Статті в журналах: "Cultural transitions"

1

Inchingolo, G. M. "Cultural transitions and epidemiology." Medical Hypotheses 43, no. 4 (October 1994): 201–6. http://dx.doi.org/10.1016/0306-9877(94)90066-3.

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2

Sussman, Nan M. "The Dynamic Nature of Cultural Identity Throughout Cultural Transitions: Why Home Is Not So Sweet." Personality and Social Psychology Review 4, no. 4 (November 2000): 355–73. http://dx.doi.org/10.1207/s15327957pspr0404_5.

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This article describes the social psychological process that underlies the cultural transition of sojourners. Herein the empirical and theoretical literature on cultural transitions (and in particular cultural repatriation and the relevant literature on self-concept and identity) is analyzed, critiqued, and synthesized in an attempt to understand the near ubiquitous distress experienced during repatriation. The relation among self-concept, cultural identity, and cultural transitions is explored, and in light of the paucity of comprehensive repatriation models, a new predictive model is proposed that explicates these relations. Shifts in cultural identity are classified as subtractive, additive, affirmative, or intercultural, and research directions are suggested.

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3

Shenk, Mary K., Ryan O. Begley, David A. Nolin, and Andrew Swiatek. "When does matriliny fail? The frequencies and causes of transitions to and from matriliny estimated from a de novo coding of a cross-cultural sample." Philosophical Transactions of the Royal Society B: Biological Sciences 374, no. 1780 (July 15, 2019): 20190006. http://dx.doi.org/10.1098/rstb.2019.0006.

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The question of when and why societies have transitioned away from matriliny to other types of kinship systems—and when and why they transition towards matriliny—has a long history in anthropology, one that is heavily engaged with both evolutionary theory and cross-cultural research methods. This article presents tabulations from a new coding of ethnographic documents from the Standard Cross-Cultural Sample (SCCS), tallying claims of transitions in kinship systems both away from and to matriliny using various levels of stringency. We then use our counts as the outcome variables in a set of Bayesian analyses that simultaneously estimate the probability of a transition occurring given societal covariates alongside the conditional probability of detecting a transition given the volume of ethnographic data available to code. Our goal is to estimate the cross-cultural and comparative frequency of transitions away from and to matriliny, as well as to explore potential causes underlying these patterns. We find that transitions away from matriliny have been significantly more common than ‘reverse transitions' to matriliny. Our evidence suggests that both rates may be, in part, an artefact of the colonial and globalizing period during which the data comprising much of the current ethnographic record were recorded. Analyses of the correlates of transitions away from matriliny are consistent with several of the key causal arguments made by anthropologists over the past century, especially with respect to subsistence transition (to pastoralism, intensive agriculture and market economies), social complexity and colonialism, highlighting the importance of ecological factors in such transitions. This article is part of the theme issue ‘The evolution of female-biased kinship in humans and other mammals’.

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4

Birman, Dina, and Edison J. Trickett. "Cultural Transitions in First-Generation Immigrants." Journal of Cross-Cultural Psychology 32, no. 4 (July 2001): 456–77. http://dx.doi.org/10.1177/0022022101032004006.

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5

S, Ramya. "Salem Semmanur Nagara Chettiayar’s Cultural Rituals – Ethnographical Research." International Research Journal of Tamil 4, SPL 1 (February 2, 2022): 77–82. http://dx.doi.org/10.34256/irjt22s112.

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In ethnic social life each race has its differences due to the environment in which they live. Some common customs are found in all communities. Transition in cultural life is natural. It is human nature to set each of the transitions in relation to a ritual. Salem Chemmanur Chettiars perform biological rituals during each transition. Human life is characterized by various transitions from birth to death. Rituals and beliefs are found in every community. Putting the sugar water on the baby at birth is seen as a ritual. These rituals are performed according to the developmental stage of the child as he or she grows to a certain size, such as a hemisphere rope around the waist. Such rituals are common among the girl child and some other rituals are performed as she grows up. Women perform the flowering ritual during flowering. Booppu ritual is seen as a defilement ritual. Poop is the first menstrual period. The flower is a sign that the woman has become fertile. This event is considered as an important transformation of life. Like this, wedding ceremonies are considered to be the primary transition ceremony. Death rites are the final event of human life. Various such rituals are observed in the lives of the Chettiars of Salem Semmanur.

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6

Bobongie, Fiona, and Cathy Jackson. "Understanding cultural artefacts to ensure seamless transitions in the Early Years." Australasian Journal of Early Childhood 47, no. 1 (December 2, 2021): 62–73. http://dx.doi.org/10.1177/18369391211055864.

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For Aboriginal and Torres Strait Islander Jarjums (children), the cultural and world views they bring from their home life can be very different to those in school, creating an additional layer of adjustments in the Early Years pathway. We describe an Early Years Transitions Framework that demonstrates how changing transition from a process to move Jarjums as quickly as possible into a Western system to one that acknowledges the beliefs and cultural artefacts Jarjums bring to the Early Years space builds smoother transitions. The Framework is underlain by a mesh of High-Expectations Relationships, which moves the educator from the position of ‘knowledge holder’ to one of deep listening to understand the cultural needs and aspirations of families. By bringing these different world views together and building relationships across the Early Years sectors, educators can create a third cultural space where transition becomes a process of interwoven spaces and incremental learning.

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7

Crafter, Sarah, and Rachel Maunder. "Understanding transitions using a sociocultural framework." Educational and Child Psychology 29, no. 1 (2012): 10–18. http://dx.doi.org/10.53841/bpsecp.2012.29.1.10.

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Transitions have traditionally been characterised as forms of change. These may either be inner changes (new beliefs or developmental growth) or the physical move from one place to another (see Erikson, 1975), such as the move from primary to secondary school. This theoretical paper will argue that transition can be best understood using a sociocultural framework, which links human thought and action to social and cultural situatedness (Zittoun, 2006). Using ideas underpinned by Vygotsky (1978) we will present three frameworks for addressing sociocultural transitions: (i) the notion of consequential transitions (Beach, 1999); (ii) symbolic transitions and identity rupture (Zittoun, 2006); and (iii) Communities of Practice transitions (Wenger, 1998). We will borrow examples from research on educational transitions from primary and secondary school contexts through to Higher Education in order to demonstrate that transitions are about a change in self-identity born out of uncertainty in the social and cultural worlds of the individual. Implications for educational practitioners involved in supporting young people undergoing transitions will be discussed.

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8

Turner, Graeme. "Transitions." Media International Australia 88, no. 1 (August 1998): 1–2. http://dx.doi.org/10.1177/1329878x9808800101.

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9

Nhemachena, Artwell, Tapiwa V. Warikandwa, and Nkosinothando Mpofu. "Worse Than “Bushmen” and Transhumance? Transitology and the Resilient Cannibalization of African Heritages." Journal of Black Studies 51, no. 6 (May 4, 2020): 503–23. http://dx.doi.org/10.1177/0021934720917572.

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Although Eurocentric scholars theorize the world in terms of Western evolutionary progress rather than de-evolutionary retrogression, this paper takes a different perspective. Forced to transition away from their tangible and intangible heritages, from their families and marriages, cultures, societies, polities, and economies in ways that legitimized imperial claims to res nullius (unowned resources) and terra nullius (empty land), some indigenous people wittingly and unwittingly increasingly devolved their heritages to the colonialists that benefited from the African transitions. The point here is that unlike “Bushmen” and those that practiced transhumance, contemporary Africans are forced to transition, to change and to transform away from owning and controlling their tangible and intangible resources, including land, culture, laws, religions, polities, economies, livestock, families, marriages, and so on. Whereas “Bushmen” and transhumance migrated and transitioned while retaining ownership and control over their land, forests, livestock, and so on, contemporary Africans are forced to transition in ways that divorce them from their families, marriages, cultures, religions, polities, and from ownership of their material resources. Because Eurocentric forms of transition put African institutions and resources on the chopping boards, we argue that this kind of transition is cannibalistic. Made to believe that transition is easier to accomplish without the supposed burden of repossessing ownership and control over one’s resources, Africans are witnessed as disinherited and wandering around the world arguably in ways that even precolonial “Bushmen” and transhumance pastoralists would not envy. There is no justice in “transitional justice” that transitions indigenous people from their heritages.

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10

Gao, Yihong. "Directive Approach to Telephone Counseling in the People’s Republic of China." Counseling Psychologist 29, no. 3 (May 2001): 435–53. http://dx.doi.org/10.1177/0011000001293007.

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In the People’s Republic of China, telephone psychological counseling is a new phenomenon that appeared in the late 1980s, following a social transition toward a market economy. Such counseling by paraprofessionals often adopts a directive style in that the counselor gives direct advice pertaining to what the client should do on a particular issue. After a brief description of its features, this article examines factors of cultural traditions and transitions underlying the directive counseling and the interactive relationship between counseling and culture. Analysis is made regarding traditional and transitional values, social networks, and personality types. It is further argued that research and training in cross-cultural counseling should go beyond static cultural relativism and adopt an emic view of cultural change.

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11

Furstenberg, Frank F. "Transitions to Adulthood." ANNALS of the American Academy of Political and Social Science 646, no. 1 (January 30, 2013): 28–41. http://dx.doi.org/10.1177/0002716212465811.

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This article explores the lessons of family change in the West for emerging patterns of change in East and Southeast Asia, especially for the transition to adulthood. This passage has become more protracted and less predictable in Western nations. There is also a great deal of variation in the patterning of the adult transition in different nations in Europe and the Anglo-speaking nations. I identify some of the reasons for this variation—economic, cultural, and institutional—that account for the varied regimes of early adulthood and speculate how they may impact different Asian countries, owing to historical, cultural, and institutional patterns.

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12

Jansen, Jonathan D. "Evaluating Transitions." Pedagogy, Culture & Society 11, no. 2 (July 2003): 309–12. http://dx.doi.org/10.1080/14681360300200172.

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13

Krumhansl, Carol L. "Tonality Induction: A Statistical Approach Applied Cross-Culturally." Music Perception 17, no. 4 (2000): 461–79. http://dx.doi.org/10.2307/40285829.

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Sensitivity to tone distributions has been proposed as a mechanism underlying tonality induction. This sensitivity is considered in a cross-cultural context using two styles of music, Finnish spiritual folk hymns and North Sami yoiks. Previous research on melodic continuation judgments showed strong correlations with the statistics of the musical style, specifically, the tone distributions and two- and three-tone transitions. This article develops models using these three kinds of statistics to categorize short initial segments as coming from one style or the other. The model using tone distributions was found to make numerous categorization errors, which can be understood because the tone distributions for these styles are similar. However, categorization was better for the models that used two- and three-tone transitions. The major differences between the transitional probabilities in the styles were analyzed, and these differences were used to account for the cases that the models found difficult. These results point to listeners' sensitivity to higher order transition information and its utility for style identification.

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14

Warinowski, Anu, and Eero Laakkonen. "Psychological Adjustment of Expatriate Children in Cultural Transitions." International Journal of Child, Youth and Family Studies 11, no. 1 (February 12, 2020): 1–21. http://dx.doi.org/10.18357/ijcyfs111202019471.

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The aim of the current study was to define the factorial structure of the psychological adjustment (PA) of Finnish expatriate children (EC) and to construct a model consisting of three child-level variables (age, school success, and attitude toward moving). Survey data concerning Finnish EC (N = 324) who had lived temporarily abroad were gathered from the EC’s parents. The mean age of the children was 4.8 years in the expatriation context and 8.2 years in the repatriation context. PA was examined using the Zung Self-Rating Depression Scale (ZSDS). Survey data were subject to a confirmatory factor analysis (CFA) and structural equation modeling (SEM). A hypothesized two-factor structure (physiological and affective factors) of PA was fitted for the sample using the CFA. A SEM of PA was presented, where the child-level explanatory variables were the age of the child, school success, and attitude toward moving. The main findings were the following: First, there is a two-factor structure of Finnish EC’s PA with both physiological and affective factors. Second, a model of PA with three child-level variables (age, school success, and attitude toward moving) was constructed. The results contribute to the understanding of PA in general and EC’s PA in particular. This study increases our understanding of EC’s PA in unique and novel contexts of dual cultural transitions. This comprehension is important in an increasingly globalized world, especially in clinical and other support contexts, where professionals work for children’s mental well-being.

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15

Pepe, Teresa, and Barbara Winckler. "Media Transitions and Cultural Debates in Arab Societies." Middle East Journal of Culture and Communication 15, no. 1-2 (June 15, 2022): 5–11. http://dx.doi.org/10.1163/18739865-01501004.

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16

Baudin, Thomas. "A ROLE FOR CULTURAL TRANSMISSION IN FERTILITY TRANSITIONS." Macroeconomic Dynamics 14, no. 4 (November 5, 2009): 454–81. http://dx.doi.org/10.1017/s1365100509090403.

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Cultural variables in economic analysis have recently experienced a strong renewal. This evolution sheds a new light on the old debate between the “Beckerian model” of fertility and the “synthesis model” of fertility. In this paper, I propose a fertility model making the evolution of culture endogenous. The whole population is divided into two cultures corresponding to specific preferences for fertility. Parents decide their fertility rate and try to transmit their culture to their children. Differential fertility between cultures gives rise to an evolutionary process while differential effort to transmit the parental culture gives rise to a cultural process. The long-run distribution of preferences and the average total fertility rate both result from interactions between these processes. As a result, a fertility transition cannot appear without productivity shocks in favor of the culture that is not biased toward quantity of children. However, asymmetric productivity shocks are not always sufficient to cause a fertility transition.

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17

Arthur, Nancy. "Using critical incidents to investigate cross-cultural transitions." International Journal of Intercultural Relations 25, no. 1 (January 2001): 41–53. http://dx.doi.org/10.1016/s0147-1767(00)00041-9.

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18

Armes, Kathryn, and Colleen Ward. "Cross-Cultural Transitions and Sojourner Adjustment in Singapore." Journal of Social Psychology 129, no. 2 (April 1, 1989): 273–75. http://dx.doi.org/10.1080/00224545.1989.9711728.

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19

Degges-White, Suzanne. "Midlife Transitions in Women: Cultural and Individual Factors." Adultspan Journal 3, no. 1 (March 2001): 4–11. http://dx.doi.org/10.1002/j.2161-0029.2001.tb00100.x.

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20

Jamal, Amal, and Anna Kensicki. "A Theory of Critical Junctures for Democratization: A Comparative Examination of Constitution-Making in Egypt and Tunisia." Law & Ethics of Human Rights 10, no. 1 (May 1, 2016): 185–222. http://dx.doi.org/10.1515/lehr-2016-0007.

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Abstract Most studies on constitution-making emphasize how cultural and institutional characteristics independently impact successful democratic transitions. This article proposes a new approach to theorizing this process, positing that the character of institutional and cultural elements and the relationships between them give rise to a unique temporal and political context called a critical juncture, with qualities and characteristics that place some states on trajectories toward success and others toward failure. By analyzing and comparing the events surrounding the Egyptian and Tunisian transitions, we demonstrate how the placement of these institutional and cultural elements put Tunisia on the path to democratization and led Egypt inevitably toward autocracy. The findings show that, where these junctures fail to instill civic ideals and avenues for all parties’ participation, the political environment becomes uninhabitable for successful transition.

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21

Foley, Robert A. "Mosaic evolution and the pattern of transitions in the hominin lineage." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1698 (July 5, 2016): 20150244. http://dx.doi.org/10.1098/rstb.2015.0244.

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Humans are uniquely unique, in terms of the extreme differences between them and other living organisms, and the impact they are having on the biosphere. The evolution of humans can be seen, as has been proposed, as one of the major transitions in evolution, on a par with the origins of multicellular organisms or the eukaryotic cell (Maynard Smith & Szathmáry 1997 Major transitions in evolution ). Major transitions require the evolution of greater complexity and the emergence of new evolutionary levels or processes. Does human evolution meet these conditions? I explore the diversity of evidence on the nature of transitions in human evolution. Four levels of transition are proposed—baseline, novel taxa, novel adaptive zones and major transitions—and the pattern of human evolution considered in the light of these. The primary conclusions are that changes in human evolution occur continuously and cumulatively; that novel taxa and the appearance of new adaptations are not clustered very tightly in particular periods, although there are three broad transitional phases (Pliocene, Plio-Pleistocene and later Quaternary). Each phase is distinctive, with the first based on ranging and energetics, the second on technology and niche expansion, and the third on cognition and cultural processes. I discuss whether this constitutes a ‘major transition’ in the context of the evolutionary processes more broadly; the role of behaviour in evolution; and the opportunity provided by the rich genetic, phenotypic (fossil morphology) and behavioural (archaeological) record to examine in detail major transitions and the microevolutionary patterns underlying macroevolutionary change. It is suggested that the evolution of the hominin lineage is consistent with a mosaic pattern of change. This article is part of the themed issue ‘Major transitions in human evolution’.

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22

Kiuppis, Florian, and Natalia B. Stambulova. "Transitions in sport life." Sport in Society 23, no. 4 (February 21, 2020): 557–59. http://dx.doi.org/10.1080/17430437.2020.1729591.

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23

Dana-Picard, Thierry, and Sara Hershkovitz. "STEAM Education: Technological Skills, Students’ Cultural Background and Covid-19 Crisis." Open Education Studies 2, no. 1 (October 5, 2020): 171–79. http://dx.doi.org/10.1515/edu-2020-0121.

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AbstractWe present an initial description of an ongoing research project. Students are attracted to learn mathematics, not only for its application but also for their cultural interest. The students’ cultural backgrounds are used, and situations are analyzed and modeled using technology. This first step has been instrumental in making the transition to distance learning necessary due to the Covid-19 crisis. We focus on a specific population of students who had to overcome, within a short time, two important transitions in the learning processes.

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24

Ginsburg, Simona, and Eva Jablonka. "Evolutionary transitions in learning and cognition." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1821 (February 8, 2021): 20190766. http://dx.doi.org/10.1098/rstb.2019.0766.

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We define a cognitive system as a system that can learn, and adopt an evolutionary-transition-oriented framework for analysing different types of neural cognition. This enables us to classify types of cognition and point to the continuities and discontinuities among them. The framework we use for studying evolutionary transitions in learning capacities focuses on qualitative changes in the integration, storage and use of neurally processed information. Although there are always grey areas around evolutionary transitions, we recognize five major neural transitions, the first two of which involve animals at the base of the phylogenetic tree: (i) the evolutionary transition from learning in non-neural animals to learning in the first neural animals; (ii) the transition to animals showing limited, elemental associative learning, entailing neural centralization and primary brain differentiation; (iii) the transition to animals capable of unlimited associative learning, which, on our account, constitutes sentience and entails hierarchical brain organization and dedicated memory and value networks; (iv) the transition to imaginative animals that can plan and learn through selection among virtual events; and (v) the transition to human symbol-based cognition and cultural learning. The focus on learning provides a unifying framework for experimental and theoretical studies of cognition in the living world. This article is part of the theme issue ‘Basal cognition: multicellularity, neurons and the cognitive lens’.

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25

Lonner, Walter J. "Editorial Transitions." Journal of Cross-Cultural Psychology 18, no. 1 (March 1987): 3–5. http://dx.doi.org/10.1177/0022002187018001001.

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26

Belloc, Marianna, and Samuel Bowles. "The Persistence of Inferior Cultural-Institutional Conventions." American Economic Review 103, no. 3 (May 1, 2013): 93–98. http://dx.doi.org/10.1257/aer.103.3.93.

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Our theory of cultural-institutional persistence and innovation is based on uncoordinated updating of individual social norms and contracts, so that both culture and institutions co-evolve. We explain why Pareto-dominated cultural-institutional configurations may persist over long periods and how transitions nonetheless occur. In our model the exercise of elite power plays no role in either persistence or innovation, and transitions occur endogenously. This is unlike models in which elites impose inferior institutions or cultures as a self-interested distributional strategy. We show that persistence will be greater the more inferior is the Pareto-dominated configuration and the more rational and individualistic is the population.

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27

Pysmenna, U. Yе, and G. S. Trypolska. "Maintaining the Sustainable Energy Systems: Turning from Cost to Value." ENERGETIKA. Proceedings of CIS higher education institutions and power engineering associations 63, no. 1 (February 7, 2020): 14–29. http://dx.doi.org/10.21122/1029-7448-2020-63-1-14-29.

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The economies of the world are influenced by the rapidly changing global energy policy agenda. Understanding energy trends implications in the long-term perspective is crucial for responsible and informed sustainability-policy making, with respect to transformations required to enhance the security of energy supply, resource efficiency and affordability, as well to as transformations required to minimize energy poverty and mitigate ecological footprint. Nowadays the price (value) competitiveness of technologies and products as their ability to respond to sustainability demands is becoming the appreciable criterion in choosing the pathways of technological growth or economic strategies designing. The transition to energy sustainability is the so-called quiet energy [r]evolution, or the transition towards 100 % renewable energy supply. Using the sociotechnical transition, vulnerability and sustainable development theories for the assessment of the energy safety level, this article aims to contribute to the understanding of cultural, institutional and innovation prerequisites of sustainable energy transitions. Basing on historical examples, it argues that, despite the cultural dimensions, energy resources and energy mix disparity, geographic location and income per capita, the value instead of cost philosophy in choosing energy pathways maintains the sustainable energy transitions. The key findings are the defined prerequisites of energy transitions sustainability; among them there are cultural dimensions, innovations and the speeds of movement along learning curves when adopting new energy technologies as well as energy policy patterns, applied in a country: value versus cost-driven. The Value vs Cost Energy Policy matrix has been developed in order to determine if a country is sufficiently value-driven in its energy policy.

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RADILLO-DÍAZ, ALEJANDRO, LUIS A. PÉREZ, and MARCELO DEL CASTILLO-MUSSOT. "AXELROD MODEL OF SOCIAL INFLUENCE WITH CULTURAL HYBRIDIZATION." International Journal of Modern Physics C 23, no. 12 (December 2012): 1250081. http://dx.doi.org/10.1142/s0129183112500817.

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Since cultural interactions between a pair of social agents involve changes in both individuals, we present simulations of a new model based on Axelrod's homogenization mechanism that includes hybridization or mixture of the agents' features. In this new hybridization model, once a cultural feature of a pair of agents has been chosen for the interaction, the average of the values for this feature is reassigned as the new value for both agents after interaction. Moreover, a parameter representing social tolerance is implemented in order to quantify whether agents are similar enough to engage in interaction, as well as to determine whether they belong to the same cluster of similar agents after the system has reached the frozen state. The transitions from a homogeneous state to a fragmented one decrease in abruptness as tolerance is increased. Additionally, the entropy associated to the system presents a maximum within the transition, the width of which increases as tolerance does. Moreover, a plateau was found inside the transition for a low-tolerance system of agents with only two cultural features.

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29

Misheva, Vessela. "Historical Transitions in the Socio-Cultural Position of Science." Science & Technology Studies 3, no. 1 (January 1, 1990): 27–31. http://dx.doi.org/10.23987/sts.55018.

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30

Stokowski, Patricia A., Walter F. Kuentzel, Monika M. Derrien, and Yumiko L. Jakobcic. "Social, cultural and spatial imaginaries in rural tourism transitions." Journal of Rural Studies 87 (October 2021): 243–53. http://dx.doi.org/10.1016/j.jrurstud.2021.09.011.

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31

Settersten, R. A., and G. O. Hagestad. "What's the Latest? Cultural Age Deadlines for Family Transitions." Gerontologist 36, no. 2 (April 1, 1996): 178–88. http://dx.doi.org/10.1093/geront/36.2.178.

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32

Gabora, Liane M. "Cultural transitions occur when mind parasites learn new tricks." Behavioral and Brain Sciences 16, no. 4 (December 1993): 760–61. http://dx.doi.org/10.1017/s0140525x00032799.

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33

Lértora, Ian M., and Alexis L. Croffie. "Using Relational-Cultural Theory to Conceptualize International Student Transitions." Journal of Creativity in Mental Health 15, no. 1 (July 16, 2019): 30–42. http://dx.doi.org/10.1080/15401383.2019.1638862.

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34

Skoesmith, Brian. "Review: Australia and Asia: Cultural Transitions, Asian Department Stores." Media International Australia 93, no. 1 (November 1999): 168–69. http://dx.doi.org/10.1177/1329878x9909300120.

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35

McDowell, Vicki J. "New motherhood: Cultural and personal transitions in the 1980s." Social Science & Medicine 41, no. 11 (December 1995): 1598–99. http://dx.doi.org/10.1016/0277-9536(95)90350-x.

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36

Daniel, Ann. "New motherhood: Cultural and personal transitions in the 1980s." Social Science & Medicine 43, no. 9 (November 1996): 1427–28. http://dx.doi.org/10.1016/0277-9536(96)80827-6.

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37

Zapf, Michael Kim. "Cross-cultural transitions and wellness: Dealing with culture shock." International Journal for the Advancement of Counselling 14, no. 2 (June 1991): 105–19. http://dx.doi.org/10.1007/bf00117730.

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38

Taylor, Carol A. "Telling Transitions." Cultural Studies ↔ Critical Methodologies 14, no. 4 (April 20, 2014): 396–406. http://dx.doi.org/10.1177/1532708614530312.

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Guiffrida, Douglas A. "Theories of Human Development that Enhance an Understanding of the College Transition Process." Teachers College Record: The Voice of Scholarship in Education 111, no. 10 (October 2009): 2419–43. http://dx.doi.org/10.1177/016146810911101005.

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Background/Context Although theories of human development often play a central role in K–12 pedagogical practices, evidence suggests that developmental theories have not been used extensively to understand the college transition process or to develop programs to support students during these transitions. Purpose/Objective/Research Question/Focus of the Study The author reviews theories of identity development, racial identity development, and intrinsic motivation to (a) understand how diverse developmental characteristics, stages/tasks, and cultural processes affect the college transition process and (b) identify strategies for preparing diverse students for, and supporting them during, their transitions to college. Research Design Salient theories of human development, particularly from the fields of social and cross-cultural psychology, were identified and critically reviewed. Conclusions/Recommendations The results indicate that in addition to providing students with adequate academic preparation and funding, college faculty and staff must also understand and support college student identity development (including ethnic identity development) and seek to foster intrinsic motivation among students.

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Ferguson, Philip M., Dianne L. Ferguson, and David Jones. "Generations of Hope: Parental Perspectives on the Transitions of Their Children with Severe Retardation from School to Adult Life." Journal of the Association for Persons with Severe Handicaps 13, no. 3 (September 1988): 177–87. http://dx.doi.org/10.1177/154079698801300308.

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Transitions within families are socially constructed processes that need to be understood in both their historical and their cultural context. This study explored how parents interpret the events and relationships surrounding the transition of their children with severe disabilities from school to adult life. The study used qualitative techniques to collect and analyze data from two sets of parents grouped according to their children's ages. Results indicated that the parents interviewed tended to perceive three distinct types of transition: bureaucratic, family life, and adult status. Generational patterns of parental response to these transitions are discussed in terms of professional relationships and self-reliance. A matrix of these response patterns is presented. The findings suggested several ways in which parent-professional cooperation around transition events might be improved.

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Zamperini, Adriano, and Letizia Passarella. "Testimony of terrorism: Civic responsibility and memory work after a political massacre." Memory Studies 12, no. 6 (July 26, 2017): 721–35. http://dx.doi.org/10.1177/1750698017720255.

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Despite the wide use of testimonies in collective memory of violent historical and political events, proper psychosocial studies addressing the process of becoming a testimony remain scarce. In the context of the massacre of Piazza della Loggia in Brescia, this study examines the biographical transition from victims to testimonies of people directly or indirectly involved in the event. Through the use of semi-structured interviews, 13 biographical stories were collected and analysed through qualitative methodology. Out of the four biographical transitions evinced by the results of this study and besides the scenario of a victim not becoming a testimony, the results highlight three different biographical transitions: the immediate transition from victim to testimony, transition as awareness, and transition as a process of knowledge. These three biographical transitions are summarized in three types of identity: ‘heroic testimony’, ‘civic testimony’ and ‘epistemic testimony’. The results are hence discussed in the light of the community practices of collective memory and psychosocial research on the testimonies.

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Kimber, Thomas R. "The Role of Spiritual Development in the Cross-Cultural Reentry Adjustment of Missionaries." Journal of Psychology and Theology 40, no. 3 (September 2012): 211–19. http://dx.doi.org/10.1177/009164711204000304.

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This study investigated the relationship between spiritual development and cultural reentry adjustment in a group of missionaries. One hundred and two missionaries completed a questionnaire that correlated the Spiritual Assessment Inventory (SAI) with five cultural adaptation and transition scales. The study found significant relationship between the Reentry Distress Scale and the SAI Disappointment and Instability scales. There was also a significant relationship between the SAI Awareness scale and the Transition Change Scale. The study also explored the relationship between reentry distress and calling, regularly practicing spiritual disciplines, and returning home to a supportive community. The implications of the study are discussed in relation to missionaries, mission agencies, and local churches in order to provide meaningful care for missionaries during cross-cultural transitions.

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Colleran, Heidi. "The cultural evolution of fertility decline." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1692 (April 19, 2016): 20150152. http://dx.doi.org/10.1098/rstb.2015.0152.

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Cultural evolutionists have long been interested in the problem of why fertility declines as populations develop. By outlining plausible mechanistic links between individual decision-making, information flow in populations and competition between groups, models of cultural evolution offer a novel and powerful approach for integrating multiple levels of explanation of fertility transitions. However, only a modest number of models have been published. Their assumptions often differ from those in other evolutionary approaches to social behaviour, but their empirical predictions are often similar. Here I offer the first overview of cultural evolutionary research on demographic transition, critically compare it with approaches taken by other evolutionary researchers, identify gaps and overlaps, and highlight parallel debates in demography. I suggest that researchers divide their labour between three distinct phases of fertility decline—the origin, spread and maintenance of low fertility—each of which may be driven by different causal processes, at different scales, requiring different theoretical and empirical tools. A comparative, multi-level and mechanistic framework is essential for elucidating both the evolved aspects of our psychology that govern reproductive decision-making, and the social, ecological and cultural contingencies that precipitate and sustain fertility decline.

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Chopik, William, Alejandro Carrillo, and Hannah Giasson. "CULTURAL VARIATION OF AGE DIFFERENCES IN DEVELOPMENTAL TRANSITIONS AND ATTITUDES." Innovation in Aging 6, Supplement_1 (November 1, 2022): 663. http://dx.doi.org/10.1093/geroni/igac059.2445.

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Abstract The age-group dissociation effect posits that, as negative age stereotypes become more salient, older adults will psychologically distance themselves from their own age group. This phenomenon is also seen in various attitudes about development and older adulthood, such as how relatively old or young individuals feel and the point at which older adulthood starts. Previous research has shown that people push older adulthood further into the future with every year of life—placing it perpetually on the horizon. However, most research on age attitudes and age-group dissociation have been conducted within one culture, and variation across settings is rarely examined. A sample of 1,007,956 participants ranging in age from 10 to 89 (M = 27.45, SD = 12.45; 67.1% women) from 13 different countries completed attitudinal measures about aging and developmental transitions. Across all countries and attitudinal measures, we replicated the age-group dissociation effect (βs > .36). However, culture moderated many of the effects. For example, relative to the U.S., Chinese and Korean participants reported a younger age at which older adulthood started but showed a more dramatic age-group dissociation effect. In contrast, other countries reached an asymptote where older adults did not push the transition into the future as dramatically as middle-aged adults. Relative to the U.S. (and controlling for age), most countries showed a younger subjective age, and countries varied according to cultural values. The current project sheds light on how age-related attitudes and perceptual processes vary (and don’t) across cultural contexts.

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Choi, Junho H., Sang-Woo Lee, and Bum-Soo Chon. "Transitions in the Film Trade among Oecd Countries: A Network Approach." Media International Australia 142, no. 1 (February 2012): 16–29. http://dx.doi.org/10.1177/1329878x1214200104.

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This article explores the structural transitions of the international film trade among 32 OECD countries over eleven years since 1996. A network analysis of the trade data shows that there have been changes in the pattern of the film trade over the past decade, and this transition is markedly apparent around 2002, when the WTO Doha Round was launched. A discrepancy between film import and export partnership patterns has enlarged since 2002. While the export pattern among OECD countries is stable over time, the film-import pattern shows a temporal transition before and after 2002. The results also demonstrate that the US film industry has utilised partial localisation strategies, such as co-production and runaway production, in an effort to maintain dominance in the international film market.

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Emma-Kate Kennedy, R. J. (Sean) Cameron, and Jennifer Greene. "Transitions in the early years: Educational and child psychologists working to reduce the impact of school culture shock." Educational and Child Psychology 29, no. 1 (2012): 19–31. http://dx.doi.org/10.53841/bpsecp.2012.29.1.19.

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The impact of young children’s biological, familial and social-cultural contexts on adjustments to school life is now well established. This includes the relationship between positive transition experiences from home or an early years setting to school and later outcomes for children and young people. This paper posits that transition is best conceptualised as an interactive cultural, ecological and dynamic process; experienced differently by different children, families and educational providers based on a unique interaction of cultural characteristics, expectations and goals. The fundamental requirement for educational and child psychologists, and those with whom they work, to understand transition within an ecological and dynamic framework is highlighted. Evidence-informed strategies which may be employed to minimise the potentially adverse impact of such a change for young children are discussed, with an emphasis on Ready Schools. Local case studies are described to illustrate these arguments. Finally, the paper explores key issues faced by psychologists applying the transitions research evidence to good practice in the current political and educational contexts.

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Davies, Lorraine. "Singlehood: Transitions within a Gendered World." Canadian Journal on Aging / La Revue canadienne du vieillissement 22, no. 4 (2003): 343–52. http://dx.doi.org/10.1017/s0714980800004219.

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ABSTRACTThis study draws on the life histories of heterosexual childless individuals who have never married, to explore the more subtle ways that age norms affect the subjective experience of singlehood. Specifically, it examines whether or not it is appropriate to speak of transitions in the experience of singlehood. The data clearly reveal the experience of a transition to singlehood. This transition is represented by a change in self-attributed status that occurs over time and is associated with a cultural timetable for marriage. It marks the experience of “becoming single” that occurs when an individual identifies more with singlehood than with marriage. Moreover, I explore the ways in which singlehood is a gendered experience. The results from this study affirm the applicability of life course theory to the lives of single persons and serve to broaden the definition of the concept “transition” to include those not obviously marked by normative events.

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Mitchell, Tom, Adam Gledhill, Mark Nesti, Dave Richardson, and Martin Littlewood. "Practitioner Perspectives on the Barriers Associated With Youth-to-Senior Transition in Elite Youth Soccer Academy Players." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 273–82. http://dx.doi.org/10.1123/iscj.2019-0015.

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There are concerns surrounding the lack of players making the transition from youth to professional status within English professional soccer. Stakeholders, such as coaches, have been largely overlooked by researchers often focussing on player experiences. The authors aimed to explore soccer practitioner perceptions of the debilitating factors associated with youth-to-senior progression. Practitioners were chosen as they inform the working practices and are the cultural architects of the environment in which players operate. Interviews were conducted with 18 soccer practitioners (male = 17 and female = 1). These included coaches (n = 6), academy managers (n = 8), and staff involved with education and welfare (n = 4). The data were thematically analysed, and four themes were identified (cultural climate, working practices, occupational hazards, and social challenges). The analysis provided a clear picture of the transition landscape faced by players seeking to make the youth-to-senior transition through the eyes of soccer practitioners. The findings present a novel viewpoint to facilitate reflection around their own practice when managing youth-to-senior transitions. Further research is needed to triangulate player experiences and operational aspects of facilitating transitions, which could lead to the creation of best practice guidance.

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Greenberg, Aliza, and Sheri Levinsky-Raskin. "Supporting Transitions: Cultural Connections for Adults with Autism Spectrum Disorders." Journal of Museum Education 42, no. 4 (October 2, 2017): 332–44. http://dx.doi.org/10.1080/10598650.2017.1376268.

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Begét, James, Cynthia Gardner, and Kathleen Davis. "Volcanic tsunamis and prehistoric cultural transitions in Cook Inlet, Alaska." Journal of Volcanology and Geothermal Research 176, no. 3 (October 2008): 377–86. http://dx.doi.org/10.1016/j.jvolgeores.2008.01.034.

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