Technological developments and changes in communication systems in postmodern world have enhanced the organizations to improve their own communication infrastructures and to effectively use their internet sites. Like all other organizations, sport club institutions have considered the vital importance of investing in social media activities and creating their corporate reputation through their connections with their supporters. Thus, social media channels and public relations via social media have been the most essential tools of the organizations to build company image and increase (...) their corporate reputation among the stakeholder groups, particularly their supporters. Taking into account the suggested influence of effective use of social media on building corporate reputation, the current study examined the relationship between supporters’ social media usage frequency and their perceptions of corporate reputation. A cross-sectional research design has been applied in order to obtain data about the corporate reputation perception levels and social media usage frequencies of the supporters as well as the demographic characteristics of the participants. The sample group was composed of 782 participants and data obtained was examined by executing statistical analyses. The findings revealed that individuals’ social media usage frequency has positive effect on the perceived corporate reputation. In addition, demographic differences were observed in terms of the social media usage frequency and corporate reputation perception. Consequently, the results of the study were discussed in the light of the conceptual background and the previous empirical evidences. The managerial and conceptual implications of the study were evaluated and future directions were presented. (shrink)

In this study, we try to look at Ludwig Wittgenstein's philosophy holistically rather than the early and late periods in the literature. For this, we focus on the concept of imponderable evidence, which we think captures Wittgenstein's conception of reality. This concept provides the link between Tractarian ideas, which are ponderable, and post-Tractarian ideas, which are imponderable. In his Tractatus, Wittgenstein analysed reality via the distinction between what can be said and what can be shown. In the same work, he (...) concludes the Tractarian project by stating that he has said what can be said, but the real work to be done is what can be shown. Based on Wittgenstein's ideas after the Tractatus, our study focuses on what can be shown, that is, the imponderable. The aim of our study is to show that Wittgenstein's conception of imponderable reality is objective, contrary to the perception in analytic philosophy. The concept of imponderable reality is grounded in the idea of incorporating the subjective nature of meaning into philosophical discourse in an objective manner. To include the subjective nature of meaning in philosophical discourse, Wittgenstein set certain rules and criteria in his post-Tractatus works. Thus, based on these rules and criteria, he proposes a conception of objectivity that is imponderable but self-evident. (shrink)

The present study examined British children’s and adolescents’ individual and perceived group evaluations of a challenger when a member of one’s own group excludes a British national or an immigrant newcomer to the school from participating in a group activity. Participants included British children and adolescents, who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member (...) of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children’s and adolescents’ individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood. (shrink)

The current study examined how ingroup and outgroup Theory of Mind predicts children’s and adolescents’ reasoning for their acceptability judgments of intergroup bullying of Syrian refugee peers and group support of intergroup bullying. Participants included 587 Turkish middle and high school students. Participants read a bias-based bullying story with a Syrian refugee peer targeted by an ingroup Turkish peer. Then, participants rated the acceptability of bullying and group support of bullying and were presented with a reasoning question after each acceptability (...) question. Reasoning codes included Fairness, Refugee Status/War, Prejudice and Discrimination, Harm, Prescriptive Norms, Group Functioning, and Relationship with the Bully. Participants’ ingroup and outgroup ToM abilities were evaluated as predictors of reasoning. Results documented that middle school students were more likely to attribute mental states to their ingroup members compared to outgroup members while high school students’ ToM performance did not differ across contexts. Further, the more unacceptable participants judged bullying to be, the more they reasoned about the bullying by referencing fairness, refugee status, discrimination, and harm. Results also documented that ingroup and outgroup ToM were positively related to attribution to fairness and participants’ usage of multiple reasoning judgments while only outgroup ToM was a significant predictor of reasoning around refugee status/war, discrimination, and prejudice. The findings provide implications for intervention programs that tackle intergroup bullying by examining bystanders’ social cognitive skills in a specific context. (shrink)

This study explores and analyses funerary rite struggles in a nation where Christianity is a comparatively recent phenomenon, and many families have Christian and Hindu, Buddhist and Traditionalist members, who go through traumatic experiences at the death of their family members. The context of mixed affiliation raises questions of social, psychological and religious identity for Christian converts, which are particularly acute after a death in their family. Using empirical research, this thesis focuses on the question of adaptation and identity in (...) relation to church life, within the familial and social sphere of individual Christians and within the wider society in which they live, particularly with reference to death and disposal. This research has used an applied theology approach to explore and analyse the findings in order to address the issue of funerary rites with which the Nepalese church is struggling. For the need of adaptation, this study seeks to understand the funerary rites of the host culture alongside Jewish-Christian characteristics of adaptation, especially in terms of the Nepalese Evangelical Christian context. It also poses the challenge of finding an identity in a wider cultural and societal milieu. The case studies and interviews have portrayed tripartite relationships and tensions between an individual, family and church or community at the death in a ‘split’ family where a Christian convert’s loyalty to the deceased and the family is tested. Participation and non-participation in the last rites create problems for both the church and the family, and some solution needs to be found. The study has discovered that adaptation of the technique of the funerary rites, rather than of their content, could ease this tension in a ‘split’ family, and enhance a family and community’s reconciliation and solidarity. The mode of disposal, whether burial or cremation, could be used and a theology of cremation be developed in order to provide a theological framework. (shrink)

In this essay I will explore a mode of reading I call “reading for the text.” A text is what we make of a work when reading it: roughly, a meaningful, well-structured whole with a beginning and an end. But as a mode of reading, textuality allows for constant activity, a continual shaping nd reshaping of sign-events. I will argue that reading for a sense of textuality, and for the wholeness this simple textuality entails, does not necessarily preclude awareness of (...) a fundamental lack of unity, while reading for the effect of the real, in spite of the promotion of the “realistic detail,” tends to do so. The two modes of reading are fundamentally different; yet the conflict between them is not necessarily obvious, nor should such conflict be avoided, ignored, or smoothed out.The goal of this confrontation is not to promote textual reading at the expense of realistic reading. It is the conflict between them I wish to promote. The two modes of reading can be brought to bear on the same work, although they are incompatible. As a result, activating both modes is in itself a critical endeavor: their very combination helps one to avoid the unifying fallacy. Textual and realist readings are a problematic and thereby productive combination. Mieke Bal is professor of comparative literature and Susan B. Anthony Professor of women’s studies at the University of Rochester. The author of Death and Dissymmetry: The Politics of Coherence in the Book of Judges, her forthcoming book is Reading “Rembrandt”: Beyond the Word-Image Opposition. (shrink)

Research has documented that individuals consider outcomes, intentions, and transgressor negligence when making morally relevant judgments (Nobes, Panagiotaki, & Engelhardt, 2017). However, less is known about whether individuals attend to both victim and transgressor negligence in their evaluations. The current study measured 3‐ to 6‐year‐olds (N = 70), 7‐ to 12‐year‐olds (N = 54), and adults' (N = 97, ages 18–25 years) moral judgments about scenarios in which an accidental transgression occurred involving property damage or physical harm. Participants were either (...) assigned to conditions where the victim or the transgressor was negligent. Results revealed attention to negligence among all participants across a range of different moral judgment measures (including acceptability judgments, punishment judgments, and attributions of blame), with age‐related increases in attention to negligence evident. Results provide novel evidence that children and adults consider not just outcomes and intentions, but also the role of negligence in both victims and transgressors, when making social decisions. (shrink)

This set of volumes sketches the history, breadth, and applicability of narrative theory, thus demonstrating its value as an analytical instrument. The collection includes articles from the leading names of narrative theory, such as Roland Barthes, Mikhail Bakhtin, Tzvetan Todorov and Jean-Françoise Lyotard, as well as lesser-known, though equally important, contributions. Titles already available in this series include _Deconstruction_ and _Modernism_. Forthcoming titles include _Romanticism_ and _Structuralism_.

Schools may be one important context where adolescents learn and shape the behaviors necessary for promoting global inclusivity in adulthood. Given the importance of bystanders in halting bullying and peer aggression, the focus of this study is on both moral judgments regarding one type of bullying, social exclusion, and factors that are associated with bystander intervention. The study includes 896 adolescents, who were 6th (N= 450,Mage= 11.73), and 9th (N= 446,Mage= 14.82) graders, approximately evenly divided by gender. Participants were primarily (...) European–American (63.3%). Results revealed that girls and participants who perceived better relationships between students and teachers were more likely to judge exclusion to be wrong. Further, ethnic minority participants, those who were more anxious about being rejected by their teachers and reported more teacher discrimination were less likely to judge exclusion as wrong. Participants who reported more positive student–teacher relationships, perceptions of a more positive school social environment and more prior experiences of teacher discrimination were more likely to report that they would seek help for the victim. On the other hand, participants who reported being more angry about teacher rejection, experiencing either peer or teacher discrimination, and perceiving they are excluded from opportunities at school were less likely to intervene to come to the aid of a peer who is being excluded. The results document the complex interplay of school and teacher factors in shaping adolescents’ bystander responses to social exclusion. Our findings suggest that positive school climate can promote intentions to intervene. However, findings indicate that adolescents who are marginalized in their school environments, and who report experiences of rejection, exclusion or discrimination are not willing or likely to intervene to prevent others from experiencing exclusion. (shrink)

BackgroundSexual boundary violations in healthcare are harmful and exploitative sexual transgressions in the professional–client relationship. Persons with mental health issues or intellectual disabilities, especially those living in residential settings, are especially vulnerable to SBV because they often receive long-term intimate care. Promoting good sexual health and preventing SBV in these care contexts is a moral and practical challenge for healthcare organizations.MethodsWe carried out a qualitative interview study with 16 Dutch policy advisors, regulators, healthcare professionals and other relevant experts to explore (...) their perspectives on preventing SBV in mental health and disability care organizations. We used inductive thematic analysis to interpret our data.ResultsWe found three main themes on how healthcare organizations can prevent SBV in mental health and disability care: setting rules and regulations, engaging in dialogue about sexuality, and addressing systemic and organizational dimensions.ConclusionOur findings suggest that preventing SBV in mental health and disability care organizations necessitates setting suitable rules and regulations and facilitating dialogue about positive aspects of sexuality and intimacy, as well as about boundaries, and inappropriate behaviors or feelings. Combining both further requires organizational policies and practices that promote transparency and reflection, and focus on creating a safe environment. Our findings will help prevent SBV and promote sexual health in mental health and disability care organizations. (shrink)