The Social Rules That Children Use in Their Interpersonal Relations1

2015 ◽  
pp. 36-57 ◽  
Author(s):  
Geoffrey Tesson ◽  
John H. Lewko ◽  
Brian J. Bigelow
Keyword(s):  
Social Rules ◽  
The Social

Satu Kahkonen and Anthony Lanyi. Institutions, Incentives, and Economic Reforms in India. New Delhi: Sage Publications, 2000. 516 pages. Hardback. Price Indian Rs 595.00.

2001 ◽  
Vol 40 (1) ◽  
pp. 71-74
Author(s):  
Attiya Y. Javed
Keyword(s):  
Reform Process ◽  
New Delhi ◽  
Social Rules ◽  
Reform Agenda ◽  
The Social ◽  
Wide Range ◽  
Rural Governance ◽  
Private And Public ◽  
Economic Landscape ◽  
Number Of Authors

The economic reform process began in India in 1991. However, the reform agenda is still far from its goals as is evident from low per capita income. Thus, this reform effort has not produced the desired outcome of a faster rate of economic and social development in a meaningful way. It is the premise of this volume that to transform the social and economic landscape, the proposed reforms should be broadbased and multi-pronged which take into account incentives for the stockholders in both the private and public sectors. The institutions are the rules that govern economy and include the fundamental legal, political, and social rules that establish the basis for production, exchange, and distribution. The two editors of this volume have received contributions from a number of authors and the wide range of papers are grouped under five main headings: political economy of reforms, reforming public goods delivery, reform issues in agriculture and rural governance, and reforming the district and financial sector.

Strings Attached

2015 ◽  
Author(s):  
Paul F. Steinberg
Keyword(s):  
Physical Reality ◽  
Natural World ◽  
Public Access ◽  
Voting Rules ◽  
Design Standards ◽  
Social Rules ◽  
The Social ◽  
Sand Particles ◽  
The Waves ◽  
Wide Horizon

Imagine for a moment that you are taking a leisurely walk on a favorite beach. As the calming sound of the waves and the wide horizon clear your mind and heighten your senses, you begin to notice the things around you. A group of birds floating on the wind. The play of light through scattered clouds. The remarkable process whereby stones too strong to break by hand have been transformed by time and ocean currents into countless sand particles crunching under your feet. These and other aspects of the natural world capture our attention and inspire natural scientists to discover their secrets. But there are other realities here that go unseen by the untrained eye, and have yet to enter into the colorful documentaries provided by scientists, journalists, and other chroniclers of the natural world. These are the social rules that pattern this physical reality. Sometimes these rules take the form of laws. In other instances they appear as building codes or product design standards. Voting rules, property rights, and constitutional guarantees count among our most powerful social rules, which also include unwritten but widely recognized principles of right and wrong that guide our actions. Our task in this chapter is to make these social rules more visible—to help you “see” the rules shaping your everyday activities, to understand something of their political origins, and to appreciate why these rules matter for the future of our planet. To begin, let us return to our stroll on the beach and see what traces of politics and power we find amid the shells and stones. First consider what is missing from the beach. Why are there no fences? Why can we walk on this beach at all? If our social rules specified that the surf and sand were available to the highest bidder, or belonged to the first party to stake a claim, we would have no more right to swim in the ocean than we would to plunge uninvited into a neighbor’s pool. In fact public access to the shoreline differs markedly from one country to the next, depending on the rules in place.

Sharing Food at Home and School: Perspectives on Commensality

1996 ◽  
Vol 44 (4) ◽  
pp. 648-674 ◽  
Author(s):  
Marlene Morrison
Keyword(s):  
Teaching And Learning ◽  
Social Significance ◽  
Social Scientists ◽  
Social Rules ◽  
Institutional Practice ◽  
The Social ◽  
Cultural Preference ◽  
Funded Project ◽  
Home And School ◽  
At Home

Sharing meals together, both in terms of their social construction and the social rules which govern behaviour, is thought to be the essence of our sociality. Teaching and Learning about Food and Nutrition in Schools (reported by Burgess and Morrison in 1995) is an ESRC funded project, which, as part of the Nation's Diet Programme: The Social Science of Food Choice investigated food use and eating in schools. Prior to the project social scientists had seldom focused upon the social and educational contexts in which children and young people learned about food as classroom activity, as routinised eating in schools, or at the interface between home and school. It is at the meeting point of such interests that this paper on the social significance of eating together is framed. Interview and diary data from parents, ‘dinner ladies’ and pupils, in combination with research observations, are used to explore familial perspectives on the changing relationship between eating at home and school in two primary school case studies. The discussion of school eating arrangements highlights the complex issues underpinning the advocacy of school meals, not only in terms of nutritional impact but also in relation to the cross-cutting effects of institutional practice, socio-economic advantage and disadvantage, and cultural preference. The alleged decline of the ‘proper’ shared meal is also contested. Rather, the data show commensality being produced and reproduced in different forms.

scholarly journals Complicity, performance, and the ‘doing’ of sports coaching: An ethnomethodological study of work

2019 ◽  
Vol 68 (3) ◽  
pp. 590-605
Author(s):  
Charles L.T. Corsby ◽  
Robyn L. Jones
Keyword(s):  
Professional Football ◽  
Social Rules ◽  
Fine Grain ◽  
Everyday Practices ◽  
The Social ◽  
The Everyday ◽  
Ethnomethodological Study ◽  
Fitting In ◽  
Sports Coaching ◽  
Detailed Presentation

Recent attempts to ‘decode’ the everyday actions of coaches have furthered the case for sports coaching as a detailed site of ‘work’. Adhering to Harold Garfinkel’s ethnomethodological project, the aim of this article is to deconstruct contextual actors’ interactions, paying specific attention to the conditions under which such behaviours occur. The article thus explores the dominant taken-for-granted social rules evident at Bayside Rovers Football F.C. (pseudonym), a semi-professional football club. A 10-month ethnomethodologically informed ethnography was used to observe, participate in and describe the Club’s everyday practices. The findings comprise two principal ‘codes’ through which the work of the Club was manifest: ‘to play well’ and ‘fitting-in’. In turn, Garfinkel’s writings are used as a ‘respecification’ of some fundamental aspects of coaches’ ‘unnoticed’ work and the social rules that guide them. The broader value of this article not only lies in its detailed presentation of a relatively underappreciated work context, but that the fine-grain analysis offered allows insightful abstraction to other more conventional forms of work, thus contributing to the broader interpretive project.

Daily Practice and Social Memory at Çatalhöyük

2004 ◽  
Vol 69 (1) ◽  
pp. 17-40 ◽  
Author(s):  
Ian Hodder ◽  
Craig Cessford
Keyword(s):  
Social Memory ◽  
Near East ◽  
Daily Practice ◽  
Social Practices ◽  
Social Processes ◽  
Domestic Space ◽  
Social Rules ◽  
The Social ◽  
Agricultural Societies ◽  
Central Turkey

This article is concerned with the social processes involved in the formation of large agglomerated villages in the Neolithic of the Near East and Anatolia, with particular reference to Çatalhöyük in central Turkey. The article aims to show that practice theories (dealing with how social rules are learned in daily practice within the house) can be used to interpret the patterning of recurrent construction and use activities within domestic space at Çatalhöyük. The regulation of social practices in the house created village-wide social rules, but it is argued that the habituated behavior was also commemorative and involved in the construction of social memory. Sitewide and house-based specific memories are documented at Çatalhöyük. The evidence for habituated practice and social memory at other sites is briefly discussed, and is argued to be relevant for the formation of settled agricultural societies.

scholarly journals Deconstructing The Stereotypes Of Women Through A Female Voice In Burial Rites (2013) By Hannah Kent

2015 ◽  
Vol 9 (2) ◽  
pp. 75 ◽  
Author(s):  
Paramita Ayuningtyas
Keyword(s):  
Rural Society ◽  
Point Of View ◽  
Female Voice ◽  
Binary Opposition ◽  
Negative Stereotypes ◽  
Social Rules ◽  
The Social ◽  
Good Woman ◽  
Burial Rites ◽  
The 19Th Century

Patriarchal society regulates how women should behave and act. If a woman obeys the social rules, she will be labeled as a good woman. On the other hand, if a woman does not follow the social values, she will be immediately categorized as an evil woman and given negative stereotypes. This binary opposition between a good woman and a bad woman is often criticized by the feminists because they think this categorization burdens women. This issue is also highlighted by Hannah Kent in her novel Burial Rites (2013). This novel is set in a rural society in Iceland in the 19th century with its patriarchal values, focusing on a woman named Agnes that will soon be executed. This theme interested the researcher to study Burial Rites more deeply using feminist perspective. Characters, setting and point of view are the intrinsic elements discussed in this research. The result of the analysis shows that through these three elements, Burial Rites describes society’s stereotypes about ‘evil women’ and there is an effort from the author to deconstruct the stereotype through a female voice.

scholarly journals What Happened to International Labour Standards and Human Rights at Work?

2020 ◽  
pp. 51-78
Author(s):  
Kari Tapiola
Keyword(s):  
Collective Bargaining ◽  
Occupational Safety ◽  
Fundamental Rights ◽  
Special Role ◽  
Social Rules ◽  
Role Of The State ◽  
The Social ◽  
Labour Standards ◽  
Forced Labour ◽  
International Labour Standards

Abstract The social rules of a universal market economy, created by globalization, are based on the standards adopted by the ILO since 1919. Among them a special role belongs to fundamental principles and rights at work, comprised in an ILO Declaration in 1998. They provide for freedom of association, collective bargaining and the elimination of child and forced labour and discrimination. There is a growing debate on how other standards should be linked to fundamental rights and not seen as less important instruments. Technical cooperation has demonstrated that, in any case, implementing fundamental rights leads to strengthening of law and practice on wages, social security and occupational safety and health. All international labour standards (Conventions, Recommendations and Protocols) are derived from the labour principles of the ILO Constitution, and they are closely connected with one another. While the role of the state remains crucial—especially in times of crisis—much of the implementation of labour standards should be achieved through collective bargaining and other negotiations, while voluntary agreements between the social partners are generally legally binding.

scholarly journals Minorías sexuales, de género y educación. Demandas y luchas LGBTI en el contexto brasileño

2021 ◽  
pp. 124-141
Author(s):  
Luiz Paulo Ribeiro ◽  
Mariana Esteves da Costa ◽  
Isabella Campos Freitas D’Avila
Keyword(s):  
Educational Institutions ◽  
Sexual And Gender Minorities ◽  
Social Rules ◽  
Social Transformations ◽  
Gender Minorities ◽  
The Social ◽  
Patterns Of Behavior ◽  
And Gender ◽  
The Right ◽  
Right Of Access

La Educación es un derecho de todos y deber de la escuela, de la familia y de la sociedad sin embargo no siempre se muestra democrática cuando se trata de las minorías sexuales y de género. En Brasil las violencias y estigmatizaciones de estudiantes LGBTI ocasionan baja escolaridad y muchos otros desdoblamientos sociales. Pensando en ello, la población LGBTI, a través de movimientos políticos y sociales, ha procurado garantizar el derecho de acceso y permanencia en las escuelas. Así, este trabajo tiene como objetivo explicitar cómo las acciones del movimiento LGBTI han contribuido históricamente a las transformaciones en la educación. Consideramos que los cambios en la Educación suceden, entre otras, por medio de la influencia de esos sujetos, y por aquellos que entienden la importancia del respeto a la diversidad en las instituciones educativas, que se muestran como espacio hostil marcado, a veces, por la cisheteronormatividad. Por medio del concepto de minorías activas, buscamos comprender cómo los sujetos LGBTI se contraponen a las reglas y normas sociales impuestas por la mayoría e influyen en las transformaciones sociales. Entendemos que la reproducción de normas y patrones de comportamiento en el ambiente educativo tiende a una lógica antidemocrática, en la que los alumnos no son plenamente respetados cuando presentan identidades y sexualidades consideradas disidentes. Education is a right of all and a duty of school, family and society, however it is not always democratic when it comes to sexual and gender minorities. In Brazil, the violence and stigmatization of LGBTI students cause low schooling and many other social developments. Thinking about it, the LGBTI population has sought to guarantee the right of access and permanence in educational institutions through political and social movement. Thus, this work aims to clarify how the actions of the LGBTI movement has been contributing historically to the transformations in education. We consider that changes in Education happen, among others, through the influence of these subjects, and by those who understand the importance of respect for diversity in School, which shows itself as a hostile space marked, sometimes, by cis-heteronormativity. Through the concept of active minorities, we seek to understand how LGBTI individuals oppose the social rules and norms imposed by the majority and influence social transformations. We understand that the reproduction of rules and patterns of behavior in the educational environment tends to an anti-democratic logic, in which the students are not fully respected when they present identities and sexualities considered dissident. A Educação é um direito de todos e dever da escola, da família e da sociedade, entretanto nem sempre se mostra democrática quando se trata das minorias sexuais e de gênero. No Brasil, as violências e estigmatizações de estudantes LGBTI ocasionam baixa escolaridade e muitos outros desdobramentos sociais. Pensando nisso, a população LGBTI, através de movimentação política e social, tem buscado garantir o direito de acesso e permanência nas instituições de ensino. Assim, este trabalho tem como objetivo explicitar como as ações do movimento LGBTI têm contribuído historicamente para as transformações na educação. Consideramos que as mudanças na Educação acontecem, entre outros fatores, por meio da influência desses sujeitos, e por aqueles que entendem a importância do respeito à diversidade na Escola, que se mostra como um espaço hostil marcado, por vezes, pela cisheteronormatividade. Por meio do conceito de minorias ativas, buscamos compreender como os sujeitos LGBTI contrapõem-se às regras e normas sociais impostas pela maioria e influenciam as transformações sociais. Entendemos que a reprodução de regras e padrões de comportamento no ambiente educacional tendenciam uma lógica antidemocrática, na qual os educandos não são inteiramente respeitados quando apresentam identidades e sexualidades consideradas dissidentes.

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