scholarly journals Educational Disparities in COVID-19 Prevention in China: The Role of Contextual Danger, Perceived Risk, and Interventional Context

2021 ◽  
Vol 18 (7) ◽  
pp. 3383
Author(s):  
Miao Li ◽  
Weidong Wang
Keyword(s):  
Perceived Risk ◽  
College Education ◽  
Social Disparities ◽  
Contextual Cues ◽  
Educational Disparities ◽  
The Social ◽  
Random Digit Dial ◽  
Context Cues ◽  
Effective Public Health

Despite the social disparities in COVID-19 infection, little is known about factors influencing social disparities in preventive behaviors during the pandemic. This study examined how educational disparities in mask-wearing, handwashing, and limiting public outings might be contingent upon three factors: contextual cue of danger, perceived risk of local outbreak, and interventional context with different levels of intensity (i.e, Wuhan vs. other areas). Data were obtained from a telephone survey of 3327 adults, who were recruited through a random-digit-dial method to be representative of all cell phone users in China. Interviews were conducted from 28 April to 26 May 2020. Stratified multiple regression models showed that educational disparities in all three behaviors were only consistently observed among people exposed to context cues of danger, with an enhanced sense of risk of a local outbreak, or in areas other than Wuhan. College education seems to make a difference in handwashing regardless of contextual cues of danger or perception of risk. The findings suggested that, in the process of an epidemic, emerging threats in one’s immediate environment or raised awareness of risks are important conditions triggering educational disparities in prevention. However, effective public health interventions could potentially reduce such disparities.

Perceived Risk and Organizational Commitment: The Moderating Role of Organizational Trust

2013 ◽  
Vol 41 (2) ◽  
pp. 229-240 ◽  
Author(s):  
Xiao-Ping Liu ◽  
Zhong-Ming Wang
Keyword(s):  
Organizational Commitment ◽  
Social Exchange ◽  
Perceived Risk ◽  
Organizational Trust ◽  
Exchange Process ◽  
Key Factors ◽  
The Social ◽  
Moderating Role

Perceived risk in employment and organizational trust were integrated into the development of organizational commitment, based on key factors in the social exchange process. The results show that perceived risk in employment correlated negatively with organizational trust and organizational commitment, and that organizational trust correlated positively with organizational commitment. Moreover, organizational trust acted as a partial mediator between perceived risk in employment and organizational commitment.

scholarly journals Rekrutacja na studia wyższe w początkach stalinizmu na przykładzie województwa poznańskiego

2019 ◽  
Vol 6 ◽  
pp. 53-71
Author(s):  
Stanisław Jankowiak
Keyword(s):  
Young People ◽  
Social Engagement ◽  
College Enrollment ◽  
College Education ◽  
Second World War ◽  
World War ◽  
The Social ◽  
Political Objective ◽  
Second World

Zmiana systemu po II wojnie światowej związana była z pojawieniem się nowej filozofii kształcenia. Dla komunistycznej władzy najważniejszym celem było dostarczenie krajowi nowych, socjalistycznych i świadomych swej roli w przebudowie kadr. Kryteria polityczne były więc ważniejsze od merytorycznych. Założeniem politycznym było stworzenie nowej, robotniczo- -chłopskiej inteligencji, która rozumiałaby swą rolę w walce o socjalizm. By tego dokonać, należało zrewolucjonizować zasady naboru do szkół średnich i wyższych. O przyjęciu na studia nie miała więc decydować wiedza, ale zaangażowanie polityczne i społeczne. Należało też, i to akurat nie budziło wątpliwości, pozwolić młodzieży nadrobić zaległości wynikające z wojny. Konstruowane polityczne założenia nie we wszystkich przypadkach przełożyły się na praktykę działania. Mimo jednoznacznych wytycznych i kluczowej roli urzędów bezpieczeństwa w opiniowaniu kandydatów, skład socjalny studentów nie uległ radykalnej zmianie. Nie oznacza to, że polityka komunistów nie wyrządziła szkody części zdolnej młodzieży, której ze względów klasowych zamknięto możliwość zdobywania wyższego wykształcenia. College enrollment in the period of Stalinism as exemplified by the Poznań voivodeship Systemic transformation following the Second World War brought a new philosophy of education. For the communist authorities, the most important goal was to provide the country with new, socialist workers, who were aware of their role in the process of reconstruction. Therefore, political criteria took precedence over any others. The political objective was to create a new “intelligentsia” comprising workers and peasants who would understand their role in the fight for socialism. In order to achieve that objective, rules of high school and college enrollment had to be revolutionized. Political and social engagement were to be the decisive factors in college admissions — not knowledge. Young people were also meant to be allowed to make up for the time lost because of the war — however, this particular demand does not raise any questions. Political objectives did not translate into practice in all cases. Despite clear guidelines and the key role of security offices when reviewing the candidates, the social composition of students did not change radically. This does not mean that the communist policy did not do any harm to some talented young people who were precluded from gaining college education for class reasons.

scholarly journals REEXAMINING PROBLEMS AND MANAGEMENT STRATEGIES FOR FIGHTING TERRORISM IN INDONESIA

2021 ◽  
Vol 44 (2) ◽  
pp. 313
Author(s):  
Hafifuddin Hafifuddin
Keyword(s):  
Qualitative Research ◽  
Management Strategies ◽  
Social Conditions ◽  
Social Disparities ◽  
National Defense ◽  
The Social ◽  
The Government ◽  
Democratic Systems ◽  
Role Of The Government

<p><strong>Abstract:</strong> Terrorism has been one of the problems that is still an actual issue in Indonesia. Studies on this issue have caught the attention of researchers. This study will examine the roots of the emergence of terrorism and strategies for dealing with it in Indonesia. By applying qualitative research methods, this article implies that the emergence of terrorism is based on the problems of ethnic egoism, poverty, non-democratic systems and discrimination. To deal with terrorism in Indonesia, this study proposes a solution where terrorism must be handled through strengthening the role of the government, ulama or the learned Muslim scholars and academia of universities. These three parties must synergize maximally to prevent the emergence and movement of terrorism in Indonesia. In addition, the government needs to strengthen national defense institutions, minimize social disparities, respect human rights and create laws that do not conflict with the social conditions of society, and it is at this juncture that study contributes to the handling of terrorism in Indonesia.</p><p><strong>Abstrak:</strong> Terorisme merupakan persoalan yang masih menjadi isu aktual di Indonesia. Kajian mengenai masalah ini telah menyita perhatian para peneliti. Studi ini akan mengkaji akar kemunculan terorisme dan strategi penanganannya di Indonesia. Dengan menerapkan metode penelitian kualitatif, artikel ini mengajukan temuan bahwa kemunculan terorisme didasari oleh persoalan egoisme kesukuan, kemiskinan, sistem non-demokrasi dan diskriminasi. Untuk menangani terorisme di Indonesia, studi ini mengajukan solusi dimana terorisme harus ditangani lewat penguatan peran pemerintah, ulama dan perguruan tinggi. Ketiga pihak ini harus bersinergi secara maksimal untuk mencegah kemunculan dan pergerakan terorisme di Indonesia. Pemerintah perlu memperkuat lembaga pertahanan nasional, meminimalisir kesenjangan sosial, menghargai hak asasi manusia dan menciptakan undang-undang yang tidak bertentangan dengan kondisi sosial masyarakat. Studi ini memberikan kontribusi bagi penanganan terorisme di Indonesia.</p><p><strong>Keywords:</strong> terrorism, Islam, Indonesia, government, ulama</p>

The dark side of bright traits: How context cues misdirect facets of conscientiousness

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sophia Soyoung Jeong ◽  
M. Audrey Korsgaard ◽  
Daniel Morrell
Keyword(s):  
Organizational Context ◽  
Performance Standards ◽  
Dark Side ◽  
Contextual Cues ◽  
Quality Performance ◽  
Content Type ◽  
Normative Pressure ◽  
The Social ◽  
Context Cues ◽  
The Impact

PurposeThe authors test the proposition that there are dark sides to conscientiousness that are revealed when examining lower-level facets. The authors propose that potentially dysfunctional behavior is triggered by context cues that are relevant to duty versus achievement striving.Design/methodology/approachThe authors conducted two laboratory experiments designed to test how context cues that are specific to duty and achievement striving influence the relationship between these facets and quality versus quantity dimensions of task performance.FindingsIn Study 1, the authors found that normative quality cues led to a stronger relationship between duty and discretionary quality performance. In Study 2, achievement striving was associated with lower levels of quality performance in the presence of competitive feedback cues.Research limitations/implicationsThe findings illustrate that the dark side of duty and achievement striving emerges in two ways. First, when there is normative pressure for quality, dutiful individuals are apt to sacrifice efficiency. Second, when there is competitive feedback, achievement striving individuals focus on performance standards at the detriment of quality.Practical implicationsThe findings point to the importance of precision and specificity when using personality measures for staffing. Equally important is the informational content of cues conveyed by the social, task and organizational context, in leveraging the impact of personality in the workplace.Originality/valueThis paper clarifies the dark side and bright side contradiction of conscientiousness, adding to the growing literature on unique and often competing consequences of duty and achievement striving. The authors also draw attention to the importance of the content of contextual cues, in trait activation of personality.

scholarly journals Pain perception during social interactions is modulated by self-related and moral contextual cues

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Valentina Nicolardi ◽  
Maria Serena Panasiti ◽  
Mariagrazia D’Ippolito ◽  
Gian Luigi Pecimo ◽  
Salvatore Maria Aglioti
Keyword(s):  
Pain Perception ◽  
Social Acceptance ◽  
Dictator Game ◽  
Perceived Fairness ◽  
Contextual Cues ◽  
Fairness Perception ◽  
The Social ◽  
Lower Pain ◽  
Moral Valence

AbstractDespite the growing interest on the effect of the social context on pain, whether and how different facets of interpersonal interactions modulate pain are still unclear. We tested whether personal (i.e., convenient for the self), moral (i.e., equitability of the transaction) or social (i.e., positive vs. negative feedback from others) valence of an interpersonal interaction differentially affects pain and the perceived fairness. Thirty-two healthy participants played the role of Receivers in a Dictator Game, where a player, the Dictator, determined how to divide a payoff between her/himself and the other player, the Receiver. We manipulated the payoff (pain vs. money), the personal valence (favorable vs. unfavorable offer to participants), the moral valence of the offer (from very iniquitous to equitable), and social valence of the Dictator (social acceptance vs. rejection). Moral and personal valence differentially modulated pain. Lower pain was elicited by iniquity, but also by favorable offers. Moreover, unfavorable offers in the economic game were rated as more unfair, whereas only very iniquitous offers elicited such ratings in the pain game, suggesting that participants valued when Dictators endured extra pain for their benefit. Together, we show that the valence of a social interaction at different levels can independently modulate pain and fairness perception.

scholarly journals The Role of Education in Transforming the Potential Social Skills of College Students

2012 ◽  
Vol 3 (2) ◽  
pp. 95-103
Author(s):  
Kuwi Hoi New ◽  
Mohamed Najib Abdul Ghafar
Keyword(s):  
Social Skills ◽  
Social Transformation ◽  
College Experience ◽  
College Education ◽  
Higher Learning ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
Experience Education ◽  
Ways Of Life

This study advances “transformation” as the role of education in changing individual lives, and offers it as central to a theoretical framework that enables one to understand college education and the development of students in institutions of higher learning. Using a qualitative analytical approach, with in-depth field interviews, this research proposes a model that clarifies the process by which students are transformed into fully potential individuals as a consequence of their college experience. Education transforms both societies and people in a particular direction by shaping and reshaping their patterns of thoughts, means of problem solving and ways of life. This will then contribute to further individual and social transformation. This study finds that the process of education enables significant changes in students by contributing to the social skills that transform their identity and ultimately their society.

scholarly journals Social disparities and gender gap in STEM learning: insights from a cultural landscape

2019 ◽  
Author(s):  
Quan-Hoang Vuong ◽  
Viet-Phuong La ◽  
Toan Manh Ho ◽  
Hanh Phuong Hoang
Keyword(s):  
Secondary Students ◽  
Gender Gap ◽  
Cultural Landscape ◽  
Parental Education ◽  
Policy Implications ◽  
Social Disparities ◽  
Stem Learning ◽  
The Social ◽  
And Gender

This study reports the effects of socioeconomic status (SES) and gender on secondary students’ academic results. Bayesian statistical analyses of 4967 observations show that gender, family size as well as parental education and occupation all contribute to students’ performance in STEM subjects. Female students are reportedly less vulnerable to SES effects than males. The results provide cultural insights into the role of SES and policy implications to bridge the social gap in education.

Social Representations and Commitment

2018 ◽  
Vol 23 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Eric Bonetto ◽  
Fabien Girandola ◽  
Grégory Lo Monaco
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Second Line ◽  
Review Of The Literature ◽  
First Line ◽  
Research Perspectives ◽  
The Social ◽  
Bibliographic Search ◽  
English Articles

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.

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