented towards roles in organisational terms (such as jobs) or that are in any case external to the system of education. This paper proposes the hypothesis that the life course and the career are coupled to each other by means of educational selection (certificates and qualifications). While this increases the potential available to the individual, it also increases uncertainty, the burden of decision-making and related risks. One skill that could be developed during education is the ability to manage this potential for combinations.

Developmental and Life-Course Theories of Crime

2019 ◽  
Author(s):  
Tara Renae McGee ◽  
David P. Farrington
Keyword(s):  
Life Course ◽  
Antisocial Behavior ◽  
Life Events ◽  
Individual Characteristics ◽  
Life Course Perspective ◽  
Single Type ◽  
Life Course Criminology ◽  
The Life Course ◽  
The Impact ◽  
Over Time

Developmental and life-course theories of crime are collectively characterized by their goal of explaining the onset, persistence, and desistance of offending behavior over the life-course. Researchers working within this framework are interested not just in offending but also in the broader category of antisocial behavior. Their research aims to investigate the development of offending and antisocial behavior throughout life; risk and protective factors that predict this development; the effects of life events; and the intergenerational transmission of offending and antisocial behavior. While there have been a number of developmental and life-course theories of crime, the more influential and empirically tested ones include Sampson and Laub’s age-graded informal social control theory and Moffitt’s typological model of life-course-persistent and adolescence-limited offending. While developmental and life-course criminology has come to be viewed a single type or grouping of criminology, there are distinctions between the more sociological life-course perspectives and the more psychological developmental perspectives. These are a result of the disciplinary training of the individuals working in the field and are reflected in the types of variables examined and the theoretical explanations developed and applied to explain the relationships. The broader life-course perspective focuses on the examination of human lives over time, with an understanding that “changing lives alter developmental trajectories,” according to Glen Elder in his 1998 work. Life-course approaches to studying human development are not unique to criminology and are represented within many disciplines, such as medicine and epidemiology. There are four central themes of the life-course paradigm: the interplay of human lives and historical times; the timing of lives; linked or interdependent lives; and human agency in making choices. Therefore the life-course perspective within criminology focuses on the examination of criminal behavior within these contexts. Given its sociological origins, life-course theoretical explanations tend to focus more on social processes and structures and their impact on crime. Developmental perspectives within criminology tend to be more psychological in nature, and its theoretical explanations tend to focus more on individual characteristics and the impact of familial processes on the individual. Both of these perspectives require longitudinal data, that is, data collected over time for each individual. Collectively, developmental and life-course criminology allow for the examination of: within-individual changes over time; the impact of critical life events; the importance of the social environment; and pathways, transitions and turning points.

Social Gerontology Theories: Past, Present, and Future

2019 ◽  
Author(s):  
Jill Suitor ◽  
Megan Gilligan ◽  
Marissa Rurka ◽  
Yifei Hou ◽  
Gulcin Con
Keyword(s):  
Social Networks ◽  
Life Course ◽  
Interpersonal Relations ◽  
Later Life ◽  
Well Being ◽  
Individual Characteristics ◽  
Public Health Medicine ◽  
Social Gerontology ◽  
Social Structural ◽  
The Life Course

Theories of social gerontology have progressed from a focus on individuals’ later-life decline to theories that emphasize the intra- and interindividual variability of later-life experiences and the ways in which such heterogeneity is conditioned by social structural, cultural, and interpersonal factors that often begin in childhood and continue to shape individuals and members of their social networks across the life course. Consistent with theories across the sciences, theories of social gerontology predict and explain real-world experiences. In the case of social gerontology, the goals of theory address a wide array of phenomena, ranging from individuals’ attitudes and motivations, social networks and social support, the actions and functions of formal organizations, the embodiment of cultural norms and stereotypes, social determinants of health, and sources of inequality throughout the life course.. As the field of social gerontology has developed, theories in the field have shown increasing complexity, particularly regarding the roles of early life course experiences, social structural positions, and interpersonal relations in explaining variations in well-being, longevity, and the quality of life across the lifespan. As part of this increased complexity, social gerontology has become increasingly cross-disciplinary, spanning disciplines such as sociology, psychology, biology, anthropology, public health, medicine, and engineering, with a strong emphasis on how each discipline can contribute to developing principles that transcend individual fields. These integrative theories of social gerontology are crucial to developing comprehensive approaches to improving the health and well-being of individuals throughout the life course. Theories of social gerontology help us comprehensively understand the aging process by emphasizing individual characteristics, social relationships, and the larger cultural contexts in which individuals’ lives are embedded.

Financial Timescapes: The Temporal Shaping of Young People’s Financial Lives

Sociology ◽  
2016 ◽  
Vol 51 (4) ◽  
pp. 800-815 ◽  
Author(s):  
Kathleen Riach ◽  
Paula McDonald ◽  
Deanna Grant-Smith
Keyword(s):  
Decision Making ◽  
Qualitative Study ◽  
Life Course ◽  
The Life Course

This article draws on a large qualitative study ( N = 123) to develop an understanding of young people’s financial lives as constituted through experiences of time and temporality. Extending recent accounts of temporality as experienced and lived through our embedded location in the life course, we develop the concept of financial timescapes as a means of focusing on the ways that individual and personal financial capacities are situated in broader economic and cultural topographies of youth. The findings focus on the acquisition, deployment and consequences of financial lives as temporally situated and experienced by 16–26-year-old Australians. By doing so, we draw attention to how financial timescapes influence the constitution, navigation and cohering of young people’s financial lives. Understanding the significance of financial timescapes to young people’s experiences and socially embedded capacities thus helps to inform a sociological understanding of monetary decision making, financial behaviours and financial trajectories across the life course.

Gendered and generational dynamics of domestic automations

2021 ◽  
pp. 135485652110304
Author(s):  
Jolynna Sinanan ◽  
Heather A Horst
Keyword(s):  
Decision Making ◽  
Life Course ◽  
Interpersonal Relationships ◽  
Family Members ◽  
Digital Devices ◽  
A Value ◽  
Neutral Process ◽  
Digital Material ◽  
The Life Course ◽  
Automated Decision Making

Automation in the home is often presented as a value neutral process which makes life easier, more efficient and more productive. As recent research on the introduction of domestic technologies has revealed, these technologies are rarely value neutral and often work to reinforce gender dynamics in the household. This article examines the gendered and generational dimensions of how smart and automated technologies are being integrated into homes. Drawing upon 3 years research conducted between 2015 and 2017 in 11 households in Melbourne, Australia, we examine how households manage the storing and transfer of digital material and digital devices (images, videos and files from smartphones, tablets and laptops). Digital materials move within households and between different family members, and these processes are governed by often unstated rules, including changes in the life course. By examining the relationships between gendered and generational roles and automation in the household, we highlight the importance of smaller scale interpersonal relationships, which influences the negotiation of automation in emotionally laden contexts of families. Automated decision making may both support and challenge gendered norms around technology ownership and management.

Determinanten van loopbaanpatronen

2007 ◽  
Vol 23 (1) ◽  
Author(s):  
Leen Heylen ◽  
Dimitri Mortelmans
Keyword(s):  
Life Course ◽  
Multinomial Logistic Regression ◽  
Panel Study ◽  
Individual Characteristics ◽  
External Factors ◽  
Career Patterns ◽  
Partner Status ◽  
Course Characteristics ◽  
Career Pattern ◽  
The Life Course

Determinants of career patterns Determinants of career patterns Career patterns are no random phenomena. They are influenced by numerous external factors. Using a typology of career patterns for the period 1992-2000, based on the data of the Belgian Household Panel Study, this article focuses on determinants that can explain the diversity of career patterns on the labour market. The focus in the analysis lies on individual characteristics and life course determinants. By means of a multinomial logistic regression the question is answered whether the career pattern depends on personal and life course characteristics. The group of employees who frequently change jobs or regime are compared with the group who knew a stable, fulltime career pattern. A similar analysis tests whether those who interrupt their career (by unpaid activity, unemployment or because of invalidity/illness) differ from those with a stable fulltime career pattern. The results show strong gender related career types but also explain differences between careers based on life course events. Having children in interaction with the partner status strongly determines the career pattern. The analysis clearly shows that the life course and the followed career pattern are inextricable connected.

scholarly journals Racism and Cumulative Dis/Advantage in Healthcare Access: Implications for the Life Course

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 586-586
Author(s):  
Dale Dannefer
Keyword(s):  
Decision Making ◽  
Social Policy ◽  
Life Course ◽  
Experimental Evidence ◽  
Medical Diagnosis ◽  
Healthcare Access ◽  
Organizational Decision Making ◽  
Race Bias ◽  
Black Patients ◽  
The Life Course

Abstract Despite its origins in the study of race in America in Gunnar Myrdal’s American Dilemma, research on cumulative dis/advantage (CDA) and the life course has paid little attention to the significance of racism in the overall production and patterning of CDA. Building on recent work that has reviewed the life-course implications of the inscribing of racist interests in social policy, this paper explores the life-course implications of race bias in another domain, specifically the domain of medical diagnosis, where algorithm formulas have been shown to disadvantage black patients based on economic and other parameters. Even with training, experimental evidence comparing human and AI diagnostics have demonstrated that despite improvements, residual racism is evident in differential diagnoses. We consider the life-course implications of this and similar race-based differentials in organizational decision-making as a component in systems of cumulating dis/advantage.

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