Influence of warmth and competence on the promotion of safe in-group selection. Stereotype content model and social categorization of faces

Categorizing an individual as a friend or foe plays a pivotal role in navigating the social world. According to the Stereotype Content Model, social perception relies on two fundamental dimensions, Warmth and Competence, which allow us to process the intentions of others and their ability to enact those intentions, respectively. Social cognition research indicates that, in categorization tasks, people tend to classify other individuals as more likely to belong to the out-group than the in-group (In-group Overexclusion Effect, IOE) when lacking diagnostic information, probably with the aim of protecting in-group integrity. Here, we explored the role of Warmth and Competence in group-membership decisions by testing 62 participants in a social-categorization task consisting of 150 neutral faces. We assessed whether (i) Warmth and Competence ratings could predict the in-group/out-group categorization, and (ii) the reliance on these two dimensions differed in low-IOE vs. high-IOE participants. Data showed that high ratings of Warmth and Competence were necessary to categorize a face as in-group. Moreover, while low-IOE participants relied on Warmth, high-IOE participants relied on Competence. This finding suggests that the proneness to include/exclude unknown identities in/from one's own in-group is related to individual differences in the reliance on SCM social dimensions. Furthermore, the primacy of Warmth effect seems not to represent a universal phenomenon adopted in the context of social evaluatio

ePortfolios: models and implementation

This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these needs. The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high)

Re-designing an MA module to foster agency, engagement and production in online social software

This article describes the process of re-designing a module on the MA in Media, Culture and Communication at the Institute of Education (IOE), University of London. This process took place as part of the “Pedagogic Research to Embedded E-Learning” (PREEL) project at the IOE and involved moving a module largely concerned with offline production of teaching resources into online engagement with Internet culture. Course participants were encouraged to think about issues around production in social software in ways which were relevant to their professional and personal activity online. The early stages of the re-design process were recorded in a course tutor blog and there were further attempts to reflect on the process using two evaluations, one in the middle of a pilot version of the course and the other at the end. The article concludes with a series of lessons learned which can be taken forward during the revalidation process

Free Speech and Freedom of Association: Finding the Balance

[Excerpt] The fundamental right to freedom of association guarantees that workers are able to form and join trade unions free from any interference from employers and governments. This basic principle has been applied consistently by the International Labour Organisation (ILO) for over 60 years. However, the International Organisation of Employers (IOE) is now attempting to undermine that principle by arguing, in the name of freedom of expression, that anti-union campaigns meant to discourage workers from forming or joining a union are consistent with international standards. They even go so far as to argue that anti-union campaigns may be an obligation of employers. To accomplish this, the IOE relies heavily on a contorted interpretation of a 2010 decision by the ILO’s Committee on Freedom of Association (CFA) concerning Delta Airlines’ campaign to encourage workers to “shred” their union election ballots. Only by claiming that the Delta decision represents a radical departure from precedent can the IOE now argue the existence of an international right to wage anti-union campaigns worldwide. Indeed, the IOE had previously conceded that U.S.-style antiunion campaigns violate the right to freedom of association as established by the ILO. The International Trade Union Confederation (ITUC) recognizes that employers and workers have a right to express themselves; however, that right is not unlimited. The limit must be drawn where interference with the right to association begins. The vitriolic anti-union campaigns waged by U.S.-based employers cross that line. The fact that aggressive anti-union campaigns are considered legal under the domestic labour law of a country does not override international standards. Indeed, labour laws like those found in the U.S. are outliers among nations, permitting anti-union speech that is illegal (and unthinkable) elsewhere when workers seek to form and join trade unions

Quantify resilience enhancement of UTS through exploiting connect community and internet of everything emerging technologies

This work aims at investigating and quantifying the Urban Transport System (UTS) resilience enhancement enabled by the adoption of emerging technology such as Internet of Everything (IoE) and the new trend of the Connected Community (CC). A conceptual extension of Functional Resonance Analysis Method (FRAM) and its formalization have been proposed and used to model UTS complexity. The scope is to identify the system functions and their interdependencies with a particular focus on those that have a relation and impact on people and communities. Network analysis techniques have been applied to the FRAM model to identify and estimate the most critical community-related functions. The notion of Variability Rate (VR) has been defined as the amount of output variability generated by an upstream function that can be tolerated/absorbed by a downstream function, without significantly increasing of its subsequent output variability. A fuzzy based quantification of the VR on expert judgment has been developed when quantitative data are not available. Our approach has been applied to a critical scenario (water bomb/flash flooding) considering two cases: when UTS has CC and IoE implemented or not. The results show a remarkable VR enhancement if CC and IoE are deploye

United Kingdom Country Report 2010: Task Force for International Cooperation on Holocaust Education, Remembrance and Research

The United Kingdom first submitted its Holocaust Education Country Report to the Task Force for International Cooperation on Holocaust Education, Remembrance and Research (ITF) in March 2006. At that point, the report reflected the best available information on teaching and learning about the Holocaust in UK universities and schools. However, in September 2009 an extensive empirical investigation of Holocaust education in England’s state maintained secondary schools was published by the Institute of Education (IOE), University of London. The publication of the report – which drew upon survey responses from 2,108 teachers across England and interview accounts from 68 teachers visited at 24 different schools – offered an invaluable opportunity to build upon and, where appropriate, revise the UK’s original submission. Consultations were held with representatives from each of the key Holocaust education organisations currently working in the UK (as detailed in Appendix 1) and additional research exercises were conducted as referred to throughout the report. This revision is not intended as the final say on Holocaust education in the UK. On the contrary, we recognise that practice in our schools and universities, and the popular understandings and policy landscapes which frame practice, are constantly changing. As we write at the close of 2010, the Government’s plans for education reform are a lot clearer after the recent publication of the White Paper, The Importance of Teaching, but there still remains some uncertainty about the impact of the recent change in national government at Westminster. For example, the English National Curriculum will be reviewed. The Government intend to restore the National Curriculum to its original purpose - a core national entitlement organised around subject disciplines. The development of subject knowledge will be central to the revised curriculum, and details of the review will be announced in the near future. The Government have stated that they would certainly expect any future programme of study for history to continue to include Holocaust education. Our resubmission is intended therefore to reflect the UK delegation’s commitment to critical reflection and reporting to the international community as an ongoing activity

Conditions for learning: partnerships for engaging secondary pupils with contemporary art

This article examines the findings of the London Cluster research, 'Critical Minds', in which the Institute of Education, University of London (IoE) worked in collaboration with Whitechapel Chapel Art Gallery (the lead London gallery), Bow Arts, Chisenhale Gallery and Space -The Triangle, and four east London comprehensive schools. By collaborating with art departments and by focusing on learning within the gallery context, the research team questioned whether the perceived constraints of traditional art and design pedagogy can be overcome by changing the conditions in which learning takes place. The following analysis focuses on these conditions as outlined in the research report's recommendations. © 2007 NSEAD/Blackwell Publishing Ltd