Disclaimers

Transilvania ◽  
2021 ◽  
pp. 134-143
Author(s):  
Sorin Ungurean
Keyword(s):  
Social Interaction ◽  
Technological Progress ◽  
Practical Relevance ◽  
Current Popularity

Disclaimers are practical expressions of either renunciation or repudiation of interest of self or other, whether they be drawn up as formal clauses or as improvisations (acceptable substitutes). We use them to regulate social interaction by making certain limitations known to parties. Diversity of situations reflects in diversity of expression and means of enforcing such limitations; therein lies disclaimers’ long and luxuriant history in virtually all cultures. Beyond their origin in the permanent need to amend things of practical relevance, their current popularity relates to the impetus of technological progress in communication and to the emerging forms of authorship and literacy.

scholarly journals SOCIAL INTERACTION AND RELATIONSHIPS OF INDIVIDUALS IN THE COMPOSITION OF TECHNOLOGY

2018 ◽  
pp. 15-18
Author(s):  
I. Muratova
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Social Practice ◽  
Technological Progress ◽  
Social Ties ◽  
Social Philosophy ◽  
Universal Principle ◽  
Common Goal ◽  
Scientific Methods ◽  
Theoretical Foundations

The purpose of the article is to reveal technology as a human activity in which people engage in such interaction with each other and build such relationships and social ties that are mediated by technical means and ensures success in the process of realizing a common goal. To overcome the limitations of narrowly specialized ideas about technology, the research is based on the scientific methods and theoretical principles of social philosophy. This approach allows us to understand technology as a universal principle of social practice, not just production. The need for a philosophical reflection of the immanent connection that exists between technology and sociality is proved by the author. Therefore, the author offers understanding of technology as unity of scientific and technical means and forms of social interactions in subjective practice and objectification human intentions and goals. The results of such research contribute to the establishment of the scientific and theoretical foundations of the practice of management of innovations and technologies with the purpose of conscious humanistic direction of scientific and technological progress.

scholarly journals Erkendelsens former

2018 ◽  
pp. 151-171
Author(s):  
Søren Harnow Klausen
Keyword(s):  
Tacit Knowledge ◽  
Practical Knowledge ◽  
Propositional Knowledge ◽  
Practical Relevance ◽  
Business And Politics ◽  
Phenomenal Knowledge ◽  
Current Popularity ◽  
Education Business ◽  
Forms Of Knowledge

This article explores various ways to distinguish different forms of knowledge. Such an investigation has an obvious practical relevance in light of the current popularity of the concept of knowledge in public discussions about education, business and politics. It is of particular importance to distinguish different “formats” of knowledge, like propositional knowledge, knowledge-how, phenomenal knowledge etc. The received distinctions in this field turn out to be insufficiently precise, and there is a problematic tendency to equate forms of knowledge which are not necessarily identical, e.g. practical knowledge, tacit knowledge and knowledge-how. The standard notions of reflexive knowledge are also in need of further clarification.

scholarly journals The Social Interaction in Virtual Media

2020 ◽  
Vol 11 ◽  
pp. 417-426
Author(s):  
Ali Madouni
Keyword(s):  
Social Interaction ◽  
Mass Media ◽  
Technological Progress ◽  
First Century ◽  
Public Opinions ◽  
The Social ◽  
International Issues ◽  
Twenty First Century ◽  
Virtual Interactions

 As the virtual media emerged and disseminated immensely ;specifically in the last ten years of the twenty-first Century, throughinnumerable channels and virtually broadcasting pages, as strong equivalentlyas the traditional mass media in almost life critical domains and areas ; as aresult and feature of the technological progress. The technology of the twenty-first Century gave to hands a wide reach and availability of information, itallows people and communities to participate even in producing and makinginfluential public opinions towards local and international issues and topical; asways of social interaction behind devices screens. Technology and changescreate a sort of circumstantial adaptation which did not exist before.Furthermore and notably, the traditional mass media amid this advance; theyspecify regular corners and a considerable space for the virtual interactions ofintellectual and popular society categories ; through the worldwide knownmedia and interactive gates. and they give an increasing as well remarkableconcern, and sometimes they are used as a referential and reliable base to thesesocial interactions. Through this paper, we intended to spotlight on theinteractive role of society in the virtual media, additionally, to expose to whatextent can the virtually-made public opinions as well interactions can affect thestatements and decisions in reality, on local and wider levels..

scholarly journals Experience and Knowledge in the Learning Process Management Perspective in the Time of the Covid-19 Pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 191-195
Author(s):  
Romi Isnanda ◽  
Hermawati Syarif
Keyword(s):  
Social Interaction ◽  
Learning Process ◽  
Technological Progress ◽  
Process Management ◽  
Human Life ◽  
Education Experience ◽  
Management Perspective ◽  
Education Needs ◽  
Scientific Advances

Technological progress is something that cannot be avoided in this life, because technological progress will run in accordance with scientific advances. This cannot be separated from the role of education. Thus, as a very important component for humans in living life and social interaction, of course education needs to be carried out consciously and planned, both by stakeholders and education providers, especially teachers and lecturers. Education must continue in any form and condition, as long as the activities of human life in social interaction continue. This condition will certainly also occur during the Covid-19 pandemic. All education providers are required to act more quickly in responding to the existing conditions. Perceptions about the length of interaction with the implementation of education (experience), especially for teachers and lecturers are not the main benchmark for ensuring the success of managing the learning process during the Covid-19 pandemic. A wise effort is to make peace with any conditions and respond wisely to the existing conditions so that wisdom and humility will emerge. In the end, education providers, especially teachers and lecturers, will try to collaborate between experience and knowledge.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Reduction of spermatogonia and testosterone in rat testes flown on space lab-3

1986 ◽  
Vol 44 ◽  
pp. 248-249
Author(s):  
Delbert E. Philpott ◽  
W. Sapp ◽  
C. Williams ◽  
T. Fast ◽  
J. Stevenson ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Status ◽  
Population Size ◽  
Physiological Response ◽  
Social Rank ◽  
Reproductive Function ◽  
Testicular Development ◽  
Organ Weights ◽  
Reproductive Maturation ◽  
Metabolic Activities

Space Lab 3 (SL-3) was flown on Shuttle Challenger providing an opportunity to measure the effect of spaceflight on rat testes. Cannon developed the idea that organisms react to unfavorable conditions with highly integrated metabolic activities. Selye summarized the manifestations of physiological response to nonspecific stress and he pointed out that atrophy of the gonads always occurred. Many papers have been published showing the effects of social interaction, crowding, peck order and confinement. Flickinger showed delayed testicular development in subordinate roosters influenced by group numbers, social rank and social status. Christian reported increasing population size in mice resulted in adrenal hypertrophy, inhibition of reproductive maturation and loss of reproductive function in adults. Sex organ weights also declined. Two male dogs were flown on Cosmos 110 for 22 days. Fedorova reported an increase of 30 to 70% atypical spermatozoa consisting of tail curling and/or the absence of a tail.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

Behavioral Assessment of Social Interactions in Natural Settings

1996 ◽  
Vol 12 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Carlos Santoyo
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Behavioral Observation ◽  
Social Responsiveness ◽  
Social Agents ◽  
Social Effectiveness ◽  
Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

Examining the Effects of I-Sharing for Future White-Black Interactions

2016 ◽  
Vol 47 (3) ◽  
pp. 125-135 ◽  
Author(s):  
Sarah E. Gaither ◽  
Jessica D. Remedios ◽  
Jennifer R. Schultz ◽  
Keith B. Maddox ◽  
Samuel R. Sommers
Keyword(s):  
Social Interaction ◽  
Social Experience ◽  
Positive Experience ◽  
Subjective Experiences ◽  
Future Directions ◽  
Interracial Interaction ◽  
Anxious Behavior

Abstract. Research shows that I-sharing, or sharing subjective experiences with an outgroup member, positively shapes attitudes toward that outgroup member. We investigated whether this type of social experience would also promote a positive interracial interaction with a novel outgroup member. Results showed that White and Black participants who I-shared with a racial outgroup member (vs. I-sharing with a racial ingroup member) expressed more liking toward that outgroup member. However, I-sharing with an outgroup member did not reduce anxious behavior in a future social interaction with a novel racial outgroup member. Therefore, although sharing subjective experiences may increase liking toward one individual from a racial outgroup, it remains to be seen whether this positive experience can influence behaviors in future interactions with other racial outgroup members. Future directions are discussed.

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