Social Rules Research Articles

Edukacja wspierająca zdrowe i bezpieczne relacje intymne młodzieży z niepełnosprawnością intelektualną

Introduction: By treating a person with a disability in a subjective manner, we consent to the development of his autonomy and support his personal choices, privacy and preferences. In the case of a young person with intellectual disabilities, this issue does not seem so simple, and especially when it concerns the sphere of romantic and sexual experiences. Research Aim: The article identifies possible solutions for improving this important area of adolescents' lives, including, in particular, the importance of implementing educational programs and preparing professionals and parents to engage in meaningful conversations about sexuality and intimate relationships. Evidence-based Facts: There is a growing body of research showing that many young people with intellectual disabilities experience problems in realizing their sexuality and restrictions on their right to intimate relationships. Also, they are more vulnerable to abuse and risky sexual behavior because they do not understand social rules and signals from others, do not distinguish socially appropriate sexual behavior, and have difficulty negotiating equal relationships, setting boundaries, and reporting abuse. Summary: Addressing the intimacy needs, sexual expression, and romantic activities of teens with intellectual disabilities can occur in a healthier, safer, and more intimate manner. Education provides an alternative to ignoring, suppressing, interfering or treating this sphere of activity and experience as non-normative and forbidden.

The contribution of movement to social network structure and spreading dynamics under simple and complex transmission.

The structure of social networks fundamentally influences spreading dynamics. In general, the more contact between individuals, the more opportunity there is for the transmission of information or disease to take place. Yet, contact between individuals, and any resulting transmission events, are determined by a combination of spatial (where individuals choose to move) and social rules (who they choose to interact with or learn from). Here, we examine the effect of the social-spatial interface on spreading dynamics using a simulation model. We quantify the relative effects of different movement rules (localized, semi-localized, nomadic and resource-based movement) and social transmission rules (simple transmission, anti-conformity, proportional, conformity and threshold rules) to both the structure of social networks and spread of a novel behaviour. Localized movement created weakly connected sparse networks, nomadic movement created weakly connected dense networks, and resource-based movement generated strongly connected modular networks. The resulting rate of spreading varied with different combinations of movement and transmission rules, but-importantly-the relative rankings of transmission rules changed when running simulations on static versus dynamic representations of networks. Our results emphasize that individual-level social and spatial behaviours influence emergent network structure, and are of particular consequence for the spread of information under complex transmission rules.This article is part of the theme issue 'The spatial-social interface: a theoretical and empirical integration'.

Theorizing Docile Bodies in Mediatized Spaces

This inquiry investigates the media’s role in shaping contemporary discipline practices, specifically the human body, in the context of how the exercise of power intensifies the practice of discipline today. Some authors argue that the human body is not just a cultural text anymore but a practical, direct place of control. Parenting is an archetype of this ‘control.’ The study asserts that the mobility of the parent’s human body is being mediatized. In a mediatized space, media plays a pivotal role in reinforcing the docility of the human body. To prove this, semi-structured interviews were employed among Millennial Filipino parents to (a) narrate current social rules in parenting, (b) identify and categorize codes of mediatized spaces, and (c) demonstrate how these codes indicate aspects of a Foucauldian discipline. Keywords : discipline, mediatization, Foucault, mediatization, communication, technology

Middle Childhood Sport Participation Predicts Timely Long-Term Chances of Academic Success in Boys and Girls by Late Adolescence.

School age children experience successive academic demands which increase over time. Extracurricular sport develops skills which involve physical movement, social rules, formal practice, and rational competition. This may facilitate success. Using a prospective-longitudinal birth cohort of 746 girls/721 boys, we examined prospective associations between middle childhood sport participation with subsequent indicators of academic success in adolescence. We hypothesized that persistent participation would promote long-term achievement indicators. Mothers reported on whether the child participated in sporting activities with a coach/instructor from ages 6 to 10 years. Developmental trajectories of participation were generated using longitudinal latent class analysis and then used to predict outcomes. From ages 12 to 17 years, youth self-reported on academic indicators of success over the last 6 months. These were linearly regressed on trajectories of participation in sport, while controlling for pre-existing and concurrent child/family confounds. Children's sport participation from kindergarten to fourth grade predicted long-term chances of academic success in boys and girls, above and beyond individual/family confounders. Consistent participation predicted increments indicators of future success and reductions in academic failure and dropout risk through to the senior year of secondary school, ranging from 9.1% to 21.3% for girls and 11.7% to 22.9% for boys. We provide compelling and timely evidence of long-term associations between children's sport participation and subsequent indicators of academic success in typically developing boys and girls by late adolescence. Persistent sport involvement in sport increased educational prospects by late adolescence, potentially improving opportunities for success in emerging adulthood.

Planning in the age of acceleration: a perspective on digital inclusion in online urban planning meetings

In the age of technological acceleration, new digital shifts and the increased use of ICT have changed the ways we work, live, sleep, and shop. Remarkable transformations have left footprints in the planning world as well, with many urban planners harnessing technology to improve and expedite planning processes. This process accelerated further during the COVID pandemic, which forced many planning committees and local governments to conduct public meetings, hearings, and participatory processes remotely in order to allow the planning machine to continue rolling while abiding by social distancing rules. Developments such as this have been part of a broader shift toward the increasing reliance of planning on video-conferencing and other technological innovations. While this new policy has proved advantageous to many, it has also had regressive impacts and severely affected social inclusion in the planning process. This paper reviews these outcomes by focusing on the Israeli planning system post-COVID, which continues to embrace videoconferencing as a tool in planning. The findings illustrate the vulnerability of certain groups to the accelerated digitalization of urban planning. Despite planners’ awareness of these outcomes and adaptations made to existing means of e-participation, online planning meetings are not geared toward using tools and platforms to improve practice; instead, remote participation remains largely a ‘pro-developers’ process and could marginalize other participants.

Building a Responsive Legal System Through Reforming the Indonesian Constitution

Legal politics or what is known as policy direction is important in order to provide direction on the form and material of law. However, in a study that examines the problems of law enforcement, in Indonesia, which was studied from a legal sociology perspective, it was stated that developments in the world today often give rise to various problems, whether in the form of violations of norms that exist in social life or rules that have a tendency to create a phenomenon that is contrary to moral and ethical rules as well as legal rules. This paper aims to find out the facts and legal political realities that occur on post-reform legislation in forming responsive laws. Using a normative writing method. The direction of legal politics in post-reform Indonesia is the desire to form a responsive legal system, this can be implicitly seen in several changes to the constitution. Change towards responsive law is not something instant and easy, there must be a commitment from the state and the people together to realize the ideal of this system. Although the current implementation of law still experiences many errors here and there, at least the existing legal products have led to laws that responsive, what is needed now are leadership figures who are able to bring Indonesia to the implementation of responsive laws that are in accordance with what was previously expected in order to achieve prosperity for the people.

Navigating the Legal Landscape, a comprehensive study on Live-In Relationships in India

A concept live-in-relationship progressed with the changing times and with the changing social rules of society. As we can see a crucial change in our Indian Culture and in its social construction in the recent years. That crucial change is called live-in-relationships. It means the cohabitation of individuals without formal marriage. But, still these type of bonds doesn’t have any legal recognition and considered taboo in India. As it is considered against the rituals and the norms of any society and culture, but in today’s times, these relationships are being accepted in various places of India. Historically, Indian society primarily adhered to the sanctity of marital institutions. However, societal changes of shifting mindsets and legal development have gradually reshaped perceptions surrounding live-in relationships. In today’s time live-in relationships are not considered as a criminal offence and they are not illegal. Every culture of society is subject to change and so has the Indian society. The form of togetherness and love has taken a different form known as live-in relationships. My research aims to overview the acknowledged status of live-in relationships in India.

How young children use manifest emotions and dominance cues to understand social rules: a registered report

ABSTRACT Given the complexity of human social life, it is astonishing to observe how quickly children adapt to their social environment. To be accepted by the other members, it is crucial to understand and follow the rules and norms shared by the group. How and from whom do young children learn these social rules? In the experiments, based on the crucial role of affective social learning and dominance hierarchies in simple rule understanding, we showed 15-to-23-month-olds and 3-to-5-year-old children videos where the agents’ body size and affective cues were manipulated. In the dominant rule-maker condition, when a smaller protagonist puts an object in one location, a bigger agent reacts with a positive reaction; on the contrary, when the smaller protagonist puts an object in another location, the bigger agent displays a negative reaction. In the subordinate rule-maker condition, the roles are shifted but the agents differ. Toddlers expect the protagonist to follow the rules (based on anticipatory looks), independent of the dominant status of the rule-making agent. Three-to-five-year-old pre-schoolers overall perform at the chance level but expect the protagonist to disobey a rule in the first trial, and obey the rule in the second trial if the rule-maker is dominant.

An Empirical-Phenomenological Exploration of Anderssein (Feeling Different) in Schizophrenia: Being in-between Particular and Universal

Introduction: In this paper, we wish to elucidate alterations of basic existential and intersubjective configurations in schizophrenia spectrum disorders (SSD) through the phenomenon of Anderssein (“feeling different”). Anderssein is an important yet neglected notion from German psychiatry, referring to a specific sense of feeling profoundly different from others occurring in SSD. Although phenomenological-psychopathological research mentions it as an aspect of the core disturbance of SSD (namely, “self-disorders”), the phenomenon has not yet been explored in empirical or theoretical detail. Method: We present material from a phenomenological-empirical study on the mode and onset of psychosis based on qualitative interviews with 25 patients with SSD. Results: Most of the participants in our study report having felt fundamentally and often ineffably different since childhood and articulate it as a sense of existing “outside” of the shared reality. Intersubjective reality appears progressively unreal or inauthentic, and simultaneously, the patient’s intimate, subjective sphere is permeated by an alien otherness. Importantly, this outside position should be understood carefully as it is often accompanied by the sense of being invaded by social rules, other people’s thoughts, or emotions. Incipient psychosis is described as a gradual extension of precedent alterations of the structures of (inter)subjectivity. Conclusion: We conceptualize the ontological feature of Anderssein as an altered “being in-between” – that is, some sort of halting of the dynamic movement between particularity and intersubjectivity. Finally, we discuss the critical implications of these results for research into the “onset” of schizophrenia.

The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children

The purpose of the study was to examine the effects of P4C implementations on children's perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children's Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group's perception of moral and social norms improved. In the current study, a substantial difference between the children's moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group's moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills.

Young Children’s Responses to Social-Conventional Transgressions in Japanese Preschool Settings

<p style="text-align: justify;">This study investigated young children’s recognition of social rules and responses to social-conventional transgressions in Japanese preschool settings. One hundred twenty-six children aged three to six years old heard four hypothetical stories that describe typical social-conventional transgressions in Japanese preschools. They were asked about their feelings when they witnessed each transgression (emotional response), whether they thought it was better to follow social rules and act like everyone else (social convention judgment), their justification for the judgment, and their willingness to play with the transgressor (interaction judgment). Most participants in all age groups valued following social rules and judged that the transgressor should act like everyone else, but five-year-olds generated more group- and other-oriented justifications for the judgment. Although there were no significant age group differences in interaction judgment, further analysis showed that three-year-olds’ willingness to play with the transgressor was positively related to their positive emotion, whereas such relationships were not found in four- and five-year-olds. The results demonstrate that Japanese children’s responses to social-conventional transgressions become more social and complex throughout young childhood in the Japanese cultural context.</p>

Transitioning from Communicative Competence to Multimodal and Intercultural Competencies: A Systematic Review

The formulation of the construct of communicative competence (CC) was the consequence of the perceived “inappropriateness” of the theory of linguistic competence and performance. To obtain a comprehensive understanding of second language (L2) CC, a systematic review of 85 studies was conducted to assess how empirical studies have defined and operationalized the construct in the context of L2 learning and assessment. Four main themes emerged from the papers: (1) beliefs and perceptions about CC, (2) expansion of CC, (3) mixed specifications of CC, and (4) tests and measures of CC and communicative language ability (CLA). The analysis of these themes foregrounded several significant findings. First, the construct of L2 CC was significantly more prevalent in the body of research compared to L2 CLA. Second, CC has been perceived as a multifarious construct that has been researched from varied perspectives. It was found that older studies were more consistent with traditional approaches to defining CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, suggesting that the evidence provided is sample-specific and non-replicable. Importantly, it was found that over the years, CC has undergone a gradual evolution. With the multimodal and intercultural turn, CC has branched into new concepts namely intercultural and multimodal communicative competencies. Pertaining to these concepts, new notions such as telecollaboration, digital literacies, and multiliteracies have emerged. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker, which can add to the confusion surrounding the construct. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to the rising trend in intercultural and multimodal communicative competencies. In addition, further replicable investigations should focus on developing optimal methods of operationalization that are in line with the new contemporary theoretical frameworks of language in the age of digital technologies and artificial intelligence.

"I feel like I'm changing people's lives, even if it's just two hours at a time": Understanding contingent instructors' emotion management in university teaching.

This article extends existing scholarship on contingent or temporary-contract university instructors' emotional agency by employing the Bolton's emotion management and Cottingham's emotional capital typologies in tandem. In interviews with 40 instructors from universities across Canada, participants described acquiring both primary and secondary emotional capital as an embodied psychosocial resource through past education, upbringing and culture, and knowledge and skills from previous work and training experiences respectively. They then deployed this capital through emotion management based in both social and organizational feeling rules in their capacity as professors. This allowed instructors to reinforce their own sense of purpose, authority and competence as instructors, and to establish fulfilling relationships with students through teaching and mentoring which they infused with personal meaning. However, instructors' agency was also curtailed to varying degrees, by both institutional attitudes around academic contingency and sexist, and in some cases, racist or otherwise patronizing attitudes from students. Despite this, instructors were often able to reaffirm their identities as instructors by using emotion management in self-affirming ways, such as by drawing on self-confidence gained through previous occupations and training, and facilitating cultural backgrounds shared with students through emotional management.

Phenomenon of Juvenile Delinquency In Purwokerto Village, Patebon District, Kendal Regency, Central Java

In Purwokerto Village, Patebon District, Kendal Regency, Central Java, the phenomenon of juvenile delinquency has increased rapidly in recent years. This delinquency includes various behaviors that violate social and legal rules, such as fighting, vandalism, drug abuse, and other violations. To determine the components that contribute to juvenile delinquency in the village and its impact on adolescents' social lives. This study uses a qualitative descriptive methodology. As a result of in-depth interviews and observations of participants, it was found that some of the main factors influencing adolescent deviant behavior are changes in family structure, negative peer influence, and lack of supervision and guidance from family and society. The purpose of this study is to provide practical recommendations to stop and handle juvenile delinquency in Purwokerto Village.

Implementasi Modal Sosial Dan Tata Kelola Desa Wisata Terhadap Peningkatan Pendapatan Masyarakat Kabupaten Garut

Tourism is believed to be an economic activity that drives the regional economy in an effort to improve community welfare through sustainable tourism development with natural and human aspects over a long period of time through a sustainable tourism agenda with elements of building, managing related to the environment, economy, social, nature and culture. The concept of tourism refers to community empowerment (community-based tourism) with the community acting as the determinant of development (Tamrin et al., 2021), including through Desa Wisata. The local wisdom Tourism Village program is part of sustainable tourism development with a rural concept with aspects of customs, socio-culture, traditional architecture, daily life, and integrated village spatial structure supported by social capital to encourage the formation of social relations and become energy for the implementation of social networks for marketing. The urgency of this research is to develop social capital in the community as the driving force for various social actions and cooperation networks as the glue that glues a community together in social rules, culture, belonging and mutual support, to achieve goals that are still low in the community. Meanwhile, the governance of the Tourism Village is still not optimal, because it does not know the proper management of tourism potential that can increase local community income. The purpose of the study was to determine the implementation of social capital and tourism village governance to increase community income in Garut Regency 2024. This quantitative research uses primary data obtained from respondents spread across 5 Tourism Villages in Garut Regency with multiple linear regression analysis techniques through SPSS software. This research is expected to be an input for regional policies and stakeholders in Garut Regency.

METHODOLOGY OF INSTITUTIONAL REGULATION OF COMPLEX DEVELOPMENT OF LAND MANAGEMENT AND ASSESSMENT OF ITS EFFECTIVENESS

Modern organizational and economic methods of managing agricultural land use in Ukraine do not ensure its sustainable development, which is reflected in the increasing degradation processes. The current institutional system in Ukraine’s land relations sector is characterized by uncertainty and the lack of clearly established social norms and rules for the ecological management and use of land resources, as well as the roles and statuses of participants in land relations. The absence of a unified national system that meets state and public needs and is supported by an adequate social environment and the ecological awareness of government authorities and citizens hinders the development of effective and competitive agricultural entrepreneurship aimed at creating environmentally clean land resources and producing safe products. A land management system is proposed, where the first level of goal decomposition includes the basic regulatory functions (creation of an ecological network and a system of sustainable land use; forecasting and spatial planning for the use of land and natural resources; development of effective forms of ownership and land use; state support and economic incentives for rational forms of ownership and land use). Regulatory functions, as the main element of the institutional regulation system for the comprehensive development of land management, also serve as the basis for classifying regulatory instruments. The article presents the author’s approach to classifying the instruments of institutional regulation for the comprehensive development of land management according to the basic regulatory functions and their instruments. The institutionalization of land management will contribute to environmentally safe land management in rural areas, the formation of unified land masses, and the reduction of degradation processes. It will also improve the procedures for maintaining land cadastre and monitoring, ensure legislative regulation of access for individuals and legal entities, landowners, and land users to information about land plots and soil quality, which will be used for organizing economic activities, as well as for the economic stimulation of rational land use.

Female Animal Characters in Roald Dahl’s Children’s Books: A Misogynistic Portrayal

Children’s literature introduces children to the world, stimulates their imagination, and mirrors the society they live in by reproducing its social rules and accepted norms. This is especially true with gender stereotypes, which display and reinforce the masculine and feminine roles constructed by a given society. This binary, onedimensional, and conventional representation is harmful as it negatively impacts young readers’ apprehension of gender roles as well as their personality, behaviour, and aspirations for the future. World-renowned children’s author Roald Dahl has recently been criticised as a controversial author and a racist, misogynistic person. By adopting a feminist literary critical approach, this study analyses Dahl and his illustrator Quentin Blake’s portrayal of female anthropomorphic characters, generally neglected by previous researchers in favour of human characters, in four books: James and the Giant Peach (1961), The Magic Finger (1966), Fantastic Mr Fox (1970), and The Giraffe and the Pelly and Me (1985). Female characters are weak, inactive, confined indoors, and constantly belittled by their male counterparts who are portrayed as adventurous and as decision makers. Therefore, this study aims to encourage parents and educators to teach young learners to read children’s books with a critical eye to identify and interpret different stereotypical representations.

The Social Cognition Ability Evaluation of LLMs: A Dynamic Gamified Assessment and Hierarchical Social Learning Measurement Approach

Large Language Model(LLM) has shown amazing abilities in reasoning tasks, theory of mind(ToM) has been tested in many studies as part of reasoning tasks, and social learning, which is closely related to theory of mind, are still lack of investigation. However, the test methods and materials make the test results unconvincing. We propose a dynamic gamified assessment(DGA) and hierarchical social learning measurement to test ToM and social learning capacities in LLMs. The test for ToM consists of five parts. First, we extract ToM tasks from ToM experiments and then design game rules to satisfy the ToM task requirement. After that, we design ToM questions to match the game’s rules and use these to generate test materials. Finally, we go through the above steps to test the model. To assess the social learning ability, we introduce a novel set of social rules (three in total). Experiment results demonstrate that, except GPT-4, LLMs performed poorly on the ToM test but showed a certain level of social learning ability in social learning measurement.

Law in the Buddhist Tradition in Ancient Indian Society

The Vinaya pitaka is the sacred literature of the Buddhists which contains the regulations for the outward life of the members of the Buddhist samgha - nearly the oldest, and probably the most influential, of all fraternities of monks. Unlike the primarily prescriptive Brahmanical law codes, the vinayas contain narrative portions, commentaries, and casuistries, albeit to different degree. 1Law in the Vinaya texts highlighted as - 1) a body of rules considered binding on a particular political or social unit, and the principle of justice underlying in it. 2) A code or canons of such rules. 3) Institutions and practices for the creation and application of such rules and for of disputes. 4) laws also include such other practices such as the social customs, practices and rules that constitute a form of social control for the maintenance of the groups. 5) Social manners, customary practices etiquette and general behaviors regulating silence, speech, interaction. The set of canonical law texts containing rules, descriptions, case studies, definitions, and punishments and some ancillary material that was used to regulate the samgha. 2The paper explores on how the laws were evolved, the process of making law, the need to make laws? How it regulated? The notion of society during the evolution of law? And in the society how the Buddhist tradition different or similar to the other traditions which existed in during the period? What were the political and economic conditions? Internal relations within the samgha? Law relates to Bhikkhus and law relates to Bhikkhunîs? The relation between laity and renouncers?

Social Skills Development for Students with Autism Spectrum Disorders in Inclusive Classrooms by Social Stories Approach

The research aimed to employ the social story approach to enhance the social skills of students with autism spectrum disorders (ASDs), particularly those in the high-functioning category, within a full inclusion setting. Despite their enrollment in an inclusive classroom, these students encountered challenges related to social skills, including the recognition of emotional expressions, interactions with peers, appropriate behavior in societal settings, collaboration with others, and adherence to social norms. The research utilized the Individual Implementation Plan (IIP) for social stories and a social skill's observation form tailored for students with ASDs. This study employed a single-subject across behaviors, or an A1-B-A2 design, dividing the intervention into three stages: the initial baseline (A1), the subsequent treatment phase (B), and the final withdrawal or post-trial period (A2). The findings indicated that following the implementation of social stories, students with ASDs in inclusive classrooms exhibited significant improvements in recognizing others' emotions and expressions, engaging in social interactions, demonstrating appropriate behavior in various societal contexts, collaborating effectively with peers, and adhering to social rules. Notably, these advancements were most pronounced during the withdrawal or post-trial period (A2).