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The Three Dimensions of Social Effort: Cognitive, Emotional, and Physical
Daniel Sohn,
Sangho Lee,
Yang Lee
Issue:
Volume 7, Issue 6-1, November 2018
Pages:
1-5
Received:
19 March 2018
Accepted:
22 March 2018
Published:
13 April 2018
DOI:
10.11648/j.pbs.s.2018070601.11
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Abstract: It could be said that there are two dimensions of effort as emotional and physical in social relations recognized by academic society. This study attempted to elaborate on a third dimension of cognitive effort in support of experimental data. The research design was to introduce episodes of effort in social relations within hypothetical family circumstances. Three types of effort as cognitive, emotional, and physical, crossed into two levels of typicality as high and low. Totaling six episodes in all, these were presented to subjects. Subjects assessed the scale to which each dimension was utilized in each episode. Regarding the outcome of this experiment, effort in social relations consisted of three dimensions as cognitive, emotional, and physical, which were extracted by Factor Analysis. Since each dimension was fit on three coordinates, the distances between all three pairs of work roles were measured.
Abstract: It could be said that there are two dimensions of effort as emotional and physical in social relations recognized by academic society. This study attempted to elaborate on a third dimension of cognitive effort in support of experimental data. The research design was to introduce episodes of effort in social relations within hypothetical family circ...
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International Organizations: Educational and Social Policies, Challenges and Achievements
Issue:
Volume 7, Issue 6-1, November 2018
Pages:
6-13
Received:
10 January 2018
Accepted:
2 April 2018
Published:
8 August 2018
DOI:
10.11648/j.pbs.s.2018070601.12
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Abstract: This paper describes briefly the programs of the following International Organizations: UNESCO, UNITED NATIONS DEVELOPMENT PROGRAM, WORLD BANK, UNITED NATIONS POPULATION FUND, and UNICEF, concerning early childhood care and education, especially for children whose development is at risk due to poverty, poor health, disabilities or emergency situations. In 1990, the above multilateral Institutions organized the world Conference on “Education for All” and remain the key international stakeholders in this campaign, which involves child’s protection as a significant concern in early childhood and beyond. There is also a concise report in the INTERNATIONAL ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD) programs in children’s education from Early Childhood to primary school which is considered a big step for all children. These International Organizations were selected among the others, due to their unique mission to provide a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies in this domain. This note is an effort to examine trends in equity access to good quality programs according to social needs of young children and their families, outlines goals, effectiveness, challenges and achievements of these policies and attempts to throw a glance to a review of early childhood across different countries, with a focus on children’s development. Moreover, the work includes a brief analysis on children’s education and care of marginalized groups in order to achieve equal opportunities in social inclusion and attempts to contribute to the reduction of the rates of children which stay out of school. The “child” is being socially developed through appropriate schematic perceptions and values linked to social environments. In this respect, this study affirms that expanding and improving comprehensive early childhood care and education from international perspective, wider social problems could be deflected.
Abstract: This paper describes briefly the programs of the following International Organizations: UNESCO, UNITED NATIONS DEVELOPMENT PROGRAM, WORLD BANK, UNITED NATIONS POPULATION FUND, and UNICEF, concerning early childhood care and education, especially for children whose development is at risk due to poverty, poor health, disabilities or emergency situati...
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Man-Woman, Parent-Child, and God-Human Love Featured on Behavioral, Emotional, and Cognitional Dimension
Mihyang Ju,
Haegyoung Lee,
Yang Lee
Issue:
Volume 7, Issue 6-1, November 2018
Pages:
14-18
Received:
16 August 2018
Accepted:
16 August 2018
Published:
26 September 2018
DOI:
10.11648/j.pbs.s.2018070601.13
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Abstract: What types of love are engaged in daily living qualify social relations. They feature aspects of religious, familial, and sexual relation. This study purposed to categorize types of love into man-woman, parent-child, and god-human relation, attempting to discriminate them by dimensions of activity as behavioral, emotional, and cognitional. A questionnaire was designed to test the three love types, profiled differently by the three activity dimensions. The results of rating response on 7-scale were Factor-analyzed to show independence of the love types. Analysis of the profiles showed differentiation of the love types; the man-woman love was drawn as the emotional, cognitional, and behavioral levels were near, the parent-child love was as the three activities were far, and the god-human love was due to religious kinds. Therefore, this study concluded that the love types were differentiated by the activity dimensions, which, in suggestion, would be generalized to varieties of human activities.
Abstract: What types of love are engaged in daily living qualify social relations. They feature aspects of religious, familial, and sexual relation. This study purposed to categorize types of love into man-woman, parent-child, and god-human relation, attempting to discriminate them by dimensions of activity as behavioral, emotional, and cognitional. A questi...
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