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Trust and Sustainable Agriculture: the Construction and Application of an Integrative Theory Michael Stanley Carolan Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2002 Trust and sustainable agriculture: the construction and application of an integrative theory Michael Stanley Carolan Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Sociology Commons Recommended Citation Carolan, Michael Stanley, "Trust and sustainable agriculture: the construction and application of an integrative theory " (2002). Retrospective Theses and Dissertations. 502. https://lib.dr.iastate.edu/rtd/502 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Quasi-Design: Breaching Presentations in Academia
Quasi-design: Breaching presentations in academia Thesis submitted for the degree of Doctor of Philosophy (PhD) Goldsmiths, University of London, Department of Design Tim Miller 2021 1 Declaration I hereby declare that the work presented in this thesis is my own. Where I have consulted the work of others, this is clearly stated. Tim Miller 2 Acknowledgements I would first like to thank Dr. Alex Wilkie and Dr. Michael Guggenheim, the two people who supervised this thesis and with whom the journey of this research was undertaken. It has, for many reasons, been a pleasure working with you and I have learnt a great deal from you during this time. I also would like to thank the Department of Design and the Centre for Invention and Social Process (CISP) in the Department of Sociology at Goldsmiths for supporting this work – and the Arts and Humanities Research Council’s (AHRC) Design Star Centre for Doctoral Training for funding a large portion of it. Due to this opportunity, conversations have taken place with many other people including my transfer of registration examiners Dr. Tobie Kerridge and Dr. Nina Wakeford, and with Dr. Martin Tironi and Dr. Lucy Kimbell. There are, of course, those who kindly participated in this research: Dr. Bop; Dr. Carey; Dr. Dementia; Dr. Hip; Dr. Innovation; Dr. Interdisciplinary; Dr. Measurable; Dr. Medieval; Dr. Space-age; Dr. Tech. I’d also like to thank Alastair Jones, Marta Puchala and Adam Wright for applying their interaction and graphic design and web development skills to the project’s website. I’d like to extend my thanks to my numerous doctoral peers in and around “number thirteen” and my other colleagues in the design departments at Goldsmiths and the University of the Arts. -
Sociology 380/Political Science 350: Networks and Social Structure Fall 2018 Tuesday 1:40-4:30Pm ETC 205
Sociology 380/Political Science 350: Networks and Social Structure Fall 2018 Tuesday 1:40-4:30pm ETC 205 LIVE SYLLABUS (DRAFT 2018-08-28) Contact Information: Kjersten Whittington Alex Montgomery Office Location: Vollum 133 Office Location: Vollum 317 Office Phone: 517.7628 Office Phone: 517.7395 Office Hours: Thursdays, 10am-12pm Office Hours: Tu 4:30–6:30 or by appt. Email: [email protected] Email: [email protected] Course Description: Social network dynamics influence phenomena from communities, neighborhoods, families, work life, scientific and technical innovation, terrorism, trade, alliances, and wars. Network theories of social structure view actors as inherently interdependent, and examine how social structure emerges from regularities in this interdependence. This course focuses on the theoretical foundations of structural network dynamics and identifies key analytical questions and research strategies for studying network formation, organization, and development. Attention is paid to both interactionist and structuralist traditions in network analysis, and includes a focus on the core principles of balance and centrality; connectivity and clustering; power and hierarchy; and social structure writ large. Substantive topics include social mobility and stratification, group organization and mobilization, patterns of creativity and innovation, resource distributions, decision-making, the organization of movement and belief systems, conflict and cooperation, and strategic interaction. This course couples theoretical and substantive themes with methodological applications. Approximately one-third of course time is spent on the methodology of collecting, analyzing, and interpreting social network data. Course Materials: The following books can be purchased from the Reed College Bookstore: Required ● Christakis, Nicholas A., and James H. Fowler. 2009. Connected: The Surprising Power of Our Social Networks and How They Shape Our Lives. -
1 'It Can't Be a Lie': the Wire As Breaching Experiment Joshua
1 ‘It Can’t Be a Lie’: The Wire as Breaching Experiment Joshua Page & Joe Soss University of Minnesota The Politics of HBOs’ The Wire: Everything is Connected (2015), Eds. Shirin Deylami and Jonathan Havercroft. New York: Routledge, Ch.1, pp. 11-40. The five seasons of The Wire are widely recognized as a landmark event in the history of media efforts to portray life in America’s poor, racially segregated communities. The show was especially momentous for scholars, such as us, who study urban poverty and the various ways authorities work to manage its problems and populations. Here, finally, was a dramatic depiction of the world we knew through our research and tried to convey in our teaching and public engagement. Here, finally, was a nuanced, humane account of the lives and lived realities—of cops and drug dealers and teachers and addicts and students and parents and more—that intersect and shape one another in the most marginalized neighborhoods of our nation’s cities. Here, finally, was a wildly popular, critically acclaimed, nationally televised cry of dissent from the “thriving cultural industry of fear of the poor, led by such television programs as ‘America’s Most Wanted’ and ‘Cops.’”1 More even than most documentaries, The Wire offers a realistic depiction of life inside the “hyperghetto,” a social space defined by stark racial segregation, severely diminished jobs and social services, inadequate schools, rampant poverty, open-air drug markets, widespread housing foreclosures, and pervasive depression and dilapidation.2 From the show’s inception, 1 Loïc Wacquant, Punishing the Poor: The Neoliberal Government of Social Insecurity (Durham: Duke University Press, 2009) 131-32. -
PDF Download New Directions in Public Opinion 1St Edition
NEW DIRECTIONS IN PUBLIC OPINION 1ST EDITION PDF, EPUB, EBOOK Adam J Berinsky | 9780415885294 | | | | | New Directions in Public Opinion 1st edition PDF Book Allison, G. They are the building blocks of agendas. In some cultures, women's "perception of language, not public opinion, forces them to remain quiet. Product details Format Paperback pages Dimensions x x Whoever desires to grasp and define the concept of public opinion will recognize quickly that he is dealing with a Proteus , a being that appears simultaneously in a thousand guises, both visible and as a phantom, impotent and surprisingly efficacious, which presents itself in innumerable transformations and is forever slipping through our fingers just as we believe we have a firm grip on it Milton Keynes: Open University Press. Raymond J. Scholars became more alert to the way in the policy agenda is constituted by new ideas and arguments, such as a new concept about the environment, or new evidence about the harm of certain human behaviours, such as tobacco use, from which rapid shifts in policy can result. The renaissance of political economy Economics and politics have cross-fertilized more strongly in recent years. Conversely, when individuals perceive that their opinion is less popular or losing popularity, they are less likely to voice it in public. The first was the classic period of studies of decision-making and rationality; the second was the age of synthesis when theories of decision-making were blended into accounts of agenda setting. The making of economic policy. Hence, the expansion of methods is difference-in- differences, regression discontinuity design, interrupted time series and propensity score matching as well as the analysis of randomized controlled trials Angrist and Pischke Individuals claimed that they were more likely to voice their opinions to non-Basques, suggesting that they have a "fear of isolation" in regards to fellow Basques. -
Paper Presented at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, BC, Canada
Paper presented at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, BC, Canada Using Cases as Triggers for Teachers’ Thinking about Practice: A Comparison of Responses to Animations and Videos Patricio Herbst1 Karl W. Kosko University of Michigan University of Michigan Abstract This study compared conversations among groups of teachers of high school geometry that had been triggered by either a video or an animation representation of instruction and managed with an open-ended agenda. All triggers represented scenarios that departed from what was hypothesized as normative. We used as the dependent variable the proportion of modal statements about instructional practice made by a group, which we argue is a good quantitative indicator that the statement appeals to the group’s knowledge of the norms of practice. Animations and videos produced similar proportion of modal statements, but the types of modal statements differed—with animations being associated with more statements of probability and obligation and videos being associated with more statements of inclination. 1 The work reported here has been supported in part by National Science Foundation grants REC-0133619, ESI-0353285, and DRL-0918425 to the first author. All opinions are those of the authors and do not necessarily represent the views of the Foundation. The authors acknowledge the assistance of Annick Rougee in coding the data. Introduction This paper is concerned with a methodological question in research on teaching: How can we access teaching knowledge that can be tacit in nature? Our purpose here is to contribute to validate the technique of utilizing open-ended agendas for group discussions of cartoon-based classroom scenarios, by benchmarking those against the more common use of videotaped episodes. -
Detrivialization As a Strategy to Challenge Organizational Groupthink
Detrivialization as a Strategy to Challenge Organizational Groupthink Salaheddine Mnasri and Stavros Papakonstantinidis The American University of the Middle East [email protected] [email protected] DOI: 10.34190/EJKM.18.03.003 Abstract: This paper aims to contribute to the literature on knowledge construction and knowledge sharing within the field of organizational communication. The research underlines the importance of exploring human learning contextually, descriptively, interpretively, and inductively. Through a participant-observer methodological approach, the study contributes to the literature by introducing detrivialization as a strategy to explore ’participants’ rhetoric related to their organizational procedures. The paper describes a case study that took place for 18 months in a cancer research lab in Belgium, where employees seemed unable to question several taken-for-granted practices. The present research primarily reveals the consequences of trivialization, when the rationale of essential organizational practices go unnoticed until observer- participant challenges the status quo. Also, the study highlights the outcomes of the detrivialization approach, which triggers unprecedented knowledge. Finally, the paper introduces the (de)trivialization dynamic model, which can depict the consequences of opening black-boxes in organizational contexts. This research is a new approach in organizational ethnomethodology, revisiting ’Garfinkel’s (1967) breaching experiment to describe science in action. The suggested model offers a methodological approach for exploring trivialized organizational dynamics and challenging groupthink. Detrivialization is an opposite approach to trivialization, to offer a new debate topic to scholars aiming to conduct ethnographic research and discourse analysis in organizational communication. Keywords: Detrivialization, knowledge construction, knowledge sharing, groupthink, discourse analysis, organizational culture, organizational communication. -
Moral Reasoning and Decision Making 2017
Moral reasoning and decision making 2017 Course Organiser: Dr. Matteo Colombo Email: [email protected] Office: D 236 Website: https://mteocolphi.wordpress.com/ Course Description Why do we tip at restaurants, but never at shoe shops? Why do we find repugnant to have sex with siblings? Why don’t people wear shorts when they get married? Why do we get angry if somebody jumps a queue? Why is it more likely that people throw an empty can of coke on the street when the street is already dirty? Why, when we get up in the morning, don’t we even consider to be nudist for the day? Why did women and children aboard the Titanic were more likely to survive than males? What if a person had no social contact during the first years of her life? In this course we shall explore these types of questions by intermingling philosophy, psychology, and neuroscience. Our focus will be on the psychological and philosophical foundations of judgement and decision-making in the moral/social domain. Background Prior familiarity with the material discussed during the course is not assumed. However, students will benefit from having the following background: (1) A previous philosophy course with a substantial ethics component. (2) A previous philosophy course with a substantial component in philosophy of science. (3) At least one course in psychology or a related human science. Learning Goals Upon successful completion of the course, you will be able: 1) To summarize, explain and compare (using specific examples) the central theories and arguments in the field of contemporary moral psychology, in particular about the relationship between moral behaviour, expectations, judgement, emotion and reason; 2) To apply your understanding and insight about current theories of social norms (e.g. -
Social Psychology
mathematics HEALTH ENGINEERING DESIGN MEDIA management GEOGRAPHY EDUCA E MUSIC C PHYSICS law O ART L agriculture O BIOTECHNOLOGY G Y LANGU CHEMISTRY TION history AGE M E C H A N I C S psychology Social Psychology Subject: SOCIAL PSYCHOLOGY Credits: 4 SYLLABUS The field of social psychology Social psychology – a working definition; social psychology focuses on the behaviour of individuals; Research methods in social psychology. Behaviour and Attitudes: Attitude formation, Attitude measurement, attitude change - theory of cognitive dissonance. Conformity Classic studies - Sherif’s studies of norm formation Asch’s studies of group pressure, Milgram’s obedience experiment, Interpersonal Attraction & Altruism : A simple theory of attraction, linking : proximity, physical attractiveness, similarity vs complementarity, determinants of attraction and altruism, sociometry, Communication: Process - Channels - Types – Barriers to communication - Communication and interpersonal behaviour. Groups Processes Types of groups, group cohesiveness, group morale & social climate; group Vs individuals in problem solving, positive and negative impacts of group influence, cooperation and competition; Leaders and leadership - types of leaders, functions of leaders, basic styles of leaders, personal qualities of leaders. Aggression The nature of aggression, process of aggression, causes of aggression - reducing aggression; war and peace - aggression in various social settings; psychological causes of war, facts about war, suggestions for Peace. Public opinion and propaganda: Dynamics of public opinion, measurement of public opinion, changing public opinion propaganda: Techniques of propaganda: Instruments of propaganda. Suggested Readings: 1. Baron, Robert. A. and Byrne, Donn Social Psychology, 7th edition, Prentice Hall of India Pvt. Ltd. 2. Lindgren, Henry. C. An introduction to Social Psychology, John Wiley & Sons. 3. -
Social Networks Over the Life Course: Continuity, Context, and Consequences
Social Networks over the Life Course: Continuity, Context, and Consequences by Jasmine A. Manalel A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Psychology) at the University of Michigan 2018 Doctoral Committee: Professor Toni C. Antonucci, Chair Associate Professor Kira S. Birditt Professor Kai S. Cortina Professor Berit Ingersoll-Dayton Professor Jacqui Smith Jasmine A. Manalel [email protected] ORCID id: 0000-0003-0291-6293 © Jasmine Manalel 2018 DEDICATION To the memory of my godfather, Thomas Pannaparayil, the first in my family to obtain a doctorate. His final words to me before his passing were, “I want to hear about your dissertation.” This is for him. ii ACKNOWLEDGEMENTS “Call it a clan, call it a network, call it a tribe, call it a family. Whatever you call it, whoever you are, you need one.” — Jane Howard The quote above foreshadows the topic of this dissertation, capturing the importance of social networks for all people. I am fortunate to have begun my doctoral training with the support of a strong social network, and I continued to build my network over the past five years. I have been supported, challenged, and inspired by my mentors, colleagues, friends, and family. I have so many people to thank for helping me reach this point. First, I have had the privilege of working with two incredible advisors, Toni Antonucci and Jacqui Smith. They held me to the highest of standards and provided me with the time and space to meet them. Thank you, Toni, for seeing my potential, pushing me to realize that potential, especially when I found it difficult to push myself, and for always seeking out opportunities that allow me to grow as a person, a scientist, and a scholar. -
1 SOC496H1S: SOCIAL PSYCHOLOGY University Of
SOC496H1S: SOCIAL PSYCHOLOGY University of Toronto Term: Spring 2015 – Lecture Date/Time: Tuesday, 1-3pm – Location: SS2101 INSTRUCTOR Geoff Wodtke Office: Room 394, 725 Spadina Avenue Office Hours: Tuesday 3:30-5:30pm or by appointment Email: [email protected] COURSE DESCRIPTION Social life hinges to a significant degree on perceptions and beliefs, fears and desires, and antipathies and affections. Social events can pass without notice, seem like a nuisance, or evoke the most intense reactions, convictions, and anxieties. This course explores questions that lie at the intersection of sociology and psychology. How and why do individuals identify themselves with different social groups? How do beliefs, values, and norms shape social interactions? What institutions, events, and structures in turn influence beliefs, values, and norms? How do intergroup stereotypes, prejudice, and discrimination develop and evolve? What engenders social conflict and aggression? We will explore how psychological theories can help explain a wide range of social phenomena, such as public opinion, stereotyping and prejudice, domination and subordination, and social movements. At the same time, we will explore how power relations, material inequalities, institutions, and other social forces can help explain psychological phenomena like identity, perception, emotion, and decision making. PREREQUISITES The prerequisite to take this course is completion of a 300 level or higher SOC course. Students without this prerequisites will be removed at any time if discovered. COURSE EVALUATION This is a writing (and reading) intensive course. There are no conventional tests, and your overall grades will be based solely on the following four writing assignments: Short Reaction Essays: Due in class each week (starting January 13th) Each week, students will write a short reaction essay summarizing their thoughts about the assigned readings for that week. -
020 the Mechanics of Friendship
The Mechanics of Friendship Impact of Social Networks Christine Brooks, PhD November 30th, 2012 the science of FRIENDSHIP scienceoffriendship.com The term friendship when used in casual conversation may conjure an image of an individual, say, a best friend, or a small group of tightly knit people who are a person’s core group. Even though the definition of what constitutes a best friend varies widely in the social science literature, most individuals know if they have a best friend. That person is a confidant, the person we call in times of need and times of celebration, and a person with whom we have history and trust. Sherlock Holmes and Dr. John Watson shared professional exploits, but were also two of the closest of friends in fictional literature. Our close group of friends—our intimate circle—is rather loosely defined in much of the research, and friendship groups vary in size and demographic make-up. In popular culture, the 1990s television show Friends revolved around 6 inseparable individuals who did everything together. The people on Friends lived their friendships on the day-to-day and demonstrated what it takes to make and maintain strong ties: ongoing contact, shared information and emotion, and solidarity or trust. A major focal point of the show was that Monica, Rachel, Phoebe, Ross, Chandler, and Joey spent much of their time at a coffee shop doing very little, or so it would seem. What they were doing was practicing the three major components of friendship: spending time together, conversing, and fostering connection. These behaviors forge the bonds of friendship and are vital to keeping the friends that we have, especially our closest friends.