The role of perceived social norms on attitudes and behavior: An examination of the false consensus effect

This paper examined the role of perceived social norms in relation to people\u27s attitudes and behavioral intentions, specifically in regards to the false consensus effect (FCE). People are prone to numerous biases in judgments about peers\u27 beliefs, including overestimating support for their own position (i.e., false consensus). These misperceptions can then shape people\u27s beliefs and guide their behavior. This series of studies assessed the influence of this type of misperception on attitudes and behavioral intentions regarding controversial social issues. Study 1 demonstrated that people displayed false consensus for current social issues. Alterations in wording and order of presentation did not affect the findings. Study 2 showed that this bias subsequently predicts behavioral intentions in a modified test of the theory of reasoned action. Study 3 reduced the false consensus effect by exposing participants to information supporting both sides of social issues. Recommendations for interventions that effectively change and promote beneficial social norms are discussed

Vortex pinning with bounded fields for the Ginzburg-Landau equation

The coefficient, tivity is nonnega applied magnet κ = 1/ε, we sho of local minimi

Gender-Responsive Lessons Learned and Policy Implications for Women in Prison: A Review

The authors review evidence of gender-responsive factors for women in prisons. Some gender-responsive needs function as risk factors in prison settings and contribute to women’s maladjustment to prison; guided by these findings, the authors outline ways in which prison management, staff members, and programming can better serve female prisoners by being more gender informed. The authors suggest that prisons provide treatment and programming services aimed at reducing women’s criminogenic need factors, use gendered assessments to place women into appropriate interventions and to appropriately plan for women’s successful reentry into the community, and train staff members to be gender responsive

Women’s Risk Factors and Their Contributions to Existing Risk/Needs Assessment: The Current Status of a Gender-Responsive Supplement

A growing body of scholarship faults existing risk/needs assessment models for neglecting the risk factors most relevant to women offenders. In response, a series of gender-responsive assessment models were tested for their contributions to widely used gender-neutral risk needs assessments. In six of eight samples studied, subsets of the gender-responsive scales achieved statistically significant contributions to gender-neutral models. Promising results were found for the following: (a) parental stress, family support, self-efficacy, educational assets, housing safety, anger/hostility, and current mental health factors in probation samples; (b) child abuse, anger/hostility, relationship dysfunction, family support, and current mental health factors among prisoners; and (c) adult victimization, anger/hostility, educational assets, and family support among released inmates. The predictive validity of gender-neutral assessments was strong in seven of eight samples studied. However, findings for both gender-neutral and gender-responsive domains suggested different treatment priorities for women from those currently put forward in correctional theory and policy

Analysis of Nematic Liquid Crystals with Disclination Lines

We investigate the structure of nematic liquid crystal thin films described by the Landau--de Gennes tensor-valued order parameter with Dirichlet boundary conditions of nonzero degree. We prove that as the elasticity constant goes to zero a limiting uniaxial texture forms with disclination lines corresponding to a finite number of defects, all of degree 1/2 or all of degree -1/2. We also state a result on the limiting behavior of minimizers of the Chern-Simons-Higgs model without magnetic field that follows from a similar proof.Comment: 40 pages, 1 figur

Apropriação criativa da tecnologia em contextos de confinamento: inclusão educativa e social

The present work reveals the importance of adopting situated perspectives for the creative appropriation of technology aimed at social inclusion, especially in contexts of punitive confinement. This study aims to contribute to the construction of the «Creative Appropriation of Technologies-Articulation of Curricular Contents» model, understanding it as a theoretical-methodological tool. The development of this model was carried out based on a pilot test in a juvenile penal center in an Argentine province, which enabled an empirical and situated approach. This case study provides relevant information for spaces of punitive confinement where a process of coconstruction between formal and non-formal educational practices is required. The results enable the understanding of the needs and challenges in the integration of technology in the education of young people deprived of liberty and highlight the need to build innovative initiatives that include the inscription of these orientations in institutional projects.El presente trabajo revela la importancia de la adopción de perspectivas situadas para la apropiación creativa de tecnología orientadas a la inclusión social, especialmenteen contextos de encierro punitivo. Este estudio se propone aportar a la construcción del modelo «Apropiación Creativa Tecnologías-Articulación Contenidos Curriculares» entendiéndolo como una herramienta teóricametodológica. La elaboración de esta se realizó a partir de una prueba piloto en un centro penal juvenil de una provincia Argentina, lo cual posibilitó una aproximación empírica y situada. Este estudio de caso aporta información relevante para los espacios de encierro punitivo donde requieren de un proceso de coconstrucción entre las prácticas educativas formales y no formales. Los resultados posibilitan la comprensión de las necesidades y desafíos en la integración de tecnología en la educación de jóvenes privados de libertad y destacan la necesidad de construir iniciativas innovadoras que comprendan la inscripción de estas orientaciones en los proyectos institucionales.Este trabalho revela a importância da adoção de perspectivas situadas para a apropriação criativa de tecnologia, voltadas para a inclusão social, especialmente em contextos de confinamento punitivo. Este estudo visa contribuir para a construção do modelo «Apropriação Criativa de Tecnologias-Articulação de Conteúdos Curriculares», entendendo-o como uma ferramenta teórico-metodológica. O desenvolvimento desta ferramenta foirealizado a partir de um teste piloto em um centro penal juvenil de uma província Argentina, o que possibilitou uma abordagem empírica e situada. Este estudo de caso forneceinformações relevantes para espaços de confinamento punitivo onde é necessário um processo de co-construção entre práticas educativas formais e não formais. Os resultados permitem compreender as necessidades e desafios na integração da tecnologia na educação de jovens privados de liberdade e salientam a necessidade de construir iniciativas inovadoras que incluam a inscrição dessas orientações nos projetos institucionais

Convenience or Necessity? The Formation of the Working Class in the Universidades Laborales of Franco’s Spain (1955-1978)

La política educativa franquista tuvo como uno de sus principales objetivos la formación de la clase obrera, por lo que una de las principales instituciones educativas creadas en la época fueron las Universidades Laborales. Este artículo se centra en analizar las finalidades que perseguían estas macroinstituciones al formar los futuros obreros españoles, empleando para su estudio diversas fuentes primarias —documentales, archivísticas, gráficas y jurídicas—. Las conclusiones señalan que los objetivos de las Universidades Laborales fueron, por un lado, la formación profesional especializada y, por el otro lado, su adoctrinamiento en los principios ideológicos propugnados por el régimen.One of the main objectives of Franco’s educational policy was the training of the working class, which is why one of the principal educational institutions created during that period were the Universidades Laborales. This article is focused on analyzing the ends sought by these macroinstitutions in preparing the future workers of Spain, and it makes use of a variety of primary sources —documentary, archival, graphic and juridical— in order to study the subject. The conclusions indicate that the objectives of the Universidades Laborales were, on the one hand, specialized professional training and, on the other hand, their indoctrination in the ideological principles advocated by the regime