Implicit Norms Research Articles

Confucian culture and stock price crash risk

ABSTRACTUsing a sample of Chinese-listed firms during the period from 2008–2017, this paper investigates the impact of Confucian culture on stock price crash risk and its underlying mechanism. We find that Confucianism is significantly negatively associated with firm-specific crash risk. Further channel tests show that Confucian culture curbs crash risk mainly through mitigating agency conflict, improving financial information quality and restraining managerial overconfidence. Moreover, we also document that the negative association between Confucianism and crash risk is more prominent in firms with weaker corporate governance and lower analyst coverage. Our findings suggest that Confucian ethics, as an implicit norm and alternative mechanism of formal institutions plays a critical role in preventing stock price crash and promoting the healthy development of capital market. This study not only enriches the literature on stock price crash risk but also deepens theoretical cognition of the positive value of Confucian culture from firm-level.

“SPECIAL” FAMILIES AND THEIR “NORMAL” DAILY LIVES: FAMILY QUALITY OF LIFE AND THE SOCIAL ENVIRONMENT

This article focuses on the social and societal factors that influence family quality of life (FQOL). In this qualitative study from the Netherlands, a multiple case study design was used, in which members of families having a child or children with intellectual and developmental disabilities talked about their experiences during interviews. The data were analysed through a rigorous inductive thematic analysis. Our findings relate to the families’ experiences with their social environment and especially with the support they received. We argue that processes of acceptance and understanding play a role in FQOL. Also, we illustrate how the family members experience their interaction with the community, and how moral norms and values could influence the lives of the families. The families reflected on notions of normality and being different, and sometimes struggled with the implicit norms and values of society, which can impede acceptance and understanding by others. In turn, these norms and values influence the level of support from other people and the possibilities for social interaction with the community.

Die Explizierung des Impliziten

Abstract Research on established ›practices‹ in literary studies often includes an analysis of tacit assumptions or implicit norms. In this article, we deal with what we consider a central issue for this kind of research: the question of ›making it explicit‹. We concentrate on the practice of argumentation in literary interpretation and ask how implicit aspects of arguments can be made explicit, and what the problems of such an undertaking are. We proceed in three steps. As a point of departure, we take an interpretation of the poem .Der Knabe im Moor. by Annette von Droste-Hulshoff and analyze which parts of the arguments usually remain implicit when they are presented in literary interpretations. Then, we suggest different reasons for why this might be the case. The third part of our paper argues that rational reconstructions of this kind must always deal with several of the issues that we encountered in our analysis of the case study, especially with the problem that the analysis of implicit elements of practices cannot be purely descriptive.

Is Any Publicity Good Publicity? Media Coverage, Party Institutions, and Authoritarian Power-Sharing

Existing literature identifies nonofficial media as a tool for rulers to gather information from below. We argue that such media also help identify threats among elites. Motivated by profit, partially free media tend to cover politicians who challenge implicit norms of the regime. These political elites are perceived as threats to the power-sharing status quo, which leads peers to sanction them. We test this argument with evidence from the Chinese Communist Party’s intraparty elections of alternate Central Committee members in 2012 and 2007. With Bayesian rank likelihood models, we find that candidates who appeared more frequently in various partially free media received fewer votes from the Party Congress delegates, and this pattern is robust after accounting for a series of alternative explanations. Detailed case studies also show that low-ranked candidates have more partially free media coverage because they broke party norms.

Introduction: How to address implicit and explicit public health research norms

Introduction: How to address implicit and explicit public health research norms

Introduction: How to address implicit and explicit public health research norms

Introduction: How to address implicit and explicit public health research norms

The “Darth” Side of Technology Use: An Inductively Derived Typology of Cyberdeviance

Cyberdeviance, intentional use of information technology (IT) in the workplace that is contrary to the explicit and implicit norms of the organization and that threatens the well-being of the organization and/or its members, is an important research stream that has gained attention in academia and industry. Prior studies have treated different forms of cyberdeviance as different phenomena, resulting in a lack of a collective underlying conceptualization of cyberdeviance. This work inductively and empirically derives a typology of cyberdeviance with 439 respondents across three phases. Our results suggest that cyberdeviance varies along 3 dimensions: cyberdeviant behaviors that are minor versus serious; cyberdeviant behaviors that target individuals versus organizations; and cyberdeviant behaviors that require low versus high technical skill. We thus provide a comprehensive framework that fosters a logical linkage of various research programs related to cyberdeviance to guide future research investigation. The typology will help managers to distinguish different cyberdeviant behaviors and implement suitable interventions depending on the behavior.

Moral Challenges in Transgender Care: A Thematic Analysis Based on a Focused Ethnography

Treatment teams providing transgender-affirming medical care are inherently faced with various kinds of moral and ethical dilemmas and questions, which are becoming even more pressing due to increasing treatment numbers and public attention for transgender care. Little is known about what kinds of moral and ethical challenges manifest in clinical practice. The aim of the present research was to map the moral and ethical challenges of healthcare professionals working in a specialized multidisciplinary transgender care center. Over a period of 7 months, during a focused ethnographic study, data were collected through participant observation of multidisciplinary team meetings, observation of individual psychodiagnostic assessment sessions with clients, and analysis of transcripts and reports of a series of moral case deliberations. A thematic content analysis of the data identified various implicit and explicit moral and ethical challenges around the following six themes: (1) assessing eligibility; (2) content of treatment; (3) sequential order of the treatment steps; (4) role of the clinical guidelines; (5) differing notions regarding gender identity, and (6) decision-making process. Our research provides a detailed insight into the way healthcare professionals experience these moral and ethical challenges and how they are related to (local) guidelines, the multidisciplinary character of GD care, and its inherent implicit and explicit gender norms. Our findings suggest that good transgender care may profit from continuous multidisciplinary deliberation of and sensitivity toward the normative dimension of transgender care. The paper ends with recommendations for ethics support mechanisms in transgender care.

Artifactual dimensions of visual rhetoric: what a content analysis of 114 peer-reviewed articles reveals about data collection reporting

ABSTRACTThis content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. The authors content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, the authors argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. The authors use the findings of their content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.

Artifactual Dimensions of Visual Rhetoric: What a Content Analysis of 114 Peer-Reviewed Articles Reveals about Data Collection Reporting

ABSTRACTThis content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. Our content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, we argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. We use the findings of our content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.

“How excellent… for a woman”? The fellowship program of the International Federation of University Women in the interwar period

Funding bodies and their fellowship programmes became a cornerstone of the scientific world in the twentieth century, not only providing scholars with the means to conduct their research in practice, but also decisively influencing the perception of their scientific persona as an expression of their expertise. Although women were increasingly entering the scientific realm at the time, few succeeded in obtaining such fellowships. In this article, I shall take a closer look at the fellowship programme of the International Federation of University Women during the interwar period, which was specifically designed to enable women to continue their research abroad. By focussing in particular on the selection process, as evidenced by the minutes of committee meetings and the fellows’ files, I shall explore the implicit norms and expectations to which candidates were subject in order to reconstruct the ideal type of woman scientist. The fellowship programme was meant to function as a meritocratic and excellence-oriented system, in which personal and non-scientific characteristics did not serve as criteria in the allocation of funding. Deliberately understating aspects of gender and developing a strictly meritocratic discourse, the Federation promoted a “disembodied" type of scientific persona as a strategy aimed at overcoming a long-standing bias against the alleged amateurism of women scientists. Whereas other funding bodies such as the Rockefeller Foundation contributed to the shape of a masculine persona, the IFUW sought to promote a universal model, in which women could be recognised as legitimate scientists.

Revealing What’s Implicit

This article reinterprets Maimonides’ theory of creation and revelation by focusing upon the relationship between belief in creation and the affirmation of miracle and law described in Guide II :25. Focusing upon Maimonides’ use of inference to describe creation and revelation, I re-evaluate Maimonides’ account as an instance of inferential reasoning. That is, Maimonides makes use of, rather than proves, the implicit norms of creation and revelation in their explicit function of legal reasoning. Thus, I suggest that Maimonides’ emphasis upon inferential judgment in justifying law is a defense of creation and revelation as rules of reasoning.

From Implicit Norms to Explicit Skills – Focusing on Danish Academic Vocabulary

Research shows that L1 as well as L2 and L3 students in Danish tertiary education struggle with acquiring the necessary academic language skills for studying in Danish. Research also shows a tendency for educators in the Danish setting to treat academic language norms as implicit norms, making it much harder for students to grasp the language-related demands of academia. This article argues that in order to make the demands and norms of academic language explicit to the students, irrespective of linguistic background, we need more research-based knowledge about Danish academic language. Furthermore, focussing on one particular aspect of academic language, namely academic vocabulary, can be a step towards more explicit approaches to academic language norms. Academic vocabulary is here defined as a non-technical, general purpose vocabulary with distinct academic functions used across a range of academic disciplines. To come nearer an understanding of how we can make the academic language norms more tangible and accessible to both students and staff, the article begins with a review of existing research on Danish academic language and academic vocabulary with a particular focus on Danish SLA research. This is followed by an analysis of Danish guidance literature on academic writing for students. The article concludes with suggestions for further research in relation to teaching Danish academic vocabulary.

The Implicit as a Resource for Engaging Normativity in Religious Studies

This piece recommends the implicit as a resource for examining normativity within the study of religion. Attention to the implicit serves at least two purposes toward this end. First, it gives the scholar of religion a clearer sense of the norms of the communities she seeks to understand, norms that, depending partly on one’s methodological commitments, may be evaluated as well as described. Second, it deepens the scholar’s reflections on the implicit norms that guide her own work. These claims—which extend the work of Tyler Roberts, Kevin Schilbrack, and Thomas A. Lewis—are embedded within specific understandings of language and mind as drawn from Robert Brandom and Peter Ochs. Brandom and Ochs help speak to the questions of whether the academic study of a religious tradition can or should evaluate that tradition, answering “yes” and “it depends”, respectively. This presents scholars of religion with both a challenge and an opportunity. The challenge is that religionists no longer have recourse to a strict distinction between fact and value. The opportunity is that, by linking implicit facts and values to explicit analysis and evaluation, scholarly investigations can be expanded in both descriptive and prescriptive contexts.

FROM INTUITION TO PROFESSIONALIZATION: A QUALITATIVE STUDY ABOUT THE DEVELOPMENT OF TEACHER IDENTITY IN INTERNAL MEDICINE SENIOR RESIDENTS

Objectives: Professional identity can be defined as a developmental process. Literature suggests that residents aiming to practice in a teaching institution should receive support for the development of teaching competencies as much as they do for medical competencies, but there is limited data on how to recognize teacher identity development in residents. Our study focused on the manifestations of teacher identity development in a group of senior residents in a four-week optional pedagogy rotation. In particular, we were interested in seeing teacher identity development towards the end of the residency program, at a time when clinician identity begins to consolidate. Methods: A qualitative and exploratory approach guided our study design. Participants were internal medicine residents, (from Yr4 to Yr6) at University of Montréal, who intended working in a university setting and were interested in developing a teaching project. Focus groups were held at three separate moments: 1) before rotation, 2) after rotation and, 3) six months after rotation. Direct content analysis was chosen to analyze our findings. Results: We observed the emergence and the evolution of teacher identity and furthermore, we identified six development pathways, which underpin the development of teacher professional identity: 1) From awkward and stereotyped usage to mastery of concepts and teaching techniques, 2) From the reproduction of implicit norms of the clinical setting to the establishment of pedagogical norms 3) From the feeling of powerlessness in teaching to a feeling of mastery and taking initiatives 4) From teaching intuitively to reasoning pedagogically 5) From a teacher based paradigm to the discovery of the learner-centered paradigm and 6) From an emerging identity as a clinician to the simultaneous construction of twin identities: clinician and teacher. Six development indicators providing operational cues to help recognize different facets of teacher identity development were then identified. Conclusion: The identity development pathways allowed us to gain deeper insights about how teacher identity develops in internal medicine residents toward the end of a pedagogical rotation. It is our hope that these findings will help educators recognize and support the development of teacher identity in their residents.

Ostracizing linguistic forms through metalinguistic comments: The case of ge-dikmek-t

AbstractThis paper considers the relevance of studying metalinguistic comments about the embedding of Turkish infinitives in Dutch morphology. It focusses on bilingual Dutch and Turkish spoken in the Netherlands. Data of computer mediated communication (CMC) is used. The paper reports on an analysis of the (sparse) occurrence of Turkish verb embedding in Dutch and the accompanying metalinguistic comments. For this, an exploration of the internet as well as of a data set compiled form Turkish-Dutch discussion fora consisting of 1.335.592 words was conducted.I am indebted to Dirk Vet, University of Amsterdam, for invaluable help and assistance with technical issues concerning the compilation of the data corpus. Also I would like to thank Maarten Kossmann and Yaron Matras for their valuable comments. Remaining flaws are mine.A comparison is made with the reverse verbal construction in Turkish-Dutch bilingual speech (Dutch infinitives + Turkish infinitiveyapmak‘to do’). The absence of evaluative comments on the latter construction suggests it has been accepted as norm-behavior in the Turkish-Dutch community. Embedding of Turkish verbs in Dutch morphology, by contrast, is not accepted. The paper discusses the extent to which metalinguistic comment can be used as a diagnostic tool to uncover implicit norms of non-standard varieties.

The Pedagogies of Preaching

Abstract This article investigates Pentecostal preaching from a pedagogical angle, more exactly from the point of view of its transmission to apprentice pastors in a Ghanaian seminary or Bible school. My concern is the reproduction of a specific preaching style in this institution, an “international” one, governed by explicit and implicit norms. I revisit ethnographically some of these norms as they are conveyed and embodied through lectures about preaching, devotional routines, and student services. I call attention to the emic notion of “flow”, arguing that it lends good legibility to how Pentecostals articulate the multivalent status of preaching as a mimetic skill, a contingent performance, and an authentic expression of charisma. By doing so, flow also provides an interesting entry into the pedagogical dimension of the power assembling and expanding this organization transnationally.

Valuing Healthcare Improvement: Implicit Norms, Explicit Normativity, and Human Agency.

I argue that greater attention to human agency and normativity in both researching and practicing service improvement may be one strategy for enhancing improvement science, illustrating with examples from cancer screening. Improvement science tends to deliberately avoid explicit normativity, for paradigmatically coherent reasons. But there are good reasons to consider including explicit normativity in thinking about improvement. Values and moral judgements are central to social life, so an adequate account of social life must include these elements. And improvement itself is unavoidably normative: it assumes that things could and should be better than they are. I seek to show that normativity will always be implicated in the creation of evidence, the design of programs, the practice of healthcare, and in citizens' judgements about that care, and to make a case that engaging with this normativity is worthwhile.

School-level facilitators of inclusive education: the case of Serbia

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.

A Study on the Connotation, Measuring Dimensions and Influence Factors of Sense of Circle in Mobile Social Networks

The cultural psychology of Chinese differential pattern has produced the circle phenomenon, and the objective existence of the circle is also eroding all aspects of our life. Sense of circle is the subjective cognition of circle, guiding the expression and coordination of interpersonal relationships. With the rapid development of mobile social networks, the research of network circles has become a hot topic nowadays. This paper explores the structural connotation, measuring dimensions and influence factors of sense of circle by qualitative research and empirical test method. Results from this study shows that the connotation of sense of circle consists of four dimensions: shared beliefs, reciprocal exchange, role orientation, social structure and twelve component factors, Among them, shared beliefs consists of emotional attribution, common values, demand fulfillment. Reciprocal exchange consists of sense of resources, thinking orientation, interactive acquisition. Role orientation consists of responsible consciousness, learning consciousness, volunteering consciousness. Social structure consists of stratum categories, implicit norms, and tie strength. And these 4 dimensions has different significance level, especially the finding of role orientation improving and developing existing circle theory in social network. These conclusions make up the deficiency of the existing research, and have guiding influence on enterprises’ innovation and strategy.