The effect of social capital in women's participation in the labor force in México : a neighborhood in Monterrey.

Tesis (Doctor of Philosophy) The University of Texas at Arlington, 2007

Rural households’ social capital and welfare: A case study of Msinga, KwaZulu-Natal, South Africa

In a household or nations production system, social capital has been recognized as an input having major implications for project design as well as policy development. Using a structured questionnaire, household level data was obtained from a representative sample of 300 rural households in Msinga, KwaZulu-Natal. This study employed the conventional household economic behaviour model under constrained utility maximisation to examine the effect of social capital on the welfare of household, testing the hypothesis that the possession of social capital improves household welfare. The result shows that social capital endowments have a statistically significant positive effect on household welfare, in addition to the some household’s demographic and socio-economic characteristics. The study concluded that, access to social capital among other factors, is very crucial for improved rural household welfare and poverty reduction. It is therefore important for government to have knowledge of existing social groups and networks as this will improve the effectiveness of the present strategies aimed at reducing poverty.

CIP Online Social Networks: week 5 - social capital

Lecture slides for the Curriculum Innovation module Online Social Networks on the topic of social capital.

Incidencia de la inversión en capital humano en el sector jurisdiccional en Colombia y su aporte al desarrollo económico y social

Esta investigación pone de manifiesto la importancia de asignar correctamente los recursos públicos, para que logren los objetivos de eficiencia y retorno social.

La enseñanza universitaria de la historia de la comunicación social : la situación en la capital hispalense.

Se hace un repaso histórico de la enseñanza del Periodismo en España en general, y en la Universidad de Sevilla en particular; planteando la necesidad de mejorar la docencia de la Historia de la Comunicación social. La autora examina algunos de los inconvenientes que obstaculizan el correcto ejercicio de la labor informativa, concretamente, los derivados de la deficiente formación de los profesionales; concluyendo que la Historia de la Comunicación no encuentra su correcta plasmación en la universidad, siendo uno de los casos más llamativos el que se produce en la capital hispalense. Como solución, se propone un nuevo planteamiento metodológico que parte de la hipótesis de que la Información y la Comunicación juegan en la sociendad una función estructural.

Interrelación de los centros educativos con su entorno social : Madrid-Capital.

Detectar, analizar y sistematizar experiencias relevantes de interrelación que realizan los centros educativos con su entorno social y que pueden servir como referencia para potenciar el trabajo con las familias y enriquecer la oferta educativa de los establecimientos escolares. Centros de Educación Infantil y Primaria, Centros de Educación Secundaria, Centros de Educación de Adultos, Organizaciones privadas sin ánimo de lucro, Entidades de Servicio Público y Empresas de Madrid capital. Tras un muestreo cualitativo, dirigido a la búsqueda de experiencias relevantes de interrelación entre los centros educativos y su entorno social, se realiza un estudio de casos cualificados. Estos casos demostraron la diversidad de posibilidades llevadas a la práctica, independientemente de su frecuencia de estadística. Cuestionarios de preguntas mayoritariamente abiertas o semiabiertas con el fin de invitar a centros educativos y entidades a relatar sus experiencias de interrelación. El conjunto de experiencias presenta ciertas analogías derivadas del objetivo común que las origina, la educación y formación de niños, jóvenes y adultos, orientándose todas ellas a la consecución de hábitos, actitudes y valores; y de las circunstancias y características en que se desarrollan. La finalidad de todas las experiencias es ocuparse de las relaciones entre el centro educativo y el entorno para conseguir que los estudiantes logren un acercamiento y conocimiento de su entorno.Se precisa encontrar los cauces que permitan mejorar la interrelación de las distintas gentes implicadas en las tareas educativas.

PhD Students’ Research Group Social Capital in Two Countries: A Clustering Approach with Duocentred Network Measures

The article examines the structure of the collaboration networks of research groups where Slovenian and Spanish PhD students are pursuing their doctorate. The units of analysis are student-supervisor dyads. We use duocentred networks, a novel network structure appropriate for networks which are centred around a dyad. A cluster analysis reveals three typical clusters of research groups. Those which are large and belong to several institutions are labelled under a bridging social capital label. Those which are small, centred in a single institution but have high cohesion are labelled as bonding social capital. Those which are small and with low cohesion are called weak social capital groups. Academic performance of both PhD students and supervisors are highest in bridging groups and lowest in weak groups. Other variables are also found to differ according to the type of research group. At the end, some recommendations regarding academic and research policy are drawn

El desplazamiento forzado en Colombia: acumulación de capital y exclusión social

La historia colombiana ha estado caracterizada por violentos procesos de despojo y de expulsión de población indígena, negra y campesina. Este pareciera ser el mecanismo de adecuación a las necesidades de producción y acumulación que el capitalismo impone y la estrategia de dominación de los diversos sectores que disputan el poder. Lejos de obedecer a un modelo de desarrollo pensado en función de los intereses de la nación colombiana, los movimientos migratorios, la mayoría de ellos involuntarios y violentos, obedecen a las necesidades e intereses de quienes han detentado el poder sobre la tierra, el poder político y a los intereses de capitales nacionales y transnacionales.

Embodied social capital and geographic perspectives: performing the habitus

This paper reopens debates of geographic theorizations and conceptualizations of social capital. I argue that human geographers have tended to underplay the analytic value of social capital, by equating the concept with dominant policy interpretations. It is contended that geographers could more explicitly contribute to pervasive critical social science accounts. With this in mind, an embodied perspective of social capital is constructed. This synthesizes Bourdieu's capitals and performative theorizations of identity, to progress the concept of social capital in four key ways. First, this theorization more fully reconnects embodied differences to broader socioeconomic processes. Second, an exploration of how embodied social differences can emerge directly from the political-economy and/or via broader operations of power is facilitated. Third, a path is charted through the endurance of embodied inequalities and the potential for social transformation. Finally, embodied social capital can advance social science conceptualizations of the spatiality of social capital, by illuminating the importance of broader sociospatial contexts and relations to the embodiment of social capital within individuals.

The role of drama in the teaching of speaking and listening as the basis for social capital

This paper explores how the concept of 'social capital' relates to the teaching of speaking and listening. The argument draws on Bourdieu's notion that a common language is an illusion but posits that an understanding of the grammar of speech can be productive in the development of both an understanding of what constitutes effective speech and the development of competence in speaking. It is argued that applying structuralist notions of written grammar is an inadequate approach to understanding speech acts or enhancing the creative use of speech. An analysis is made of how typical features of speech relate to dramatic dialogue and how the meaning of what is said is contingent upon aural and visual signifiers. On this basis a competent speaker is seen as being one who produces expressions appropriate for a range of situations by intentionally employing such signifiers. The paper draws on research into the way drama teachers make explicit reference to and use of semiotics and dramatic effectiveness in order to improve students' performance and by so doing empower them to increase their social capital. Ultimately, it is concluded that helping students identify, analyse and employ the aural, visual and verbal grammar of spoken English is not an adjunct to the subject of drama, but an intrinsic part of understanding the art form. What is called for is a re-appraisal by drama teachers of their own understanding of concepts relating to speech acts in order to enhance this area of their work.