Social Studies of Psychological Science and Technology

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

The problem of subjectivity within psychological research has long been recognized. The practices of scientific psychology, however, continue to assume that objectivity is desirable, even if not completely possible, and that subjectivity is a source of bias that must be minimized or eliminated. Such a dispassionate stance has offered and continues to offer a range of benefits, not least a tight focus on participants' relevant responses. Nonetheless, in this article, we question the wisdom of always or automatically working to minimize participant and researcher subjectivity, and we invite psychological researchers to consider the benefits of a more, what we term, reflexive scientific attitude. We turn in particular to recent theoretical and methodological innovations within qualitative research in order to help us progress toward a more reflexive psychological science where subjectivity is re-viewed as a resource that can be tapped in order to contextualize and enrich the psychological research process and its products.

The goal of this study was to examine the role of organizational causal attribution in understanding the relation of work stressors (work-role overload, excessive role responsibility, and unpleasant physical environment) and personal resources (social support and cognitive coping) to such organizational-attitudinal outcomes as work engagement, turnover intention, and organizational identification. In some analyses, cognitive coping was also treated as an organizational outcome. Causal attribution was conceptualized in terms of four dimensions: internality-externality, attributing the cause of one’s successes and failures to oneself, as opposed to external factors, stability (thinking that the cause of one’s successes and failures is stable over time), globality (perceiving the cause to be operative on many areas of one’s life), and controllability (believing that one can control the causes of one’s successes and failures). Several hypotheses were derived from Karasek’s (1989) Job De...

Scholars in science and technology studies (STS) – and no doubt other fields – have increasingly drawn on Michel Foucault's concept of biopolitics to theorize a variety of new 'bio-concepts'. While there might be some theoretical value in such exercises, many of these bio-concepts have simply replaced more rigorous – and therefore time-consuming – analytical work. This article provides a (sympathetic) critique of these various bio-concepts, especially as they are applied to the emerging 'bio-economy'. In so doing, the article seeks to show that the analysis of the bio-economy could be better framed as a political economy of nothing. This has several implications for science education, which are raised in the article.

Consultation is an important feature of research and, increasingly, researchers are required to work in partnership with stakeholders to increase the impact of their work. Our aim is to demonstrate what can be learned from the scholarship on, and practice of, member checking to facilitate productive knowledge exchange. Using dialogical analysis we explore three member check interactions from three different qualitative psychology projects focusing our analysis on difficult moments between researchers and participants conceptualised here as ‘sore spots’. We identify two major genres in these sequences: participant ambivalence and participant challenge. We then consider passages that allow us to explore a more theoretical understanding of these two genres in terms of the metaphor of portraits and mirrors. Overall, we outline how implicit epistemologies and theories of subjectivity (uncomplicated, blank, and complex) may be linked to the way in which stakeholders approach research. We also provide a map with regard to the theories within which member checks can be undertaken, associated research practices in terms of a range of researcher responses to stakeholder ambivalence and challenge, and implications of these moments for knowledge exchange for qualitative research but also for psychological science as a whole. We conclude that sore spots in knowledge exchange process can be productive opportunities of transformational validity.

Keywords: member check; knowledge exchange; research impact; dialogical analysis; participant validation

Most of the time, religion viewed as a motive for conflict and has emerged as a key component in many current and past conflicts. However, religion does not always drive violence; it is also an integral factor in the peace building and reconciliation process. So, this paper assessed the peace building contribution role of the National Council of Churches of Kenya (NCCK), following the post-2007 election violence in Kenya. The National Council of Churches of Kenya took instant humanitarian and peace building roles during the 2007 election violence. There was the provision of psychosocial support to address issues of trauma occasioned by loss of lives and infliction of emotional and physical harm. In addition, it also conducted the provision of food and non food items. Moreover, capacity building workshops for church leaders were held to build their capacity in mediation and peace building skills. Furthermore, In addition, ecumenical joint services were held incorporating the Christians, the Muslims and the Hindus. Finally, the Council was involved in influencing the passage of pieces of legislation such as the Truth, Justice and Reconciliation Act , National Cohesion and Integration Act, The Constitutional Review Act of 2008, and the Witness Protection Act in the Kenyan Parliament. In general, The paper deals with issues such as the general background of the role of religion in Africa as both source of conflict and peace building; the cause and impacts of 2007 election violence in Kenya; the background and the role of religious institution (National Council of Churches of Kenya) in the post 2007 election violence in Kenya; and my conclusion is included at last. In short, I tried to assess to what extent religious institutions should play a role in managing conflict based on religious connections in Africa by taking the case study of Kenya.

El trabajo se inscribe en los estudios filosóficos y sociales sobre ciencia y tecnología. Su objeto es la educación en ciencia en niveles básicos. A través del caso de la reforma curricular de Ciencias Naturales en primaria en los años setenta en México, se propone: 1. Mostrar el interés que la educación en ciencia guarda para este campo de estudios. 2. Ilustrar por qué la educación en ciencia forma parte de la educación y de la realidad modernas. En torno al caso se consultó la historiografía disponible, documentos oficiales, otros internos al equipo reformador, literatura especializada y testimonios relevantes. Se analizaron asimismo los libros para maestros y alumnos.
En contraste con lo que afirman algunos autores -que esta reforma se dio por una “influencia con retraso” respecto de la primera revolución estadounidense en enseñanza de las ciencias-, se encontró que: 1. La reforma se explica por una raigambre anterior de la educación en ciencia en México, como parte del proyecto de los modernos estados nacionales. 2. Tuvo un carácter eminentemente local. Fue encargada por el gobierno echeverrista bajo un discurso conciliador y tercermundista, y elaborada por un equipo multidisciplinario encabezado por científicas/os mexicanos de izquierda, cuyos principales referentes fueron sus propias visiones y sus prácticas científicas y educativas (este equipo inauguró el campo sobre educación en ciencia en el DIE-CINVESTAV). El currículo resultante fue altamente contextualizado y original. 3. La educación en ciencia ha estado imbricada históricamente con la filosofía de la ciencia, y sería fructífero intensificar su relación.

Expressing the existing content in different ways in social studies teaching is very important in terms of achieving the purpose of educational activities. Thus, diagrams, graphics, and visuals should be used in teaching social studies. One of the materials used in social studies lessons is infographics. Exploring the effect of infographics in social studies teaching is important in understanding the value of infographics as teaching materials. This study focused on the use of infographics and investigated the effects of using infographics in teaching social studies on students' academic achievement. The study used a quantitative experimental research design (Pretest-Posttest Control Group Random Design). The sample consisted of fifth-grade students attending a middle school in the city centre of Artvin in the 2018-2019 academic year. The data were collected using an Achievement Test developed by the researcher. For the purpose of the study, an experimental group and control group were formed. The "Global Connections" learning domain was taught to the experimental group using the infographics designed by the researcher and to the control group through the way specified in the curriculum. The academic achievement of the experimental group and the control group was compared. The data were analysed using the Mann-Whitney U test and Wilcoxon signed-rank test. As a result of the research, it was found that the academic achievement scores of the participants in the experimental group showed a statistically significant difference in favor of the experimental group compared to the control group. In other words, infographic assisted instruciton positively affects academic achievement. In line with the results obtained, it is suggested that infographics can be used as a teaching material in social studies lessons and that infographic design-application studies can be done for different subjects. Keywords: Infographic, infographic development process, social studies. Aydemir, A. (2021). Effect of infographic use on student achievement in the "global connections" learning domain in the social studies course.

Contemporary capitalism is increasingly technoscientific. Examples of this include the growing role of techno-economic expertise in decision-making, such as economists specializing in research and innovation policy; the social dominance of techno-economic knowledge claims, such as the quality of life benefits of pharmaceutical products; the financial importance of technoscientific organizational structures and governance, such as the ‘unicorns’—that is, companies valued at US$1 billion plus, despite never producing a thing or a profit—rearing their heads across Silicon Valley; and the continuing transformation of social institutions into producers of technoscientific outputs, such as universities and the ‘epistemic rentiership’ engendered by academic publishing processes (Harvie et al., 2014; Fuller, 2016). At the same time, a growing techno-economic optimism inflects popular and political imaginaries around the relationship between capitalism and technoscience, representing the latter as the solution to problems with and crises in the former (Morozov, 2013; Keen, 2015).

The use of psychotropic drugs has been widespread in contemporary societies for more than half a century. Although psychologists in Uruguay are not able to prescribe psychopharmaceuticals, they find them in different spaces. This is the case of benzodiazepines, drugs whose use in Uruguay has been described as a public health problem. The general objective of this qualitative research was to explore the place given by public health psychologists to benzodiazepines in treatments of anxiety. We carried out an analysis of 17 in-depth interviews with clinical psychologists who work in the public health services of Montevideo and the Metropolitan Area. We explore the ways in which they understand and try to solve the discomforts linked to the field of anxiety, and how they articulate this knowledge and practices with benzodiazepines. These articulations seem to work ordering some aspects of the psychological clinic, favoring certain clinical decisions, such as referral to other professionals. We find that in a field of diffuse boundaries as mental health is, benzodiazepines are constituted as a technology of disciplinary frontier, functioning as a boundary between the jurisdictions of clinical psychology and psychiatry. A limit that does not prevent psychologists from deploying in the clinic a series of practices intervening in certain circumstances on benzodiazepines.

Creative problem-solving dreams virtually always occur only after the dreamer has done
extensive work on the issue awake. Most typically, a person is stuck at one particular step
of a multiple phase process and the dream solves that step. The dream of Dmitri Mendeleev
about The Periodic Table of the Elements is no exception. All accounts of this event agree
that he’d worked for years on the Table, produced other drafts, but that he attributed the
version he was most satisfied with to a dream. It is less clear whether Kedrov is correct in
his reconstruction that it was the reversal of columns vs. rows which the dream provided.
Accounts of dreams from contemporary scientists and inventors are a richer source for the
detail required to generalize about the role of dreams in problem solving.

El artículo presenta una serie de figuras de la subjetividad laboral que emergieron en un hospital universitario entre los años 1942 y 2014. Se considera el surgimiento de estas figuras a la luz de: las transformaciones de las condiciones laborales, los cambios geopolíticos en los modelos del ejercicio de la medicina, el desarrollo de la psicología, así como de las prescripciones nacionales e internacionales para la regulación del trabajo. Los materiales que se utilizaron provinieron de estudios que consideraban o describían diversos aspectos para el manejo de los trabajadores en el hospital. Los resultados muestran la relación entre las concepciones acerca de cómo son los trabajadores y cómo deben actuar antes y después de la introducción de la psicología académica. Palabras clave: psicología del trabajo, subjetividad, regulación, producción, gobierno.

Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a ‘professional digitally competent teacher’ may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the ‘domestication of technology’.

Abstract
American perceptions and ideas about race have stemmed from social constructs that have been shaped by various popular cultural artifacts as well as from racist historical discourses (Lemons, 1977; Balkaran, 1991; Franklin & Higginbotham, 2009; Smedley & Smedley, 2005; Ruffner-Caesar, 2012). The article explores how middle and secondary social studies educators can develop a curriculum rooted in national council for the social studies (NCSS) and common core standards (CCS), as well as in a cultural studies theoretical framework that helps students understand how negative ideas about African Americans are often socially constructed through media and popular culture. The essay is grounded in cultural studies research to show how racial stereotypes and perceptions effects youth at school and in society (Johnson 1987; Du Gay, Hall, Janes, Koed Madsen, Mackay & Negus, 2013). Teachers can use popular media and history lessons to facilitate such a critical discourse and develop meaningful lesson plans (Childs, 2014). The goal is to help students become critically aware of popular stereotypes that affect them and society and how to challenge and overcome them. In this way social studies classrooms can be spaces that facilitate discussions about negative social constructs of Black culture, and how to combat those false notions of Blackness or Race in general.

As an increasing number of 'things' (e.g. infrastructure, student debt, medical care, personal data, sunlight, etc.) are turned into assets, it is necessary to work out how value is appropriated from those assets through new forms of 'rentiership' (or rent-seeking). Often presented as the dark side of innovation and entrepreneurship, rent-seeking comes in many forms, including: government fiat (e.g. GHG emissions); monopoly (e.g. intellectual property); organizational arrangements (e.g. business models); and market configurations (e.g. value chains and networks, platforms). It is helpful to build on and go beyond the assumptions built into both Marxist and neoclassical economic literatures that rent-seeking is a problematic activity that distorts or corrupts the 'naturalized' working of capitalism or free markets. As such, the purpose of this open panel is to consider these different forms of rentiership as they constitute and are constituted by different forms of technoscience, in order to unpack the concept analytically and empirically and its political and normative implications for science, technology, and innovation. The panel welcomes papers on different forms of rentiership in technoscience, different conceptions of rentiership drawing on Marxist, neoclassical, and other traditions, and discussions of the analytical, political, and normative usefulness of rentiership as a concept.

Economic assumptions underpin an enormous range of expert judgements regarding technoscience and beyond. Such assumptions frequently remain implicit, meaning that they are unaccountable despite being powerful influences on an array of decisions, policies, media representations, public engagements, professional expertise, etc. Examples of these assumptions include the following: how livelihoods relate to rising GDP; how human behaviour relates to  competitive individualism; how government policies relate to notions of efficiency and cost-benefit analysis; how innovation relates to capital-intensive technology; how technology relates to social progress and societal benefits; how technoscientific development relates to financial returns; how successful product development relates to price, quality, public acceptance; etc. (Muniesa 2014; Birch 2016; Roy and King 2016). For all such issues, the underlying assumptions are normative and constitutive, even if claiming to be merely descriptive.

The goal of this study was to examine the role of organizational causal attribution in understanding the relation of work stressors (workrole overload, excessive role responsibility, and unpleasant physical environment) and personal resources (social support and cognitive coping) to such organizational-attitudinal outcomes as work engagement, turnover intention, and organizational identification. In some analyses, cognitive coping was also treated as an organizational outcome. Causal attribution was conceptualized in terms of four dimensions: internalityexternality, attributing the cause of one's successes and failures to oneself, as opposed to external factors, stability (thinking that the cause of one's successes and failures is stable over time), globality (perceiving the cause to be operative on many areas of one's life), and controllability (believing that one can control the causes of one's successes and failures). Several hypotheses were derived from Karasek's (1989) Job Demands-Control (JD-C) model and from the Job Demands-Resources (JD-R) model (Demerouti, Bakker, Nachreiner & Schaufeli, 2001). Based on the JD-C model, a number of moderation effects were predicted, stating that the strength of the association of work stressors with the outcome variables (e.g. turnover intentions) varies as a function of the causal attribution; for example, unpleasant work environment is more strongly associated with turnover intention among those with an external locus of causality than among those with an internal locuse of causality. From the JD-R model, a number of hypotheses on the mediation model were derived. They were based on two processes posited by the model: an energy-draining process in which work stressors along with a mediating effect of causal attribution for failures deplete the nurses' energy, leading to turnover intention, and a motivational process in which personal resources along with a mediating effect of causal attribution for successes foster the nurses' engagement in their work, V mediation models partly supported the two simultaneous underlying processes proposed by the JD-R model. While in the energetic process the dimension of externality mediated the relationship between stressors and turnover partially, all the dimensions of causal attribution appeared to entail significant mediator effects in the motivational process. The general findings supported the moderation effect and the mediation effect of causal attribution in the work stress process. The study contributes to several research traditions, including the interaction approach, the JD-C, and the JD-R models. However, many potential functions of organizational causal attribution are yet to be evaluated by relevant academic and organizational research.

An original conceptual model of social and psychological support for war victims has been developed. Support is defined as a specially organized activity that provides psychological health recovery and constructive personal transformations. The interrelation of components of the horizontal model of social-psychological support is considered: 1) the recipient, that is, the consumer; 2) the agent, that is, the specialist, the group, the community; 3) a life situation that promotes or impedes the interaction of the recipient and the agent. The dynamic, vertical model of support is built with the following components in mind: diagnostic-target, operational-instrumental, community-communicative and evaluation-corrective. The functions of the components were determined: diagnostic- target (assessment of the nature of the trauma, the state of the recipient's psychological health, recovery resources); operational-instrumental (approbation of tools, methods, strategies of support); community-communicative (involvement of real and virtual networks, self-help groups); evaluative-corrective (monitoring the effectiveness of support, adjusting the procedure, making changes to the organization).  The support tools were clarified: a) communicative practices to improve the interaction of the agent and the recipient; b) multidisciplinary measures to ensure the readiness of communities to provide support, attract the recipient to community life; c) facilitation of self and mutual assistance. Performance indicators for the support are calculated: 1) form of psychological readiness before constructive interaction, 2) step of satisfaction with the choice of training, 3) improvement of the psychological well-being of the recipient, 4) professional training of support agents and burnout prevention 5) the growing popularity of support;  6) the work coordination of the multidisciplinary teams, 7) the community possibility to provide accompanying interaction on its own after completion of the program developed by specialists.

This paper examines the relationships established between the fields of history of psychology, and science, technology and society studies (STS). We first present a brief historical overview to situate the present status of the field of psychology within the broad STS arena. We then describe the influence of STS studies in the field of history of psychology through a literature review that emphasizes Ibero-American productions in these areas. Our findings suggest that STS studies can contribute to the understanding the historical issues in psychology through seven areas of intersecting sociological and historical research, which involve the study of psychological objects, the history of psychological instrumentation, the historical analysis of psychology as a discipline and the study of psychology teaching and education, among others. The paper concludes that STS studies play an important role in advancing the production of historical knowledge, shedding light on the conceptual frameworks used in historical research, clarifying historical inquires, and assisting in the process to define psychological epistemic objects.

El artículo retrata algunos horizontes para el análisis de los efectos de las ciencias humanas y sociales en el universo público colombiano. Este análisis tiene tres requisitos: el conocimiento de los campos sociales en que se organizan estas ciencias; una reflexión sobre lo público desde las lógicas de estos campos; una interpretación del campo educativo que tiene entre sus compromisos la transferencia masiva del pensamiento social. Estos requisitos reclaman una perspectiva investigativa interdisciplinaria: la indagación pone como objeto los efectos sociales de unos discursos disciplinares más allá de sus esferas de producción, lo cual, consecuentemente, exige una comprensión de sus transformaciones y evanescencias en la convulsión de nuestra pragmática social.

This paper presents an analysis of the discussions during the Fifth National Forum on Social Appropriation of Science, Technology and Innovation, specifically in the action line of transfer and knowledge exchange. These discussions were aimed at making a balance of the Colombian policies on Social Appropriation of Science, Technology and Innovation, and at generating recommendations. In this analysis a set of tensions is identified in dialogue with research and work carried out in Colombia and Latin America in recent decades. This lays the groundwork for reflection to propose four elements that should characterize the processes of social appropriation of knowledge, which, in the future, can be used as analytical categories. To conclude, the paper proposes to highlight the role of social appropriation of knowledge in the context of the dialogue and negotiation of the Colombia conflict.

Approbation of mind-body exercises (MBE), within the psycho-technology "Pulsar", was conducted at many institutions with different experiment population within more than 28 years.
The overall sample of 4000 subjects, age between 4 and 80 years old and above, was tested in trials. Two experiments were conducted on boards of the “Mir” space station and the International Space Station (ISS). Astronauts, military pilots, athletes and security agents, students and some volunteers took part in the experiments. Several experiments were conducted with groups of people with disabilities, drug addicts, etc. Several experiments are described below, which, in the author's opinion, give the most vivid idea of the results of approbation. Such as:
1. Therapeutic effect in cardiovascular patients.
2. Development of professionally important qualities for pilots.
3. Improving the performance of athletes.

Workplace innovation and community-based entrepreneurship (CBE) constitute a powerful combination which, if leveraged, could potentially solve society’s most pressing problems. This case study illustrates how an entrepreneur, Philip Wilson combined these two elements to pursue the ambitious goal of taking clean water to one million families in Guatemalan rural areas by 2020, through his organization, Ecofiltro. The research was conducted between 2014 and 2015 in three rural Guatemalan communities. Historical data, observations and semi-structured interviews with Ecofiltro representatives, community leaders and customers were used as data collection methods for this exploratory study. The main objective was to gain a deeper understanding of what made the firm successful in achieving its ambitious goal, whereas other enterprises, mainstream non-government organizations (NGOs) and government institutions fail in solving social, health-related and economic problems. Findings reveal an i...

Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a ‘professional digitally competent teacher’ may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cu...

En este artículo se presentan los resultados de un estudio que indagó por las relaciones geopolíticas de la psicología. Se examinaron 108 tesis de pregrado y postgrado, realizadas en el área de riesgos psicosociales en 7 de las principales universidades de Bogotá, Colombia, entre 1991 y 2014. Se analizaron los siguientes aspectos: los años de presentación de las tesis, la institución académica que las acogió, el programa específico al que estaban vinculadas, el título asignado a la investigación y el diseño utilizado. También se establecieron las referencias consultadas, el idioma en el cual estas se habían publicado y el tipo de autoría que estas presentaban: nacional, internacional, investigadores particulares e instituciones reguladoras del trabajo. Los resultados señalan los canales a través de los cuales circula el conocimiento psicológico sobre los riesgos psicosociales, el desvanecimiento de las fronteras disciplinares de la psicología, así como la emulación que ocurre en la construcción local de la psicología y su consecuente subordinación a las redes internacionales del conocimiento. Palabras clave: riesgos psicosociales, geopolítica, tesis, psicologización This article presents the results of a study on the geopolitical relationships of psychology. One hundred and eight undergraduate and graduate theses on the topic of psychosocial risks were examined. They were produced by students of 7 of the main universities of Bogotá, Colombia, between 1991 and 2014. The following aspects were analyzed: the years when the theses were submitted, the academic institution where they were produced, the specific program to which they belonged, the title assigned to each research project, and the design used. In addition, the present study also identified the references consulted, the language in which they had been published, and their type of authorship: national, international, independent researchers, and labor regulation agencies. Results reveal the channels through which psychological knowledge about psychosocial risks circulates, the fading of disciplinary boundaries of psychology, and the emulation that takes place in the local construction of psychology, as well as its consequent subordination to international knowledge networks. Desde hace ya varias décadas se ha venido señalando en la literatura la urgente necesidad de estudiar aspectos sociales, culturales y económicos que están involucrados en la expansión del conocimiento psicológico alrededor del mundo (Brock, 2006; Castaño & Sánchez, 1978; Herman, 1995). Aun así, muy pocos investigadores se han concentrado en estudiar la geopolítica del conocimiento psicológico, entendida esta en términos de las relaciones asimétricas de poder que se derivan del hecho de que la mayoría de los objetos psicológicos se producen en los países del Atlántico norte, Estados Unidos, Reino Unido, Alemania y Francia (Brock, 2006; Danziger, 1997; Molinari, 2004), como de la situación, fácilmente constatable, de que desde esos lugares dichos objetos migran para ser adaptados, replicados e hibridados para su uso local en diferentes ámbitos institucionales alrededor del mundo (Blowers & Turtle, 1987; Moghaddam, 1987; Pulido-Martínez & Carvajal-Marín, 2016). En otras palabras, la geopolítica de la psicología se ha dejado de lado en la investigación, especialmente en los países de la llamada "periferia", en donde este conocimiento y sus prácticas derivadas se consumen como productos importados (Staeuble, 2006). Hernán Camilo Pulido-Martínez y Ana María Urbina-Barón, Facultad de Psicología, Pontificia Universidad Javeriana, Bogotá, Colombia. La correspondencia relativa a este artículo debe ser dirigida a Hernán Camilo Pulido-Martínez,

The department of census and statistics in Sri Lanka done the first legal census in 1871. That was the first legal census in south Asia. After that there were population censusesin The study aimed to evaluate the population census was in 2001 and 2012. The research targeted to capture the accuracy of signal year age distribution of total population. Because, the amount of whole population is a valuable indicator in Economics and various areas regarding with policy implication of a nation. The methodology of the study is based on quantitative analysis. The study used Whippel's Index, Myer's Index and Sprague multiplier as the estimation techniques. Even though, there were differences in estimation techniques, that has no made an effects on the accuracy of population reporting in 2001 & 2012.

What is an asset? How is something made into an asset? How is the boundary of an asset defined? What is the role of technoscience in this transformation? Assets can include things like intellectual property, land and natural resources, personality, emissions, infrastructure, etc. More and more STS scholars (and others) are puzzling over the specific techno-economic transformations entailed in the creation of an asset.

It has been 50 years since the concept of learned helplessness was recognized as an important phenomenon associated with learning in experimental environments(Seligman & Maier, 1967). A great deal of studies on both animals and humans have been carried out to contribute with a reformulation of the theory and to offer empirical evidence of its correlations in depression and anxiety among many other forms of psychopathology and social issues. is paper offers a revision of studies where learned helplessness and hopelessness have been looked at from different perspectives and their implications to different approaches in psychopathology and other issues of social concern.

Was based on the notion of the "Political Idea" as presented by the anarchist historian of the Russian Revolution.
The Unknown Revolution, 1917-1921
by Volin (Vsevolod Mikhailovich Eikhenbaum)  (1882-1945)
First published in French in 1947, and re-published in Paris in 1969 by Editions Pierre Belfond. An abridged, two-volume English translate of the work was published in 1954 and 1955 by the Libertarian Book Club (New York City) and Freedom Press (London).