3,180 research outputs found
In the name of status:Adolescent harmful social behavior as strategic self-regulation
Adolescent harmful social behavior is behavior that benefits the person that exhibits it but could harm (the interest of) another. The traditional perspective on adolescent harmful social behavior is that it is what happens when something goes wrong in the developmental process, classifying such behaviors as a self-regulation failure. Yet, theories drawing from evolution theory underscore the adaptiveness of harmful social behavior and argue that such behavior is enacted as a means to gain important resources for survival and reproduction; gaining a position of power This dissertation aims to examine whether adolescent harmful social behavior can indeed be strategic self-regulation, and formulated two questions: Can adolescent harmful social behavior be seen as strategic attempts to obtain social status? And how can we incorporate this status-pursuit perspective more into current interventions that aim to reduce harmful social behavior? To answer these questions, I conducted a meta-review, a meta-analysis, two experimental studies, and an individual participant data meta-analysis (IPDMA). Meta-review findings of this dissertation underscore that when engaging in particular behavior leads to the acquisition of important peer-status-related goals, harmful social behavior may also develop from adequate self-regulation. Empirical findings indicate that the prospect of status affordances can motivate adolescents to engage in harmful social behavior and that descriptive and injunctive peer norms can convey such status prospects effectively. IPDMA findings illustrate that we can reach more adolescent cooperation and collectivism than we are currently promoting via interventions. In this dissertation, I argue we can do this in two ways. One, teach adolescents how they can achieve status by behaving prosocially. And two, change peer norms that reward harmful social behavior with popularity
UMSL Bulletin 2023-2024
The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp
Measuring the Impact of China’s Digital Heritage: Developing Multidimensional Impact Indicators for Digital Museum Resources
This research investigates how to best assess the impact of China’s digital heritage and focuses on digital museum resources. It is motivated by the need for tools to help governing bodies and heritage organisations assess the impact of digital heritage resources. The research sits at the intersection of Chinese cultural heritage, digital heritage, and impact assessment (IA) studies, which forms the theoretical framework of the thesis. Informed by the Balanced Value Impact (BVI) Model, this thesis addresses the following questions: 1. How do Western heritage discourses and Chinese culture shape ‘cultural heritage’ and the museum digital ecosystem in modern China? 2. Which indicators demonstrate the multidimensional impacts of digital museum resources in China? How should the BVI Model be adapted to fit the Chinese cultural landscape? 3. How do different stakeholders perceive these impact indicators? What are the implications for impact indicator development and application? This research applies a mixed-method approach, combining desk research, survey, and interview with both public audiences and museum professionals. The research findings identify 18 impact indicators, covering economic, social, innovation and operational dimensions. Notably, the perceived usefulness and importance of different impact indicators vary among and between public participants and museum professionals. The study finds the BVI Model helpful in guiding the indicator development process, particularly in laying a solid foundation to inform decision-making. The Strategic Perspectives and Value Lenses provide a structure to organise various indicators and keep them focused on the impact objectives. However, the findings also suggest that the Value Lenses are merely signifiers; their signified meanings change with cultural contexts and should be examined when the Model is applied in a different cultural setting. This research addresses the absence of digital resource IA in China’s heritage sector. It contributes to the field of IA for digital heritage within and beyond the Chinese context by challenging the current target-setting culture in performance evaluation. Moreover, the research ratifies the utility of the BVI Model while modifying it to fit China’s unique cultural setting. This thesis as a whole demonstrates the value of using multidimensional impact indicators for evidence-based decision-making and better museum practices in the digital domain
UMSL Bulletin 2022-2023
The 2022-2023 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1087/thumbnail.jp
Reshaping the Museum of Zoology in Rome by Visual Storytelling and Interactive Iconography
This article summarizes the concept of a new immersive and interactive setting for the Zoology Museum in Rome, Italy. The concept, co-designed with all the museum’s curators, is aimed at enhancing the experiential involvement of the visitors by visual storytelling and interactive iconography. Thanks to immersive and interactive technologies designed by Centro Studi Logos, developed by Logosnet and known as e-REALâ and MirrorMeä, zoological findings and memoirs come to life and interact directly with the visitors in order to deepen their understanding, visualize stories and live experiences, and interact with the founder of the Museum (Mr. Arrigoni degli Oddi) who is now a virtualized avatar, or digital human, able to talk with the visitors. All the interactions are powered through simple hand gestures and, in a few cases, vocal inputs that transform into recognized commands from multimedia systems
Ready Pupil One: Online Learning Experiences of Undergraduate STEM Majors at a Midwest Regional Comprehensive University
Many institutions of higher education in the United States, and, indeed, around the world, are feeling multi-faceted pressures to offer course content through online delivery modes. Administrators of institutions of higher education often view such delivery as a way to raise revenue and reduce costs for the institution while also often offering students flexibility to learn at their own pace. Still, many students and faculty alike often also encounter challenges with online delivery. In this phenomenological qualitative study, I explored the positive and negative experiences of undergraduate STEM majors who had taken at least one major-required, STEM-focused, class delivered entirely online. Using a semi-structured interview format, I interviewed twenty-three undergraduate STEM majors at a mid-sized, public, four-year Regional Comprehensive University. Students described their learning experiences, which I then analyzed for emergent themes. The majority of participants reported feelings of isolation and loneliness in their classes, owing, primarily, to a lack of opportunity to interact with their peers in substantial ways. This study’s findings align with previous research suggesting that best practices for online synchronous and asynchronous instruction include giving students opportunities to learn collaboratively with peers and interact regularly with their professors
The Politics of Platformization: Amsterdam Dialogues on Platform Theory
What is platformization and why is it a relevant category in the contemporary political landscape? How is it related to cybernetics and the history of computation? This book tries to answer such questions by engaging in multidisciplinary dialogues about the first ten years of the emerging fields of platform studies and platform theory. It deploys a narrative and playful approach that makes use of anecdotes, personal histories, etymologies, and futurable speculations to investigate both the fragmented genealogy that led to platformization and the organizational and economic trends that guide nowadays platform sociotechnical imaginaries
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