Relevant bibliographies by topics / Social orienting

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Social orienting'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Social orienting"

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Hill, Julia L., Saumil Patel, Xue Gu, Nassim S. Seyedali, Jocelyne Bachevalier, and Anne B. Sereno. "Social orienting: Reflexive versus voluntary control." Vision Research 50, no. 20 (September 2010): 2080–92. http://dx.doi.org/10.1016/j.visres.2010.07.020.

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Zhao, Shuo, Chunlin Li, Jingling Wu, and Motomi Toichi. "Visual Orienting Attention was Influenced by Auditory Processing." International Journal of Biomaterials Research and Engineering 1, no. 2 (July 2011): 30–40. http://dx.doi.org/10.4018/ijbre.2011070103.

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Visual orienting is critical signal to ability of attention. In particular, eye gaze is one of important visual orienting to refer our belief, desires and feeling etc. However, in real life, visual orienting has been indicated to be influenced by others modality processing, such as auditory supplement. Less previous studies have been comprehensively investigated how visual orienting is influenced by auditory processing. In this study, the authors conduct two experiments to investigate how visual orienting effect would be influenced by auditory processing, when used nonsocial and social stimuli as cues respectively (i.e., arrow and eye gaze). The results indicate that visual orienting is clearly influenced by auditory processing in both social and non-social stimuli as cues. Functional MRI data suggest that DLPFC plays an important role in regulating visual and auditory attention.
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Callejas, Alicia, Gordon L. Shulman, and Maurizio Corbetta. "Dorsal and Ventral Attention Systems Underlie Social and Symbolic Cueing." Journal of Cognitive Neuroscience 26, no. 1 (January 2014): 63–80. http://dx.doi.org/10.1162/jocn_a_00461.

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Eye gaze is a powerful cue for orienting attention in space. Studies examining whether gaze and symbolic cues recruit the same neural mechanisms have found mixed results. We tested whether there is a specialized attentional mechanism for social cues. We separately measured BOLD activity during orienting and reorienting attention following predictive gaze and symbolic cues. Results showed that gaze and symbolic cues exerted their influence through the same neural networks but also produced some differential modulations. Dorsal frontoparietal regions in left intraparietal sulcus (IPS) and bilateral MT+/lateral occipital cortex only showed orienting effects for symbolic cues, whereas right posterior IPS showed larger validity effects following gaze cues. Both exceptions may reflect the greater automaticity of gaze cues: Symbolic orienting may require more effort, while disengaging attention during reorienting may be more difficult following gaze cues. Face-selective regions, identified with a face localizer, showed selective activations for gaze cues reflecting sensory processing but no attentional modulations. Therefore, no evidence was found linking face-selective regions to a hypothetical, specialized mechanism for orienting attention to gaze cues. However, a functional connectivity analysis showed greater connectivity between face-selective regions and right posterior IPS, posterior STS, and inferior frontal gyrus during gaze cueing, consistent with proposals that face-selective regions may send gaze signals to parts of the dorsal and ventral frontoparietal attention networks. Finally, although the default-mode network is thought to be involved in social cognition, this role does not extend to gaze orienting as these regions were more deactivated following gaze cues and showed less functional connectivity with face-selective regions during gaze cues.
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Hayward, D., and J. Ristic. "Social and temporal orienting: Linked or independent?" Journal of Vision 13, no. 9 (July 25, 2013): 1129. http://dx.doi.org/10.1167/13.9.1129.

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Sy, J., J. Ristic, and B. Giesbrecht. "Top-down modulation of reflexive social orienting." Journal of Vision 9, no. 8 (March 21, 2010): 192. http://dx.doi.org/10.1167/9.8.192.

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Vernetti, Angélina, Tim J. Smith, and Atsushi Senju. "Gaze-contingent reinforcement learning reveals incentive value of social signals in young children and adults." Proceedings of the Royal Society B: Biological Sciences 284, no. 1850 (March 2017): 20162747. http://dx.doi.org/10.1098/rspb.2016.2747.

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While numerous studies have demonstrated that infants and adults preferentially orient to social stimuli, it remains unclear as to what drives such preferential orienting. It has been suggested that the learned association between social cues and subsequent reward delivery might shape such social orienting. Using a novel, spontaneous indication of reinforcement learning (with the use of a gaze contingent reward-learning task), we investigated whether children and adults' orienting towards social and non-social visual cues can be elicited by the association between participants' visual attention and a rewarding outcome. Critically, we assessed whether the engaging nature of the social cues influences the process of reinforcement learning. Both children and adults learned to orient more often to the visual cues associated with reward delivery, demonstrating that cue–reward association reinforced visual orienting. More importantly, when the reward-predictive cue was social and engaging, both children and adults learned the cue–reward association faster and more efficiently than when the reward-predictive cue was social but non-engaging. These new findings indicate that social engaging cues have a positive incentive value. This could possibly be because they usually coincide with positive outcomes in real life, which could partly drive the development of social orienting.
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Parra Esquivel, Eliana Isabel, and Olga Luz Peñas Felizzola. "Child with disability: orienting elements for the social inclusion." salud uninorte 31, no. 2 (May 1, 2015): 329–46. http://dx.doi.org/10.14482/sun.31.2.6611.

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Zhai, Shi. "ORIENTING POINTSOF MODERN POLYCULTURAL EDUCATION." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 31–34. http://dx.doi.org/10.17721/2616-7786.2018/4-1/7.

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The article deals with the orienting points of multicultural education in the modern educational space. Emphasis is placed on the social upbringing of an individual in the context of cultural dialogue; education of tolerance and taking into account the reli- gious and ethnic culture of the individual; mastering the universal values of world and national culture; fostering a culture of international communication. The author focuses on the main features of multicultural education as an important way of forming certain social-educational and value-oriented inclinations, communicative and empathic skills that allow a person to carry out intercultural interaction, and to show understanding of other cultures, tolerance towards them. On the basis of the conducted research the author's vision of the essence of multicultural education of the modern personali- ty is formed, in particular purposeful socialization of the personality, which necessarily includes assimilation of samples and values of world culture, cultural-historical and social experience of different countries and peoples; formation of social-attitudinal and value-oriented qualities of a person capable of effective intercultural communication, as well as development of tolerance towards other countries, peoples, cultures and social groups; active social interaction. with representatives of different cultures while maintaining their own cultural identity. The goals, principles, functions of multicultural education in the theory and practice of educational process are considered.
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Potter, Robert F., Annie Lang, and Paul D. Bolls. "Identifying Structural Features of Audio." Journal of Media Psychology 20, no. 4 (January 2008): 168–77. http://dx.doi.org/10.1027/1864-1105.20.4.168.

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This study tested the ability of nine different auditory structural features to elicit orienting responses from radio listeners. It further tested the effect of the orienting response on listeners’ memory for information presented immediately following the orienting-eliciting structural feature. Results show that listeners do have significant decelerating cardiac patterns suggestive of orienting for eight of the nine features. Taken as a categorical whole, these features also increase recognition memory for the information presented after their onset compared to information presented immediately before.
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Devine, Patricia G., and Roy S. Malpass. "Orienting Strategies in Differential Face Recognition." Personality and Social Psychology Bulletin 11, no. 1 (March 1985): 33–40. http://dx.doi.org/10.1177/0146167285111003.

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Dissertations / Theses on the topic "Social orienting"

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Edwards, Stephen Gareth. "Social orienting in gaze-based interactions : consequences of joint gaze." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/59591/.

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Jointly attending to a shared referent with other people is a social attention behaviour that occurs often and has many developmental and ongoing social impacts. This thesis focused on examining the online, as well as later emerging, impacts of being the gaze leader of joint attention, which has until recently been under-researched. A novel social orienting response that occurs after viewing averted gaze is reported, showing that a gaze leader will rapidly orient their attention towards a face that follows their gaze: the gaze leading effect. In developing the paradigm necessary for this illustration a number of boundary conditions were also outlined, which suggest the social context of the interaction is paramount to the observability of the gaze leading effect. For example, it appears that the gaze leading effect works in direct opposition to other social orienting phenomenon (e.g. gaze cueing), may be specific to eye-gaze stimuli, and is associated with self-reported autism-like traits. This orienting response is suggested as evidence that humans may have an attention mechanism that promotes the more elaborate social attention state of shared attention. This thesis also assessed the longer term impacts of prior joint gaze interactions, finding that gaze perception can be influenced by prior interactions with gaze leaders, but not with followers, and further there is evidence presented that suggests a gaze leader’s attention will respond differently, later, to those whom have or have not previously followed their gaze. Again, this latter finding is associated with autism-like traits. Thus, the current work opens up a number of interesting research avenues concerning how attention orienting during gaze leading may facilitate social learning and how this response may be disrupted in atypically developing populations.
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Stagg, Steven. "Social orienting in children with high-functioning autism and Asperger syndrome." Thesis, Goldsmiths College (University of London), 2011. http://eprints.gold.ac.uk/5920/.

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Gregory, Nicola Jean. "The influence of socio-biological cues on saccadic orienting." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3231.

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Previous research has suggested that viewing of another’s averted eye gaze causes automatic orienting of attention and eye movements in observers due to the importance of eye gaze for effective social interaction. Other types of visual cues with no social or biological relevance, such as arrows, are claimed not to produce such a direct effect on orienting behaviour. The finding that processing of eye gaze is reduced in individuals with Autistic Spectrum Disorders as well as following damage to the orbitofrontal cortex of the brain, suggests that gaze processing is indeed critical for effective social behaviour and therefore eye gaze may constitute a “special” directional cue. This thesis tested these ideas by examining the influence of socio-biological (eye gaze and finger pointing) and non-social cues (arrows and words) on eye movement responses in both healthy control participants and those with damage to the frontal lobes of the brain. It further investigated the relationship between orienting to gaze and arrow cues and autistic traits in a healthy population. Important differences between the effects of socio-biological and non-social cues were found on saccadic eye movements. Although in the pro-saccade tasks, arrow cues caused a similar facilitation of responses in the cued direction as eye gaze and pointing cues, in the anti-saccade tasks (in which participants have to respond away from the location of a peripheral onset), arrows had a greatly reduced effect on oculomotor programming relative to the biologically relevant cues. Importantly, although the socio-biological cues continued to influence saccadic responses, the facilitation was in the opposite direction to the cues. This finding suggests that the cues were being processed within the same "anti-response" task set (i.e. "go opposite") as the target stimulus. Word cues had almost no effects on saccadic orienting in either pro- or anti-saccade tasks. Schematicised eye gaze cues had a smaller magnitude effect than photographic gaze cues suggesting that ecological validity ("biological-ness") is an important factor in influencing oculomotor responses to social cues. No relationship was found between autistic traits and orienting to gaze or arrow cues in a large sample of males. However, findings from the neurological patients point to a possible double-dissociation between the neural mechanisms subserving processing of socio-biological and non-social cues, with the former reliant on the orbitofrontal cortex, and the latter on lateral frontal cortex. Taken together, these results suggest that biologically relevant cues have privileged access to the oculomotor system. The findings are interpreted in terms of a neurocognitive model of saccadic orienting to socio-biological and non-social cues, and an extension to an existing model of saccade generation is proposed. Finally, limitations of the research, its wider impact and directions for future work are discussed.
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Gregory, Samantha Elizabeth Anne. "Eyes, arrows and moving lines : the influence of social and non-social cues on orienting attention and working memory." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232633.

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This thesis investigated the nature of any uniquely social influence of centrally presented, non-informative gaze cues compared to non-social arrow and moving line cues on attention orienting and working memory (WM). Effects were measured using the traditional unilateral paradigm (target information on one side), and a novel bilateral paradigm (target information on both sides). Attention was investigated using a traditional asterisk localisation target task (unilateral) and a novel oddball localisation task (bilateral). WM was measured using a simple array of coloured squares displayed either on one side of the cue (unilateral), or spread evenly over both sides (bilateral). Participants were required to remember all colours and state whether a test colour had been present/absent. Target information was displayed in the valid looked at location, invalid looked away from location, or (WM only) in a no cue shift condition. Across experiments I manipulated the stimulus onset asynchrony (SOA: Attention, 150-1000ms; WM 150ms/500ms). Cue effects on attention and WM differed dependent upon cue type, SOA and unilateral/bilateral presentation. In unilateral attention, valid compared to invalid gaze and arrow cues speeded orienting across all SOAs tested (150ms-1000ms), while motion only reliably oriented attention at early SOAs. For bilateral attention, the pattern for the arrow and moving line cue remained the same, but the gaze cue effect diminished at longer SOAs. In unilateral WM, only the gaze cue influenced WM, facilitating WM for validly cued items (500ms SOA only). This effect was abolished when an opaque barrier occluded the face's ability to 'see' the memoranda, but was partially replicated when the barrier had windows. In bilateral WM, the gaze cue had no effect, instead the arrow (500ms) and line (150ms) enhanced WM. A shared goals hypothesis is presented to address how and in what circumstances eye gaze is utilised as an important social cue.
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Plummer, Amanda L. Crais Elizabeth R. "Early social communication behaviors and their relationship with later social orienting and joint attention behaviors in young children with autism." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2224.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education Early Childhood Intervention and Literacy." Discipline: Education; Department/School: Education.
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Reavis, Shaye Benton Mesibov Gary B. "Social orienting as a construct underlying joint attention and imitation skills deficits in preschool children with autism." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,636.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology (Clinical Psychology)." Discipline: Psychology; Department/School: Psychology.
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Frost, Morgan. "Social perception in Autism : An eye tracking and pupillometric study." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16325.

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Typically developing humans innately place subjective value on social information and orient attention to it. This can be shown through eye tracking and pupillometry, a method used to show attentional engagement. Social brain development and social preference is present from infancy, and is thought to rely on a carefully balanced network of neurotransmitters and neural connections. Autism Spectrum Disorder (ASD) presents altered neural systems which cause individuals to perceive and process social information differently, but the neurophysiology of this difference remains unclear. Previous research shows atypical gaze patterns, hyperarousal, and lack of orienting to social stimuli in ASD. Since autism is highly comorbid and shares traits with other neurodevelopmental disorders, it is difficult to distinguish aspects of these social processing differences. This study used a group of 35 neuropsychiatric patients to investigate how individuals with autism process social and non-social scenes. Eye tracking and pupillometry measures were collected while participants observed images of natural scenes with or without a person. Participants with autism did not show a pupillary response to social images and were slower to fixate on the face  region than the other participants. Additionally there were correlations between clinical measures of social functioning and the length of time it took to fixate to faces. The results highlight important distinctions of social processing in autism. This thesis proposes a new perspective of looking at the social deficits present in autism spectrum disorder. It suggests reframing the current discussion from two leading hypotheses to a unified approach and formally considering the limitations of differing types of stimuli.
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Montenegro, Margareth Regina Gomes Neves. "Avaliação e estudo dos comportamentos de orientação social e atenção compartilhada nos transtornos invasivos do desenvolvimento." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/1668.

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Made available in DSpace on 2016-03-15T19:40:26Z (GMT). No. of bitstreams: 1 Margareth Neves Montenegro.pdf: 2385940 bytes, checksum: 95807f736efbb6507397bac474f53096 (MD5) Previous issue date: 2007-09-06
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Initial Social Communication comprehends skills that appear in early infancy. Among which, Social Orienting (SO) and Joint Attention (JA) have proven to be good predictors of the development of sociability. The impairment of such functions has been strongly associated with the diagnosis of Pervasive Developmental Disorders (PDD). The present study has assessed the initial social communication skills (Social Orienting and Joint Attention) in children from 2 to 4 years old with typical development (n=19) and in children from 3 to 7 years old with Pervasive Developmental Disorder (n=17) paired by mental age. For the assessment the study has developed the PAISC - (Protocol of Assessment of Initial Social Communication). The results from the trials of the protocol have demonstrated that children with Pervasive Developmental Disorder have shown significantly worst performance in the Social Orienting and Joint Attention behaviors if compared to the children with typical development. Among the behaviors, the one that better distinguished children with Pervasive Developmental Disorder from the children with typical development was the Initial Joint Attention. The PAISC protocol allows detecting changes in the development of social communication in the first year of life, being an instrument for the early diagnosis and employment of intervention programs in the cases of Pervasive Developmental Disorders.
Comunicação Social Inicial compreende habilidades que surgem cedo no primeiro ano de vida. Entre essas habilidades, Orientação Social (OS) e Atenção Compartilhada (AC) têm se mostrado bons preditores do desenvolvimento da sociabilidade. Prejuízos nessas funções têm sido fortemente associados com o diagnóstico de Transtorno Invasivo do Desenvolvimento (TID). O presente estudo avaliou as habilidades da comunicação social inicial (OS e AC) em crianças com desenvolvimento típico de 2 a 4 anos (n=19) e em crianças com TID de 3 a 7 anos (n=17) pareadas pela idade mental. Para a avaliação o estudo desenvolveu o Protocolo de Avaliação da Comunicação Social Inicial PACSI. Os resultados obtidos nas provas do protocolo demonstraram que as crianças com TID apresentaram performance significativamente pior nos comportamentos de OS e AC, comparadas às crianças com desenvolvimento típico. Entre os comportamentos o que melhor discriminou crianças com TID das crianças com desenvolvimento típico foi o de Iniciação de Atenção Compartilhada. O protocolo PACSI permite detectar alterações no desenvolvimento da comunicação social no primeiro ano de vida, sendo um instrumento para o diagnóstico precoce e estabelecimento de programas de intervenção nos casos de Transtornos Invasivos do Desenvolvimento.
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Maniette, August, and Jesper Ferm. "CSR-orientering i en facklig miljö : Socialt ansvar som strategi." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243017.

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Sveriges fackförbund har sedan 2000-talet förlorat medlemmar och allmänhetens syn på fackförbund är att de har förlegade arbetssätt. Problematiken för fackförbunden är att de tvingas förändra sitt arbetssätt för att vinna tillbaka medlemmar. Förändringsprocessen har inneburit att nya strategier kunnat användas för att stärka förbundens roll mot näringslivet och arbetsmarknaden. Corporate Social Responsibility (CSR) är ett verktyg som fackförbund kan använda för att förändra sig och stärka sin legitimitet i samhället. Frågor som ämnar bli besvarade i denna uppsats är vilka faktorer som påverkar CSR-strategier inom fackförbund och hur CSR som strategi används i dessa organisationer. I denna kvalitativa studie undersöktes fyra svenska fackförbund för att svara på dessa frågor och resultatet jämfördes sedan med ett teoretiskt ramverk för att härleda slutsatser. Studiens slutsats visar att externa och interna faktorer påverkar fackförbunds CSR-strategier i olika utsträckningar. En ytterligare slutsats är att tyngdpunkten i hur de använder CSR-strategier bygger på att minska sin klimatpåverkan och främja alla människors lika värde på arbetsmarknaden. Avslutningsvis bidrar denna studie med ökade insikter i hur CSR-strategier inom fackförbund påverkar det svenska näringslivet och arbetsmarknaden.
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Samaritter, Rosemarie. "Inside the mirror : effects of attuned dance-movement intervention on interpersonal engagement as observed in changes of movement patterns in children and adolescents with autism spectrum disorder." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/16572.

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The research presented in this thesis is an explorative study into the basic concepts and the effects of dance movement psychotherapy (DMP) intervention on the attunement behaviours of children and adolescents with autism spectrum disorders (ASD). From a retrospective analysis of positively evaluated single cases of DMP with ASD participants, movement markers of interpersonal relating behaviours have been formulated in terms of Social Engagement and Attunement Movement (SEAM) behaviours. These were organised into an observation scale, and used subsequently to generate nominal observation data on the behaviours of a small sample of children with ASD. Evaluation with the SEAM observation scale yielded a significant increase of SEAM behaviours in the course of the dance therapy. Retrospective analysis of the actions of the therapist throughout four single cases of DMP with ASD participants yielded a specific approach that was described as Shared Movement Approach (SMA). SMA has been specified as an improvisation based method of DMP that takes the child's interpersonal attunement and engagement behaviours as cues for the therapist to accommodate her interventions, so that the child's interpersonal relating behaviours are facilitated and supported. Through her kinaesthetically informed interventions the DMP therapist contributes to an increase of interpersonal engagement and attunement by the ASD participant from within the shared movement actions. The SEAM observation scale was explored on conceptual clarity and consistency in a group of independent movement analysts, and interrater agreement was used as an indication of its contents validity. An interval rating procedure with the SEAM scale yielded the best results on interrater agreement as expressed in Cohen's kappa. The Shared Movement Approach and the SEAM observation scale were then tested for replication of outcome on SEAM behaviours within four repeated single subject cases in a pilot study in a Dutch outpatient clinical setting. The outcome monitoring yielded the replication of increase of interpersonal relating behaviours as measured with the SEAM observation scale. Within subject therapy outcomes, although diverse in their individual profiles, were found to be significant when analysed with non-parametric tests. Group averages showed a significant increase of SEAM behaviours. The effects beyond therapy were evaluated with the somatic and social sub-scales of the Child Behaviour Checklist (CBCL) and the Social Responsiveness Scale (SRS), showing individual differences and a significant problem reduction on average. The outcomes as experienced by the juvenile participants were evaluated with the somatic and social sub-scales of the Youth Self Report (YSR), which on average showed a significant decrease of experienced social and somatic problems. The results obtained are discussed in view of current theories on experiential approaches and concepts for psychotherapy with an ASD population.
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Books on the topic "Social orienting"

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Bulbeck, Chilla. Re-orienting western feminisms: Women's diversity in a postcolonial world. Cambridge: Cambridge University Press, 1998.

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Bulbeck, Chilla. Re-orienting western feminisms: Women's diversity in a postcolonial world. Cambridge: Cambridge University Press, 1998.

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Institut ėkonomiki (Rossiĭskai︠a︡ akademii︠a︡ nauk) and Institut sovremennogo razvitii︠a︡, eds. Strategicheskie orientiry ėkonomicheskogo razvitii︠a︡ Rossii. S.-Peterburg: Aleteĭi︠a︡, 2010.

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Rubinskiĭ, I︠U︡ I. T︠S︡ennostnye orientiry Evropy = Main trends of the European values. Moskva: In-t Evropy RAN, 2013.

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Khmelëv, V. V. T︠S︡ennostnye orientiry sot︠s︡ialʹnogo instituta servisa v uslovii︠a︡kh rossiĭskogo obshchestva. Moskva: Soi︠u︡z, 1999.

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Novoa Palacios, Amparo, ed. Educación para la transformación social y cultural. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2018. http://dx.doi.org/10.19052/978-958-5400-82-5.

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Este libro es el resultado de un proceso de reflexión de la realidad de paz que vive Colombia a partir de las perspectivas educativa y cultural y se ofrece al lector con el deseo de generar espacios de reflexión que permitan vivir y pensar la sociedad actual en términos de transformación. Se presentan tres grandes apartados que trabajan: 1) la educación superior, 2) la educación, cultura y valores; para concluir con 3) didácticas de paz. La riqueza temática es fruto de los intereses de los autores que se orientan a crear escenarios que posibiliten diseñar una sociedad que se caracterice por una educación que incida en la inclusión, la justicia, la creatividad, la verdad y la transparencia
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Mezhdunarodnai͡a, nauchno-prakticheskai͡a konferent͡sii͡a "Rossiia i. regiony: sot͡sialʹnye orientiry politicheskogo i. ėkonomicheskogo razvitii͡a" (20th 2003 Cheli͡abinsk Russia?). Rossii͡a i regiony: Sot͡sialʹnye orientiry politicheskogo i ėkonomicheskogo razvitii͡a : materialy XX Mezhdunarodnoĭ nauchno-prakticheskoĭ konferent͡sii. Cheli͡abinsk: Uralʹskiĭ sot͡s.-ėkon. in-t ATiSO, 2003.

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Vserossiĭskai︠a︡ studencheskai︠a︡ nauchnai︠a︡ konferent︠s︡ii︠a︡ "Molodezhʹ v nachale XXI veka: osnovnye t︠s︡ennosti, pozit︠s︡ii, orientiry" (2002 Samara, Russia). Molodezhʹ v nachale XXI veka: Osnovnye t︠s︡ennosti, pozit︠s︡ii, orientiry : materialy Vserossiĭskoĭ studencheskoĭ nauchnoĭ konferent︠s︡ii, 21-22 noi︠a︡bri︠a︡ 2002 g. Samara: Izd-vo Samarskoĭ gos. ėkon. akad., 2002.

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Solari, Aldo E. El papel de las F.F.A.A. en la sociedad democrática uruguaya: Las posturas teóricas que orientan la investigación. Montevideo, Uruguay: Ingenio, 1987.

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Vserossiĭskai︠a︡, nauchno-prakticheskai︠a︡ konferent︠s︡iai︠a︡ studentov aspirantov i. molodykh uchenykh "Molodezhʹ v. istorii Rossii: dukhovnye nravstvennye i. patrioticheskie orientiry" (10th 2008 Moscow Russia). Molodezhʹ v istorii Rossii: Dukhovnye, nravstvennye i patrioticheskie orientiry materialy X Vserossiĭskoĭ nauchno-prakticheskoĭ konferent︠s︡ii studentov, aspirantov i molodykh uchenykh, posvi︠a︡shchennoĭ 50-letii︠u︡ so dni︠a︡ obrazovanii︠a︡ RUDN, Moskva, 18-19 apreli︠a︡ 2008 g. Moskva: Rossiĭskiĭ universitet druzhby narodov, 2008.

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Book chapters on the topic "Social orienting"

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Beres, Melanie Ann. "The Proliferation of Consent-Focused Rape Prevention Social Marketing Materials." In Orienting Feminism, 181–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70660-3_10.

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Marier, Patrik, and Suzanne Skinner. "Orienting the Public-Private Mix of Pensions." In Public and Private Social Policy, 45–69. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230228771_3.

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Rashed, Ammar, Abdullah İhsan Seçer, Abdurrahman Aboudakika, and Ahmet Bulut. "Orienting Social Event Streams as Data Stories." In Mining Intelligence and Knowledge Exploration, 138–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05918-7_13.

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Young, Ingrid. "Anticipating Policy, Orienting Services, Celebrating Provision: Reflecting on Scotland’s PrEP Journey." In Social Aspects of HIV, 59–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69819-5_5.

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AbstractPrEP in Scotland came with great expectation and celebration. As the first country in the UK to offer PrEP through the National Health Service (NHS), Scotland was heralded as a leader in HIV prevention. This chapter asks: how has the anticipation of PrEP shaped provision and use within the health system; how does the emergent and ongoing orientation of PrEP towards specific risk practices affect awareness, access and use, but also wider narratives of prevention, inequalities and ‘progress’; and, what kinds of biosexual citizens does it demand and produce? The chapter explores how the implementation of PrEP and the specific nature of its roll-out contribute to an orientation towards certain (gendered) PrEP users and PrEP use. It considers how the anticipation of PrEP as a biotechnology for particular risk practices, bodies and communities shapes promissory HIV prevention futures and determines what success and ‘celebration’ could be.
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Maddux, James E., Cal D. Stoltenberg, Robert Rosenwein, and Mark R. Leary. "Social Processes in Clinical and Counseling Psychology: Introduction and Orienting Assumptions." In Social Processes in Clinical and Counseling Psychology, 1–13. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_1.

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Morgan, Charles A., Harlan M. Fichtenholtz, and Bartlett Russell. "Impact of Acute Stress on Attentional Orienting to Social Cues in Special Operations Personnel." In Foundations of Augmented Cognition, 73–81. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20816-9_8.

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Ainiala, Terhi, and Hanna Lappalainen. "Chapter 6. Orienting to norms." In Socio-onomastics, 130–53. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/pbns.275.06ain.

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Cysneiros, Luiz Marcio, and Julio Cesar Sampaio do Prado Leite. "Non-Functional Requirements Orienting the Development of Socially Responsible Software." In Enterprise, Business-Process and Information Systems Modeling, 335–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49418-6_23.

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Sokolov, E. N. "Orienting Response." In International Encyclopedia of the Social & Behavioral Sciences, 10978–81. Elsevier, 2001. http://dx.doi.org/10.1016/b0-08-043076-7/03536-1.

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Posner, Michael I. "Orienting of Attention." In Attention in a Social World, 49–71. Oxford University Press, 2012. http://dx.doi.org/10.1093/acprof:oso/9780199791217.003.0003.

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Conference papers on the topic "Social orienting"

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Schiavone, G., D. Campolo, F. Keller, and E. Guglielmelli. "Calibration of a multimodal head-mounted device for ecological assessment of social orienting behavior in children." In 2009 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2009). IEEE, 2009. http://dx.doi.org/10.1109/iros.2009.5354254.

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Zeng, Yue. "Community response to public health emergency and thoughts on improving the resilience of community planning, Beijing, Shanghai, Guangzhou and Shenzhen." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/nyzh4125.

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Communities are the front lines facing Covid-19, in addition to city entrances. This paper uses four mega cities in China as the cases, which are Beijing, Shanghai, Guangzhou and Shenzhen. It uses a text-mining method to express online news about the anti-Covid-19 measures of communities in these case cities, and conducts a qualitative research on 1207 press releases, which are published by official media, institutions and self-media from January 2020 to September 2020. According to the analysis, the main anti-Covid-19 measures in community level include strengthening publicity by using mobile social media; clarifying the situation of every household; intensifying the management of neighbourhood entrance; upgrading epidemic prevention and public health management; cooperation with all social forces; shortening the distance between daily necessities and residents, and preliminary applications of smart technology. On this basis, this article attempts to propose thoughts on enhancing community resilience, including orienting from space to human; using mobile social network apps to promote public participation; enhancing the flexibility of community planning; integrating risk management thinking into community planning and refining community governance with the help of smart technology.
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