scholarly journals Kløkt og fordom: Om holdningsendring i klasserommet

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Solveig Moldrheim
Keyword(s):  
Social Responsibility ◽  
Skin Color ◽  
Human Environment ◽  
Require Time ◽  
Academic Knowledge ◽  
Social Settings ◽  
The Usa ◽  
Class Room ◽  
The Individual ◽  
Time And Energy

Most teachers have experienced various forms of prejudice expressed in the classroom. When one hears attitudes or opinions that go against school and society’s values, it is not always easy to know how to respond appropriately and wisely.Educators have a social responsibility both towards the individual and the community. Individuals are the learning subjects, but the context for learning is group-based. Teachers’ social responsibility entails both individuals that have expressed prejudice against a particular group, and those who identify themselves with this particular group. In addition, educators have responsibility for the group based learning arena, which all the individuals belong to. Beyond this, schools are expected to contribute to a democratic society. Preventing prejudice expressed in the class room will not only ensure a safer environment for the pupils, it will also contribute to society as a whole by promoting democratic values. In other words, there are several reasons why schools should work to prevent prejudice.Many have antipathies or prejudices against groups of people. However, but some groups are more often faced with prejudice than others. A prerequisite for the development of prejudice is the formation of categories. People are able to suppress their prejudices. Prejudice is not created in a vacuum; they are social stances that must be understood in the context of the specific human environment. Studies show that if a person has prejudices against Jews, for example, the person tends to be more disposed to have prejudices against other groups as well, such as for example gays, , Muslims and immigrants. This disposition is called "group focused enmity."When a child is between eight and twelve years, the child starts to check and correct its perception of the world. Before it reaches this stage, the child’s comments about out-groups mainly stems from other people’s instructions. Studies from the USA have shown that negativity towards people with a different skin color decreases from around the age of 10 compared to when the child was younger.An individual's attitudes are formed on the basis of that person's overall experience. Although formed individually, experience often take place in social interaction with other individuals. In social settings, people find their significant other, that is, an individual or individuals they may mirror and adjust to. Such individuals may include parents, siblings, friends and teachers. The school is therefore a very important arena for promoting positive attitudes.Albert Einstein allegedly claimed that "It is harder to crack a prejudice than an atom." But even if we take hold of prejudices and actively seek to fight them, it will require time and energy. The process of changing a person’s attitude is significantly longer than the process of developing a person’s academic knowledge and skill.It is often said that "prejudice must be fought with knowledge." Prejudice consists of both beliefs and attitudes. It is important that educators have access to constructive meeting arenas, read books, play games and watch movies that can make room for empathy. It is essential to find learning resources, initiatives and approaches that promote values such as empathy and community, and then creating positive experiences for the pupils.

scholarly journals Prudence and prejudice on changing attitudes in the classroom

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Solveig Moldrheim
Keyword(s):  
Social Responsibility ◽  
Skin Color ◽  
Human Environment ◽  
Require Time ◽  
Academic Knowledge ◽  
Social Settings ◽  
The Usa ◽  
Class Room ◽  
The Individual ◽  
Time And Energy

Most teachers have experienced various forms of prejudice expressed in the classroom. When one hears attitudes or opinions that go against school and society’s values, it is not always easy to know how to respond appropriately and wisely.Educators have a social responsibility both towards the individual and the community. Individuals are the learning subjects, but the context for learning is group-based. Teachers’ social responsibility entails both individuals that have expressed prejudice against a particular group, and those who identify themselves with this particular group. In addition, educators have responsibility for the group based learning arena, which all the individuals belong to. Beyond this, schools are expected to contribute to a democratic society. Preventing prejudice expressed in the class room will not only ensure a safer environment for the pupils, it will also contribute to society as a whole by promoting democratic values. In other words, there are several reasons why schools should work to prevent prejudice.Many have antipathies or prejudices against groups of people. However, but some groups are more often faced with prejudice than others. A prerequisite for the development of prejudice is the formation of categories. People are able to suppress their prejudices. Prejudice is not created in a vacuum; they are social stances that must be understood in the context of the specific human environment. Studies show that if a person has prejudices against Jews, for example, the person tends to be more disposed to have prejudices against other groups as well, such as for example gays, , Muslims and immigrants. This disposition is called "group focused enmity."When a child is between eight and twelve years, the child starts to check and correct its perception of the world. Before it reaches this stage, the child’s comments about out-groups mainly stems from other people’s instructions. Studies from the USA have shown that negativity towards people with a different skin color decreases from around the age of 10 compared to when the child was younger.An individual's attitudes are formed on the basis of that person's overall experience. Although formed individually, experience often take place in social interaction with other individuals. In social settings, people find their significant other, that is, an individual or individuals they may mirror and adjust to. Such individuals may include parents, siblings, friends and teachers. The school is therefore a very important arena for promoting positive attitudes.Albert Einstein allegedly claimed that "It is harder to crack a prejudice than an atom." But even if we take hold of prejudices and actively seek to fight them, it will require time and energy. The process of changing a person’s attitude is significantly longer than the process of developing a person’s academic knowledge and skill.It is often said that "prejudice must be fought with knowledge." Prejudice consists of both beliefs and attitudes. It is important that educators have access to constructive meeting arenas, read books, play games and watch movies that can make room for empathy. It is essential to find learning resources, initiatives and approaches that promote values such as empathy and community, and then creating positive experiences for the pupils.

THE BASIS OF THE INDIVIDUAL SOCIAL RESPONSIBILITY

2017 ◽  
Vol 11 (1) ◽  
pp. 155-165 ◽  
Author(s):  
Ольга Мишурова ◽  
Ol'ga Mishurova
Keyword(s):  
Social Responsibility ◽  
The Individual

Conclusions

2017 ◽  
Author(s):  
Geoff Moore
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Virtue Ethics ◽  
Organizational Ethics ◽  
Stakeholder Approach ◽  
Individual Level ◽  
Managerial Implications ◽  
The Individual ◽  
Corporate Social ◽  
Do So

The purpose of the concluding chapter is to review and draw some conclusions from all that has been covered in previous chapters. To do so, it first summarizes the MacIntyrean virtue ethics approach, particularly at the individual level. It then reconsiders the organizational and managerial implications, drawing out some of the themes which have emerged from the various studies which have been explored particularly in Chapters 8 and 9. In doing so, the chapter considers a question which has been implicit in the discussions to this point: how feasible is all of this, particularly for organizations? In the light of that, it revisits the earlier critique of current approaches to organizational ethics (Corporate Social Responsibility and the stakeholder approach), before concluding.

Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies

2021 ◽  
pp. 1-18
Author(s):  
Yu Zhang ◽  
Su-hua Wang ◽  
Shinchieh Duh
Keyword(s):  
Empirical Study ◽  
Early Development ◽  
Filial Piety ◽  
Theoretical Framework ◽  
Cultural Practice ◽  
European American ◽  
Individual Level ◽  
Children’S Learning ◽  
The Usa ◽  
The Individual

We provide a framework of analysis for Chinese ways of learning that extends beyond the individual level. The theoretical framework focuses on Confucian principles of <i>xiào</i> (孝, filial piety), <i>guăn</i> (管, to govern), and <i>dào dé guān</i> (道德觀, virtues), which leads us to argue that directive guidance as a cultural practice nourishes Chinese-heritage children’s learning as early as in infancy. To illustrate how directive guidance occurs in action for infants, we present an empirical study that examined the interaction of mother-infant dyads in Taipei, Taiwan, when they played with a challenging toy. The dyads co-enacted directive guidance more frequently than their European-American counterparts in the USA – through hand holding, intervening, and collaboration – while infants actively participate in the practice. We discuss the early development of strengths for learning that is fostered through culturally meaningful practices recurrent in parent-infant interaction.

Do information technology (IT) capabilities affect hotel competitiveness?

2020 ◽  
Vol 11 (3) ◽  
pp. 447-460
Author(s):  
Nan Hua
Keyword(s):  
Design Methodology ◽  
Financial Data ◽  
Content Type ◽  
It Systems ◽  
Study Results ◽  
It Capabilities ◽  
The Usa ◽  
Lagged Effects ◽  
The Individual ◽  
Direct Measures

Purpose This paper aims to examine the impacts of IT capabilities on hotel competitiveness. Design/methodology/approach This study adapts and extends Hua et al. (2015) and O’Neill et al. (2008) by incorporating the specific measures of IT expenditures as proxies for the relevant IT capabilities to explore the impacts of IT capabilities on hotel competitiveness. Findings This study finds that expenditures on IT Labor, IT Systems and IT Websites exert different impacts on hotel competitiveness. In addition, IT capabilities exert both contemporary and lagged effects on hotel competitiveness. Originality/value This study is the first that uses financial data to capture direct measures of individual IT capabilities and tests the individual impacts of IT capabilities on hotel competitiveness from both contemporaneous and lagged perspectives. It uses a large same store sample of hotels in the USA from 2011 to 2017; as a result, the study results can be reasonably representative of the hotel population in the USA.

Openness to context‐based research: the gulf between the claims and actions of Big Six firms in the USA

2000 ◽  
Vol 13 (2) ◽  
pp. 175-196 ◽  
Author(s):  
Yves Gendron
Keyword(s):  
Social Construction ◽  
Research Project ◽  
Joint Decision ◽  
Academic Knowledge ◽  
Multilateral Negotiations ◽  
The Social ◽  
The Usa ◽  
Client Acceptance ◽  
Big Six ◽  
Client Acceptance Decision

This paper has been written following the refusal of US Big Six firms to participate in a context‐based research project on the new‐client‐acceptance decision, in spite of their claims that current audit research is too far removed from the realities of practice. The paper aims to problematise the firms’ refusal, arguing that it exemplifies efforts at policing the development of academic knowledge on the part of gatekeepers who strive to make researchers work on technicalities, thereby mitigating the risk that research may tarnish the profession’s legitimacy. Insights into the social construction of the gatekeepers’ efforts at policing knowledge are provided by the multilateral negotiations with the firms, showing initial differences in gatekeepers’ boundaries of acceptable research, and subsequent between‐firm discussions that resulted in the firms’ joint decision to refuse participation.

A postgraduate capstone project: Impact on student learning and organizational change

2021 ◽  
pp. 095042222110365
Author(s):  
Gordon R. Elwell ◽  
Thad E. Dickinson ◽  
Michael D. Dillon
Keyword(s):  
Organizational Change ◽  
Adult Students ◽  
Graduate Program ◽  
Common Component ◽  
Work Related ◽  
Academic Knowledge ◽  
Capstone Courses ◽  
Capstone Project ◽  
The Usa ◽  
Capstone Projects

The capstone course serves to integrate accumulated knowledge with a culminating experience or project and is a common component in undergraduate and graduate programs. The research on capstones courses shows that many capstone experiences or projects involve students working with outside clients, such as local businesses and organizations, to solve problems or develop new projects or campaigns. Such capstone experiences or projects seek to offer students real-world, career-building experience, while the clients seek to benefit from the learned academic knowledge of the students. Where the literature is scarce on client-based capstone projects is when the client is the student’s employer or career-related organization. A graduate program in administration at a public Midwestern university in the USA offers a different approach to the student–client model by requiring a degree-culminating capstone project that challenges adult students to apply their learned knowledge to solve administrative problems not for an outside client but at their place of employment or career-related organization. The researchers surveyed 66 alumni and interviewed 6 on how the capstone project had benefited their work-related learning and its impact on their employer or career-related organization. Students perceived an improvement in their ability to define and analyze administrative problems in their workplace, while the employers or organizations which implemented the project recommendations experienced positive organizational change. This case study contributes to the literature on capstone courses by examining the relevance of a work- or career-related capstone project to students and their workplace.

Canada’s changing innovation landscape

2021 ◽  
Author(s):  
Md. Razib Alam ◽  
Bonwoo Koo ◽  
Brian Paul Cozzarin
Keyword(s):  
The United States ◽  
Destination Country ◽  
Firm Level ◽  
Individual Level ◽  
Patent Classification ◽  
The Usa ◽  
The Government ◽  
The Individual ◽  
The University ◽  
Over Time

Abstract Our objective is to study Canada’s patenting activity over time in aggregate terms by destination country, by assignee and destination country, and by diversification by country of destination. We collect bibliographic patent data from the Canadian Intellectual Property Office and the United States Patent and Trademark Office. We identify 19,957 matched Canada–US patents, 34,032 Canada-only patents, and 43,656 US-only patents from 1980 to 2014. Telecommunications dominates in terms of International Patent Classification technologies for US-only and Canada–US patents. At the firm level, the greatest number of matched Canada–US patents were granted in the field of telecommunications, at the university level in pharmaceuticals, at the government level in control and instrumentation technology, and at the individual level in civil engineering. We use entropy to quantify technological diversification and find that diversification indices decline over time for Canada and the USA; however, all US indices decline at a faster rate.

THE INFLUENCE OF THE ARCHETYPE OF THE WAY ON THE FORMATION OF THE PERSONALITY IN THE NOVEL PAPER TOWNS BY JOHN GREEN

2021 ◽  
Vol 1 (97) ◽  
pp. 9-28
Author(s):  
Наталія Юріївна Бондар
Keyword(s):  
Skin Color ◽  
Growing Up ◽  
The Novel ◽  
Historical Method ◽  
Holistic Analysis ◽  
The Individual ◽  
Metaphorical Extension ◽  
Short Time ◽  
Good And Evil ◽  
The Way

The article deals with the influence of the archetype of the way on the formation of the personality in the novel Paper Towns by John Green. The purpose of this article is to determine the originality of the image of an American teenager and to identify the influence of the archetype of the way on the formation of the personality, as well as to consider the archetype of the way as a real path of the character in the novel Paper Towns by John Green, taking into account the individual author’s interpretation. This object of research has been chosen because through it one can comprehend the specifics of the psychology of a teenager and define the artistic features that distinguish the author’s stylistics and worldview. The comprehensive research methodology has been used in the work: the synthesis of the comparative historical method, holistic analysis, elements of mythopoetic and hermeneutic methods. In the novel Paper Towns by John Green mythopoetic consciousness presupposes ontological ambivalent intentions in the archetype of the child / teenager (good and evil children). The metaphorical extension of the archetype of the child / teenager has been revealed in this article. All the images of teenagers are given in the development, on the way to growing up. The originality of the archetype of the way here lies in the fact that it merges with the concepts of Space and Chaos, confirming the idea of the unity of mankind. The metaphors themselves are also peculiar, associated with the archetype of the way: inanimate strings, gradually turning into living blades of grass, intertwined with roots with all that exists. During the search for Margo, Quentin grows up significantly, becomes more tolerant to their friends, and he learns to take responsibility for him. The image of Margo is the image of a rebel against any lack of freedom that it is inevitable in the “golden cage”. It is also revealed how Quentin is influenced by the new world opened during his trips, and his personal environment: for example, Radar opens his eyes to the fact that he does not need to demand too much from others. Both Margo is changed (from a “paper” girl – to a real one) and Ben and Radar are changed (false interests go into the background; everyone learns to expose himself to risks and troubles for the sake of friendship and human salvation). Ben and Radar are also shown in the development, in a short time they learn to understand each other and distinguish false values from true ones. These changes occur with all the teenagers, regardless of their skin color and nationality, and such an interpretation of the insignificance of formal differences is also a new word of the author.

scholarly journals Revisiting the Role of Place in Geographic Information Science

2018 ◽  
Vol 7 (9) ◽  
pp. 364 ◽  
Author(s):  
Helena Merschdorf ◽  
Thomas Blaschke
Keyword(s):  
Information Science ◽  
Human Perception ◽  
Geographic Information Science ◽  
Geographic Information ◽  
Human Environment ◽  
Subjective Data ◽  
Main Research ◽  
The Social ◽  
The Individual

Although place-based investigations into human phenomena have been widely conducted in the social sciences over the last decades, this notion has only recently transgressed into Geographic Information Science (GIScience). Such a place-based GIS comprises research from computational place modeling on one end of the spectrum, to purely theoretical discussions on the other end. Central to all research that is concerned with place-based GIS is the notion of placing the individual at the center of the investigation, in order to assess human-environment relationships. This requires the formalization of place, which poses a number of challenges. The first challenge is unambiguously defining place, to subsequently be able to translate it into binary code, which computers and geographic information systems can handle. This formalization poses the next challenge, due to the inherent vagueness and subjectivity of human data. The last challenge is ensuring the transferability of results, requiring large samples of subjective data. In this paper, we re-examine the meaning of place in GIScience from a 2018 perspective, determine what is special about place, and how place is handled both in GIScience and in neighboring disciplines. We, therefore, adopt the view that space is a purely geographic notion, reflecting the dimensions of height, depth, and width in which all things occur and move, while place reflects the subjective human perception of segments of space based on context and experience. Our main research questions are whether place is or should be a significant (sub)topic in GIScience, whether it can be adequately addressed and handled with established GIScience methods, and, if not, which other disciplines must be considered to sufficiently account for place-based analyses. Our aim is to conflate findings from a vast and dynamic field in an attempt to position place-based GIS within the broader framework of GIScience.

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