Altruism in the (Social) Network

This paper explores the role of social integration on altruistic behavior. To this aim, we develop a two-stage experimental protocol based on the classic Dictator Game. In the first stage, we ask a group of 77 undergraduate students in Economics to elicit their social network; in the second stage, each of them has to unilaterally decide over the division of a fixed amount of money to be shared with another anonymous member in the group. Our experimental design allows to control for other variables known to be relevant for altruistic behavior: framing and friendship/acquaintance relations. Consistently with previous research, we find that subjects favor their friends and that framing enhances altruistic behavior. Once we control for these effects, social integration (measured by betweenness, a standard centrality measure in network theory) has a positive effect on giving: the larger social isolation within the group, the more likely it is the emergence of selfish behavior. These results suggest that information on the network structure in which subjects are embedded is crucial to account for their behavior.

The social dimensions of marine protected areas: a case study of the Mafia Island Marine Park in Tanzania

As threats to the marine environment continue to remain high, and conventional resource-management techniques have been found wanting, marine protected areas (MPAs) are being seen as a tool to address the abuse and destruction of the environment. This study discusses the social dimensions of MPAs in Tanzania, using the case of the Mafia Island Marine Park and the socioeconomic, political and cultural contexts within which Mafia people live their lives. (54 pp.)

Fisheries management in the social domain: perspectives from Tanzania's Lake Victoria fishery

For a long time, the Tanzanian Fisheries Department has managed Tanzanian fisheries without incorporating other stakeholders within its management framework. On lake Victoria, the persistent use of illegal fishing gear and declining catches have led the government to realize that this system of fisheries management may no longer be viable, and have sought to incorporate fishing communities into the management structure. Through the creation of beach management units (BMUs), the Fisheries Departments have sought to persuade fishing communities to implement and enforce Tanzania's fishing regulations and to monitor the fishery. In this paper we explore a recently gathered data set that yields information on, amongst others, how Tanzanian fishing communities perceive the state of their resource base, how they view their relationship with the Fisheries Department, the efficacy of fishing regulations and other variables. We draw on a series of criteria developed by Ostron (1990) for institutional 'robustness' to explore various areas of institutional development on Lake Victoria, and to try and anticipate how the BMUs will fare. We argue there are many socio-political and economic factors that will determine how communities will receive and perceive their responsibilities towards government-imposed administrative structures at the local level, these will become 'socialized' such that they will vary from place to place. While this may bode well for problems of heterogeneity, it does not necessarily mean that fisheries management objective on Lake Victoria will be met

Influence of money upon the social organization

The extraordinary importance that has been attached to money throughout the ages may be appreciated when such modern writers as Alexander Delmar suggest that the history of money is the history of civilization. While this view is not accepted by most writers of the subject, all are nevertheless agreed that money plays a role of enormous importance in the affairs of men. Even in the classics are found quotations which stress this importance of the pecuniary unit upon ethical as well as economic standards.

Size hierarchies affecting the social interactions and growth of juvenile Japanese flounder, Paralichthys olivaceus

Japanese flounder Paralichthys olivaceus (T. & S.)juveniles were size-graded and divided into three groups (small, large, and mixture of small and large flounder), and their social interactions (feeding, aggressive attacking and activity) and growth were investigated. The growth of the small flounder was markedly suppressed by the presence of the large flounder. Large flounder did not significantly suppress the overall food intake of the small flounder but exhibited high aggressive attacking on them and consequently inhibited their activity. Size dominance showed little influence on the aggressive behavior, feeding, activity and growth of the large flounder. The large flounder could not effectively defend the food in excess during the experiments ruling out disproportional food acquisition as the primary mechanism responsible for the size hierarchy effect. Aggressive interaction of the large flounder on the small flounder might be an important cause for the growth retardation of the small flounder. In culture, size grading could markedly improve the growth and survival of the early juvenile flounder. (C) 2004 Elsevier B.V. All rights reserved.

Taxi! Urban economies and the social and transport Impacts of the taxicab.

The taxicab provides a significant contribution to the accessibility of a city and provides a wide range of services across many social groups. Considering the role of the taxi this books examines the impacts that the mode currently has, and how it may continue to develop in the provision of access within the city.

The social aspects of foreign missions, by William Herbert Perry Faunce.

http://www.archive.org/details/socialaspectsoff013484mbp

The differences in the social competence of children who attend integrated junior infant classes and children who attend segregated learning environments

There are a number of reasons why this researcher has decided to undertake this study into the differences in the social competence of children who attend integrated Junior Infant classes and children who attend segregated learning environments. Theses reasons are both personal and professional. My personal reasons stem from having grown up in a family which included both an aunt who presented with Down Syndrome and an uncle who presented with hearing impairment. Both of these relatives' experiences in our education system are interesting. My aunt was considered ineducable while her brother - my uncle - was sent to Dublin (from Cork) at six years of age to be educated by a religious order. My professional reasons, on the other hand, stemmed from my teaching experience. Having taught in both special and integrated classrooms it became evident to me that there was somewhat 'suspicion' attached to integration. Parents of children without disabilities questioned whether this process would have a negative impact on their children's education. While parents of children with disabilities debated whether integrated settings met the specific needs of their children. On the other hand, I always questioned whether integration and inclusiveness meant the same thing. My research has enabled me to find many answers. Increasingly, children with special educational needs (SEN) are attending a variety of integrated and inclusive childcare and education settings. This contemporary practice of educating children who present with disabilities in mainstream classrooms has stimulated vast interest on the impact of such practices on children with identified disabilities. Indeed, children who present with disabilities "fare far better in mainstream education than in special schools" (Buckley, cited in Siggins, 2001,p.25). However, educators and practitioners in the field of early years education and care are concerned with meeting the needs of all children in their learning environments, while also upholding high academic standards (Putman, 1993). Fundamentally, therefore, integrated education must also produce questions about the impact of this practice on children without identified special educational needs. While these questions can be addressed from the various areas of child development (i.e. cognitive, physical, linguistic, emotional, moral, spiritual and creative), this research focused on the social domain. It investigates the development of social competence in junior infant class children without identified disabilities as they experience different educational settings.