Social Achievement Research Articles

Market Reactions to Economic, Social, and Environmental Contributions Post-COVID-19 a Study on ESG-Based Index Constituents

A company's value in relation to its economic, social, and environmental performance is measured by market reactions, which are represented by anomalous returns. As evidenced by abnormal returns, corporate performance that promotes sustainability can boost investor confidence in the stock market. Using abnormal returns as a stand-in, this study attempts to examine how market reactions are affected by economic and social contributions per share as well as economic contributions per share. The research sample consists of companies that have consistently been constituents of the SEG index, which includes SRI-Kehati, ESG Sector Leaders IDX KEHATI, and ESG Quality 45 IDX KEHATI, as well as companies in other indices such as LQ45, IDX80, and Kompas1000, from 2021 to 2023. Purposive sampling was used in the sample selection process, and 119 businesses were chosen to serve as the study subjects. Using Eviews, multiple linear regression is the analytical method employed. The analysis concludes that economic contributions have an impact on market reactions, but social and environmental contributions per share do not significantly affect them. The study's managerial implications highlight how crucial it is for managers to creatively convey to the public the company's environmental and social accomplishments in quantifiable financial terms. The value, purpose, and advantages of the company's donations are highlighted by this method, which also makes it easier for the public to accept and comprehend corporate social contributions.

The vmPFC-IPL functional connectivity as the neural basis of future self-continuity impacted procrastination: the mediating role of anticipated positive outcomes

Procrastination is universally acknowledged as a problematic behavior with wide-ranging consequences impacting various facets of individuals’ lives, including academic achievement, social accomplishments, and mental health. Although previous research has indicated that future self-continuity is robustly negatively correlated with procrastination, it remains unknown about the neural mechanisms underlying the impact of future self-continuity on procrastination. To address this issue, we employed a free construction approach to collect individuals’ episodic future thinking (EFT) thoughts regarding specific procrastination tasks. Next, we conducted voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) analysis to explore the neural substrates underlying future self-continuity. Behavior results revealed that future self-continuity was significantly negatively correlated with procrastination, and positively correlated with anticipated positive outcome. The VBM analysis showed a positive association between future self-continuity and gray matter volumes in the right ventromedial prefrontal cortex (vmPFC). Furthermore, the RSFC results indicated that the functional connectivity between the right vmPFC and the left inferior parietal lobule (IPL) was positively correlated with future self-continuity. More importantly, the mediation analysis demonstrated that anticipated positive outcome can completely mediate the relationship between the vmPFC-IPL functional connectivity and procrastination. These findings suggested that vmPFC-IPL functional connectivity might prompt anticipated positive outcome about the task and thereby reduce procrastination, which provides a new perspective to understand the relationship between future self-continuity and procrastination.

Misbehaviour on Retreat: Rule-Breaking and the Labours of the Self

Current scholarship tends to frame retreat-going, and the practices carried out therein, as emblematic of late-modern forms of self-work, understanding retreats as part of broader personal life projects of self-mastery and self-knowledge. For this article, I draw on empirical data to suggest that, although work on the self is typically the central concern for retreat-goers, they also question or outright reject the discipline of the retreat space by breaking its ‘rules’. Borrowing insights developed in the context of organisation studies, I describe two kinds of such ‘misbehaviour’ on retreat. First, I explore how retreat-goers misbehave in regards to the rules around intimacy, since sexual and erotic desire is usually discouraged but nonetheless features in retreat-goers’ experiences. Then, I explore examples of collective misbehaviour and suggest that retreat-goers often work together to ensure the retreat’s success by collaboratively breaking the rules through practices like gossip. This article contributes an understanding of how wellbeing practices might be usefully made sense of as social accomplishments, situated within the greater swathe of everyday life. But I also map out one way in which the concept of ‘misbehaviour’ might be applied to activities outside of the workplace.

Social innovation: relationships with social and human capitals, entrepreneurial competencies and growth of social enterprises in a developing country context

PurposeThis study aims to examine capital and competency variables – human capital, social capital and personal entrepreneurial competencies – in relation to social innovation development and growth of social enterprises in a developing country with an emerging social enterprise sector: Thailand.Design/methodology/approachA hypothetical-deductive approach was adopted and a quantitative survey by questionnaire was applied to collect data from owners/top management of 103 social enterprises in Thailand. The data were used to test hypotheses and further analysed using partial least squares technique.FindingsThe results revealed that there were positive direct and indirect (mediating) relationships between human capital, social capital, personal entrepreneurial competencies and social innovation development and growth of Thai social enterprises. Skills and training were key determinants of human capital, whereas social interaction, trust, social identification and shared knowledge were key determinants of social capital which affected social innovation development. Goal orientation, information seeking, opportunity seeking, persuasion and self-confidence were key determinants of entrepreneurial competencies that also affected social innovation development. This study ultimately revealed the mediating effects of social innovation development on the relationships between capital and competency variables and the growth of social enterprises.Originality/valueThis study fills the research gap, from the theoretical perspective, by identifying capital and competency variables as well as their additional determinants that are divergent from previous literature, which can potentially influence the social innovation development of social enterprises, and where only limited research is evidenced. From an empirical perspective, this study attempts to investigate the associations between these variables and growth indicators in the context of social enterprises in a developing nation, where its sector is in its infancy. This study further helps to clarify the existence of the direct and indirect (mediating) effects of social innovation development in the context of the economic and social accomplishments of social enterprises.

EFFECTIVENESS OF AUDIOVISUAL DISTRACTION IN REDUCING ANXIETY AMONG HOSPITALIZED PRESCHOOL CHILDREN ADMITTED TO SELECTED TERTIARY CARE HOSPITAL IN, BELAGAVI CITY

Background:Children between the ages of 3 and 6 years old are preschoolers. During the preschool phase, biological, psychosocial, emotional, moral, and social accomplishments are integrated. Preschoolers are pre-operational thinkers who believe in tangible presentation rather than concepts. Therefore, medical instruments and the hospital environment cause anxiety in them. Hospital admission is a traumatic event for both kids and adults, who unexpectedly have to abandon their comfortable residence and the people who are precious to them and avoid their enjoyable pastimes. Aim:This study aims to assess the effectiveness of audiovisual distraction in reducing hospitalization anxiety. Methods: This study used a pre-experimental (one group pretest-posttest) research design. Fifty preschoolers were selected using a non-probability convenient sampling technique. Anxiety was, evaluated using the Visual Analogue Scale for anxiety. Results:During the pretest, 60% of children had severe anxiety, 40% had mild anxiety after the audiovisual distraction, 62% had no anxiety, and 38% had mild anxiety. The mean anxiety level in the pretest score was 6.88, and the post-test score was 3.14, and the P-value was <0.0001. Findings revealed that audiovisual distraction effectively reduces the level of anxiety among hospitalized preschoolers. History and duration of the previous hospitalization have a significant association with the level of anxiety. Conclusions: Audiovisual distraction is effective in reducing anxiety among hospitalized preschoolers.

Women's Education and Literacy in England, 1066–1540

AbstractThis essay provides a holistic review of what girls and young women learned, and the settings in which they learned, in the Middle Ages in England between the Norman Conquest (1066) and the Dissolution of the Monasteries (late 1530s). Education of girls was carried out in households, elementary schools, and nunneries, as well as through employment and apprenticeship. Girls were taught a wide range of subjects, depending on their socioeconomic status, including practical skills, reading comprehension, and social accomplishments. This essay also provides a review to date of the scholarship on the topic.

The City of Angels through the Lens of Female Austrian-Jewish Exile Scriptwriters Vicki Baum, Salka Viertel, and Gina Kaus

This article provides insight into the lives and works of Gina Kaus (1893–1985), Vicki Baum (1888–1960), and Salka Viertel (1889–1978), three understudied Austrian-Jewish authors who fled to the US to escape National Socialist persecution. Upon settling in Los Angeles, they all found employment as screenwriters at various Hollywood studios, such as Warner Brothers, Fox, Paramount, and MGM. The article aims to consciously reinsert Vicki Baum, Gina Kaus, and Salka Viertel’s often overlooked social and filmic accomplishments into the larger exile history and position them within the German-speaking exile community in Southern California. The three women’s autobiographies are the basis of this article’s investigation of their perception of Hollywood, and offer a female perspective of work in the film industry from the 1930s through the 1950s. A look at some of their film scripts reveals how their individual experiences as female exiles and their new surroundings impacted their writing.

‘TONED HABITUS’, SELF-EMANCIPATION AND THE CONTINGENCY OF REFLEXIVITY: A LIFE STORY STUDY OF WORKING-CLASS STUDENTS AT ELITE UNIVERSITIES IN CHINA

ABSTRACTstudies in relation to working-class students at elite universities document on the one hand the role of ‘mundane reflexivity’ in dealing with class domination while on the other indicate a new form of domination and disadvantages working on these working-class ‘exceptions’ – they may achieve academically at university but experience various exclusions and self-exclusions in areas of social life. By drawing on a very small sample of ‘counter-evidence’ and ‘exceptions within exceptions’ – working-class students who achieve great social accomplishments at elite universities – this paper further explores the role of ‘mundane reflexivity’ in negotiating class domination and the possibilities of transcendence. We demonstrate the creative and transformative ways in which class domination is dealt with and document the prevalence of high-level reflexivity. Furthermore, we distinguish different forms and degrees of reflexivity, which then indicate the ‘contingency’ of reflexivity – the relation of the possibilities of reflexivity to the unequal distribution of social, cultural and economic capitals. We further argue that what appears to be a form of self-emancipation achieved by the ‘transcending group’ in our study also involves the discrete and insidious reproduction of social inequality.

Assembling lines: queue management and the production of market economy in post-socialist services

ABSTRACT‘Time priority’ by queuing is the epitome of market fairness in stock exchanges, while queuing also symbolizes the shortage economy of state-socialism. How are mundane queues made to constitute markets in settings where they performed anti-markets? The paper looks at this problem through ethnomethodology, which sees queuing as the prime example of how social-moral order is produced by participants of situations. Queues appear out of thin air, and can be analyzed as a ‘designed enterprise’ of small utterances and bodily gestures, accomplishing ordinariness. The paper rethinks how this theoretical approach can gauge the properties of ‘invisible lines’ in automated queues, and broadens its scope by framing queuers as objects of organizational control, and queues as not purely social but socio-technical accomplishments. Based on the observation of a digital waiting system in Hungarian banking, the paper shows how automated queue management changes the temporality and accountability between individuals and organizations, and reorders post-socialist banking as distinctly market-based service. Personal-physical lines are replaced with material ‘governance pairs’, which not only assess but rather format customers’ financial needs. Market economy, as produced in mundane automation ties together an obscure order for service customers with total accountability for bank employees’ performance.

Basta! Nenhuma inconstitucionalidade é conveniente!

Não é possível aceitar [...], a dissolução do direito à saúde em meio a medidas administrativas implementadas no âmbito exclusivo do Poder Judiciário, como ocorre hoje no Brasil. De fato, não há qualquer legitimidade nem mesmo uma sombra de legalidade a sustentar que o substantivo todos seja compreendido como alguns na dicção do artigo 196 da Carta Constitucional brasileira de 1988 em decorrência de ato normativo interno do Judiciário. Isso, no entanto, é o que se pretendeu com o julgamento do recurso repetitivo que foi cadastrado sob número 106 no sistema de registro dos recursos repetitivos do Superior Tribunal de Justiça.

ALTERNANCE IN THE FORMATION OF COUNTRYSIDE EDUCATORS: LOOKING FOR MARKERS IN THE ACADEMIC PRODUCTIONS AND SOCIAL REPRESENTATIONS OF EDUCATION STUDENTS

The Education in the Countryside is part of a national movement that, starred by collective individuals of the countryside, has conquered several social, political and academic accomplishments. Among them, the Program of Support to Higher Education in Countryside Teaching – PROCAMPO, which has its origins in the fights and claims of social movements, allowed the creation of 42 new courses of Education in Rural Teaching in different Brazilian Higher Education Institutions. These courses work under Alternance training, between Time-School and Time-Community, contributing to the expansion, in our society, of the Formation by Alternance in the Higher Education, particularly in the Rural Education Graduation Courses, constituting a very recent phenomenon in the Brazilian Universities. Aiming to find a better comprehension about this educative phenomenon, the present paper has the purpose of presenting an overview of the national academic production about the alternance in the courses of formation of countryside educators, analyzing the social representations of alternance built by Rural Education students of the Federal University of Viçosa, looking for advance makers, challenges and perspectives in this pedagogical dynamic in the Higher Educaction.

The sources of dynamism in dynamic capabilities

Research SummaryWe develop a multi‐level theory of dynamic capabilities (DCs) that explains resource dynamics by giving a central role to persons and interpersonal interactions rather than to abstract, firm‐level entities. Our theory integrates the contrasting approaches to DCs in individual‐, interpersonal‐, and organization‐level scholarship. Existing organization‐level approaches portray DCs as collective endeavors but do not specify how they emerge and operate within organizations, while micro‐foundational approaches illuminate actors’ contributions but reduce a firm's DCs to the cognitions and actions of a few top managers. Our integrated theory instead explains DCs as effortful social accomplishments emerging from individual employees’ capacity to leverage interpersonal relationships conducive to productive dialogue. The framework we propose offers new ground for understanding how DCs can be sources of sustainable competitive advantage.Managerial SummaryHow can firms navigate the transformations that relentlessly raise new threats and opportunities in dynamic environments? We suggest that firms develop dynamic capabilities to navigate change when their employees are connected through high‐quality relationships, empowering their innovative potential. Strategic adaptation is possible when people are given the opportunity to act, think, and feel creatively while performing tasks, thus envisioning opportunities to improve how the firm operates. This ability supports sustainable, firm‐level innovation when employees are connected through interpersonal relationships founded on constructive dialogue. Dialogue allows participants to advance and accept proposals for change even in the presence of conflicting interests and viewpoints. Managers may therefore enhance their firm's capacity for change by fostering individual integration and developing contexts that facilitate dialogue and constructive opposition.

Back to the roots! Methodological situationalism and the postmodern lesson for studying tribes, practices, and assemblages

This article argues that one can revive the critical edge that postmodernist theory has brought to marketing, thinking without subscribing to any particular school of (critical) theory by following the principle of methodological situationalism. The roots of postmodernist critique lie in careful empirical observation of how social reality is being constructed in local contexts. Because knowledge, subjects, power, and value are social accomplishments, they are neither fixed nor without alternative. Many key developments in marketing theory such as assemblage theory, practice and consumer tribes formulate alternative accounts of how precisely constructing social facts occur. When further advancing these and other critical approaches, it must always be taken into account that society and culture manifest in concrete, local situations. Data sets or theories that do not take the local production of social order into account, hence fail to provide sensible insight. I propose the principle of methodological situationalism as a litmus test to the analytical strength of a theory or piece of research. The principle states that theoretically adequate accounts of social phenomena must be grounded in empirical observations of manifest meaning or social order in concrete situations. This does not mean that macro-processes or structures should be ignored, but that their roots and effects in local lived life have to be scrutinized. Critical theorizing does not need to resort to utopian or ideological arguments about the grand scheme of things. Careful empirical work zooming in on social life in concrete situations will provide plenty of novel insight and critical edge.

Online ‘Tells' with Cultural Bindings

The paper explores the explanatory value of digital traces, especially for gaining insight to ‘cultural' settings in the absence of cultural participants. We consider digital traces as the ‘matter' of online social phenomena which can be revealed through transformation, re-alignment or re-configuration of data. In this vein, the notion of ‘imbrication' is used to provide a conceptual lens for organizing inquiries in which digital traces should be re-arranged so as to act interdependently with other digital representations to provide posterior insights into designated virtual settlements. Empirical insight is sought by two case studies addressing different digital settings and different social accomplishments in the absence of ‘cultural' participants.

Effective Factors in Developing Handicrafts (Case Study: Kelash, Kurdistan Giveh)

Effective Factors in Developing Handicrafts (Case Study: Kelash, Kurdistan Giveh)

Accomplishing continuity across sequences and encounters: No(h)-prefaced initiations in Estonian

Initiating actions, such as the introduction of a topic or the initiation of a sequence in a conversation, are social accomplishments. The study focuses on the Estonian no(h)-preface in turns that initiate action sequences and often also a locally new topic in a human encounter. It argues that these no(h)-prefaced turns accomplish continuity beyond the current event and thereby index a long-term involvement between the participants. By marking the turn as warranted by an earlier action trajectory, the no(h)-preface contributes to achieving continuity of action across intervening sequences and encounters. The data come from 70h of recordings primarily of phone calls.

Grounded, yet reaching for the stars: The growth of the CUA

Spring is finally upon us across Canada and our planning for the Annual Meeting has reached a fervent pitch. Soon, we will all convene in Banff for the outstanding academic meeting planned by Dr. Trevor Schuler and Dr. Jay Lee. To support our left brains, Dr. Howard Evans and Dr. Marty Duffy will entertain us and ensure we are well fed and have lots to quench our thirsts. As an organization, the CUA is coming into its own. It has transformed itself from a self-driven association run from basements and dens of the secretary and treasurer with the support of the executive, to a true corporate entity run from an office professionally managed and with much more diversity in responsibility and reach. The Corporate Office is running like a perfectly tuned Swiss watch. It is fulfilling our needs from the perspective of planning the Annual Meeting, supporting logistics, fundraising and the day-to-day operations of the organization. The Corporate Office ensures proper succession and successful meetings (both academic and financial) year-to-year. It has helped us diversify our funding sources from relying totally on excess revenues at the Annual Meeting. The Office of Education is fully developed and working on multiple projects and providing an excellent revenue stream. CUAJ has always been successful as an academic publication, but with help from the Corporate Office, CUAJ is finally operating in the black. Also, interaction with other urologic associations has reached a new high. The second year of our exchange with the EUA will be completed this June. At the EAU Annual Meeting in March, there were extended conversations between the CUA and the EAU about how each organization can improve relations, exchange ideas and increase interaction. The AUA has approached the CUA, recognizing the growing presence of the CUA, and is exploring new potential interactions that will benefit both organizations. It will formally include CUA members on key AUA committees not just as “Canadian” members of the AUA but as CUA representatives on specific AUA committees. New interaction with the other “CUA,” the Chinese Urological Association, will bring the first official contingent from China to Banff for this year’s Annual Meeting. Huge effort and much work have been done by our members to facilitate these relationships, but none would succeed with out the support of our Corporate Office. I am thrilled to have served this organization in multiple facets over the years. It has been my true pleasure to associate with the urologists across Canada; we have much to be proud of and much to celebrate. It is a true family. We must always remember the humble beginnings of our national organization. These roots will ground us and keep our ship pointed into the wind. I am confident as we move forward that the CUA will continue to grow, thrive and expand in ways we have not yet conceived. I look forward to celebrating the academic and social accomplishments of the CUA at our Annual Meeting in Banff.

The Evaluation of the Entrepreneurial Formula

The Evaluation of the Entrepreneurial Formula

Young Adults in the United States: A Profile

What do we know about young adults in the United States? How many young adults are there between the ages of 18 and 34? What are their demographic and socioeconomic characteristics? What percent of them have “completed” any or all of the conventional milestones marking normative transitions into adulthood? How many have left home, finished school, work full time, have been married or had children — and by what age? Does the timing and sequencing of these transitions differ for young men and women? How does the “early-transition” cohort among young adults (ages 18-24) — in most respects the most vulnerable during this period of the life course — compare to older cohorts (ages 25-29 or 30-34)? Of those who have not yet formed households of their own, how many still live with their parents? How many live in college dorms or other group quarters? Especially among males in these age groups, how many are in the military, or in prison? In an era of movies like “Failure to Launch” and neologisms like “adultolescence,” this report sketches a profile of young adults in the United States at the turn of the century, based on an analysis of data from the 5% Public Use Microdata Sample of the 2000 census. The data are limited to young adults aged 18 to 34, and broken down for three age groups: 18-24 (“early transition”), 25-29 (“middle transition”), and 30-34 (“late transition”). A summed index (“adultra”) of the five conventional markers of transitions into adult statuses—leaving home, finishing school, entering the workforce, getting married, and having children — was computed: among 18-24 year olds only 16% had reached as many as four or all five of these “milestones,” while 70% of the 30-34 year olds had accomplished four or all five of these transitions into adult statuses. However, these five conventional “milestones” or “markers” in transitions to adult statuses should be seen only as a snapshot, a frozen moment in the life course, not as “completed” or irreversible social accomplishments or changes in social status. Most (and arguably all) of the five are reversible, in principle and in practice: e.g., young adults who leave home at one point in time may later return to live with their parents; those who are no longer attending school may do so subsequently, and those who “drop out” of college may “drop in” years after; those who hold a full-time job now may lose it or leave it for any number of reasons; marriage or cohabitation are scarcely permanent arrangements, but may eventuate in separation or divorce (or the death of a partner) and a new marital status. Even having a child of one’s own living in one’s household can be subject to status change. Nonetheless, such normative markers reflect key exits and entrances into adult statuses, and as such the typology of the five transitions remains useful as a means to sketch, if with broad brush strokes, a heuristically meaningful empirical portrait of the social situation of young adults.

Accelerating Struggling Students’ Learning through Identity Redevelopment

When students struggle in the elementary and middle grades, the likelihood that they will drop out of high school increases dramatically. Although most dropout prevention resources have focused on high schools in a last-ditch effort to keep students in school (Orfield, 2004; U.S. Department of Education, 2009), earlier interventions in elementary and middle grades provide a better opportunity to target assistance before students completely disengage (Balfanz & Legters, 2004; Kennelly & Monrad, 2007; Wells, 2000). As Robert Balfanz (2009) recently reported, students' experience in middle grades profoundly impacts the odds of graduating from high school; this is especially true for students living in poverty. Although the middle grades can be difficult for any struggling student, it is especially so for a subset of very high-risk middle grades students-those who are one to three years over age for seventh grade. This article presents students' views about how an intervention program aimed at getting them back on track for on-time graduation helped them develop a more positive sense of their own ability to accomplish, belong, and engage in the classroom. The program was designed to accelerate learning so students completed two years of academic content in one year. While teaching the required seventh and eighth grade academic content in one year, the staff and teachers also worked with students to reshape or redevelop their identity so that they saw themselves as capable, productive, contributing citizens. The students' comments and perspectives are consistent with the essential attributes laid out in National Middle School Association's This We Believe document (2010). Specifically, their comments indicate that the acceleration program was developmentally responsive in that students participated actively in shaping the academic and social climate of the program; it was challenging in that students who previously had been unsuccessful in school were expected to complete two years' work in one year; it was empowering because students learned to control their behavior, organize their time, and seek help when needed; and it was equitable in that all students were expected to successfully complete the program. Their comments support the recommendations presented in the Balfanz (2009) report: they became increasingly aware of the influence of their own beliefs, behavior, and efforts on their academic and social accomplishments; they wanted to attend school because they enjoyed the program and felt like a part of a family; and their course performance improved through individual attention and engaging, relevant lessons. This article has two primary purposes. First, it illustrates how acceleration strategies can reengage struggling students and help them see that success is possible. Second, it emphasizes the importance of helping struggling students reestablish their identity as learners and as contributing members of a classroom community. Struggling students often believe that they are incapable of accomplishing important tasks, that they are unworthy of membership in a classroom community, and that they cannot engage in challenging curriculum (Finn, 1989). The voices of middle grades students provide evidence of the value of acceleration strategies and insight into the process of identity redevelopment. Acceleration and identity Acceleration The term acceleration is used frequently in education, often to describe programs that move students faster through curriculum or deeper into more challenging content. It is most often associated with students identified as gifted and talented, but acceleration programs are increasingly serving struggling students. Finnan and Swanson (2000) defined acceleration for all groups of students, making explicit the interplay between the quality of the curriculum and instruction; the actions and attitude of the learner; and the quality, actions, and attitude of the teacher. …