bluuebunny/crossref_metadata_2025_split huggingface dataset:
Social Representations of History
Authors: Liu James H. , Hilton Denis J. 
Published: November 2011

Abstract
To illustrate, after the terrorist attacks of 9/11, NATO allies of the United States with similar objective interests reacted in very different ways. Britain became America's principal military ally, first in Afghanistan, then in Iraq. France dispatched troops to Afghanistan, but with greater reluctance and side‐by‐side with a philosopher (Bernard‐Henri Lévy) to both question and provide for moral support for French efforts. In Germany, debate over whether to support American war efforts triggered the first vote of confidence in a ruling party's government in over 20 years.
Socialization
Authors: Sanson Ann V. 
Published: November 2011

Abstract
Socialization is the process of acquiring culture that begins shortly after birth. Socialization provides the foundations for learning to live safely and harmoniously in communities and cultures. Socialization is most intense from early childhood through adolescence. It is then that we acquire the language of the culture we are born into, the society's norms about appropriate behavior, values, and attitudes, and the roles expected of us in life. It is also when much of our personality takes shape. Therefore, although we continue to be socialized throughout our lives, this article focuses on childhood and adolescence.
Stereotype Threat and Intergroup Relations
Authors: Jackson Matthew Christian , Goff Phillip Atiba 
Published: November 2011

Abstract

Stereotype threat is the anxiety one sometimes experiences when one fears that one's behavior may be interpreted in terms of a negative stereotype about one's group. This anxiety, in turn, often causes performance decrements. For example, a woman who performs poorly on a math or science test may fear that her performance will be attributed to her gender — that others will perceive that she did poorly
because
she is a woman. Research by Steele and colleagues demonstrates that this anxiety can lead to women underperforming on math and science tests (Steele, Spencer, & Aronson, 2002). A large and growing body of research demonstrates that this research generalizes to a variety of negatively stereotyped groups and requires merely that an individual is highly identified with the domain (e.g., cares about being good at math and science), is performing at the edge of their abilities, and is aware of the negative stereotype (Steele et al., 2002). This innovative theory foregrounds intersubjective concerns (i.e., my perception of what you think about me and my group) as a cause of performance differences between groups. Consequently, stereotype threat introduced a new concept to the debate about racial gaps in achievement that had previously been dominated by arguments about genetic differences and structural deficiencies.)
Stereotypes
Authors: Bar‐Tal Daniel 
Published: November 2011

Abstract
Individuals categorize people into groups and then usually form stereotypes of those groups and their members. Stereotypes are defined as stored beliefs about the characteristics of a group of people (Fiske, 1998). These beliefs, as cognitive structures, pertain to mental representations of different characterizing aspects such as physical appearance, traits, abilities, attitudes, emotions, intentions, behaviors, etc.
Survey Research in Peace Psychology
Authors: Boehnke Klaus , Shani Maor 
Published: November 2011

Abstract
Survey research uses collections of data gathered through standardized questionnaires for scholarly inquiry. Speaking of survey research often implies that data were obtained through face‐to‐face, telephone, postal, or online interviews conducted with random probability samples, then typically analyzed using quantitative statistical methods. Strategies other than random probability sampling are, however, quite common as well. Surveys and their systematic analysis are one of the most important approaches in empirical social research, and have been extensively used in efforts to obtain insights into human conditions, beliefs and attitudes and into individual and social experiences. Surveys are particularly useful for theory testing, but they can also procure theory development.
Symbols, Symbolism, and Mass Action
Authors: Sen Ragini 
Published: November 2011

AbstractThrough the ages symbols have been used in India as elsewhere to express ideological and philosophical preoccupations in the form of myths, stories, religious tales, rituals, and legends. Symbols and ancient or modern myths are often interlinked in a mutually reinforcing bi‐directional relationship which invests them with emotive pulls. Such symbols have strong evocative power due to the iconic form and affective charge associated with them, which — through discourse — helps in unifying people in a common cause. The sharing of such symbols ensures that the distributed and individual motivational power emanated by social emotions easily converges towards mass action. There is little doubt that for political agitation such symbols become the prime source domain for funneling collective emotions in the service of political mobilization.
System Justification Theory
Authors: Jost John T. , Andrews Rick 
Published: November 2011

Abstract
System justification is a social psychology term of art that designates any motivational tendency to defend, bolster, or rationalize existing social, economic, and political arrangements. It is conceptualized as a response tendency possessed by many, or perhaps most, members of society to see aspects of the overarching social system as good, fair, and legitimate. Consequently, alternatives to the status quo are often derogated or avoided for ideologically defensive reasons. In other words, system justification is an inherently conservative inclination to preserve “the way things are,” sometimes even at the expense of objective social interests (Jost, Banaji, & Nosek, 2004).
Terrorism, Psychology of
Authors: Borum Randy 
Published: November 2011

Abstract
Terrorism is widely regarded as one of the most significant contemporary threats to global security. There continues to be significant disagreement, however, about how to define it. By the late 1980s, more than 100 definitions of terrorism had appeared in the professional literature. Criteria have often diverged across nations but are even known to differ across agencies within a given government. We will not resolve this debate here, but for the purposes of this article, the term terrorism refers to “acts of violence (as opposed to threats or more general coercion) intentionally perpetrated on civilian noncombatants with the goal of furthering some ideological, religious, or political objective (Borum, 2004). The focus here is also on terrorist actors (particularly nonstate actors), rather than on the psychological effects or consequences of terrorism.
Terrorists, Psychology of
Authors: Love Karen , Moghaddam Fathali M. 
Published: November 2011

AbstractTerrorists are individuals, groups, or state‐sponsored agents who carry out politically motivated violence, intending to bring about feelings of terror and helplessness in a population in order to influence decision‐making and to change behavior. There is no one face of the modern terrorist: an Al Qaeda foot‐soldier who blows up the World Trade Center; a British Pakistani teacher who bombs the London transit system; a Tamil Tiger who attacks targets throughout Sri Lanka. Indeed, while some terrorists come from well‐organized groups such as Al Qaeda and its affiliates, others act individually. While some groups have religious goals, others, such as the Tamil Tigers, have nationalist aims. Despite these differences, most terrorists have something in common: they all seek to redress unaddressed grievances violently.
TRANSCEND
Method
Authors: Galtung Johan 
Published: November 2011

Abstract
The TRANSCEND method is expressed in three word‐triples. First, there are the three phases of the method: mapping the conflict, legitimizing, and bridging incompatibilities. Second, there are the three aspects of the process: one‐on‐one, dialogue, and transcendence. Third, there are the three capacities demanded of the mediator: empathy, nonviolence, and creativity (Galtung, 2004).
Transitional Justice Systems, Psychology and
Authors: Byrne Catherine C. Jenny Escobar , Escobar Jenny 
Published: November 2011

Abstract
In order to understand the relationship between psychology and transitional justice mechanisms, we address what psychology is as a discipline and how it is capable of contributing to mechanisms of transitional justice. Psychology as an academic field of inquiry has taken many forms, as demarcated by divisions within the field such as cognitive, developmental, clinical, social, and political psychology, to name a few. These subfields tend to highlight the different frameworks and theories utilized to study and understand human cognition and behavior at both the individual and group level. However, peace psychology attempts to bridge the separation between these subfields by focusing on the understanding and prevention of conflict (often referred to as peacemaking) and the promotion of nonviolent initiatives seeking social justice (referred to as peacebuilding) (Christie, Wagner, & Winter, 2001). By having these specific goals in mind, peace psychology is able to draw from the different theories and methods proposed by the subfields (along with other disciplines such as philosophy, political science, and anthropology), resulting in the potential collaboration of scholars that often are bound to their specific discipline or area of expertise. In addition to examining why conflict happens and how it can be prevented or resolved, peace psychology expands the aim of psychology to be not only a field of academic and theoretical inquiry, but also a source for social change and justice. The role of psychology in transitional justice systems is to provide an understanding of particular psychological processes that can assist in the development and implementation of effective transitional justice mechanisms.
Trauma – from an Individual and a Group Perspective
Authors: Sveaass Nora 
Published: November 2011

Abstract

Etymologically, the word
trauma
comes from Greek and means injury or wound. In medicine, trauma means a physical injury caused by impact, force, or object penetrating the skin. In psychology, psychological trauma refers to an emotional or psychological injury, usually resulting from an extremely stressful or life‐threatening situation. It is common to differentiate between man‐made trauma or disasters and natural disasters. Man‐made is further differentiated between trauma resulting from accidents or unintended damage, loss and breakdown of systems, and trauma resulting from the ultimate betrayal as in sexual abuse and violence against children, and the intentional infliction of severe pain and systematic destruction of human mind and dignity as in torture. As will become clear, intentions, meanings, and understanding are important elements in the context of psychological trauma. (See post‐traumatic stress disorder and peace; trauma, intergenerational transmission of; traumatic stress, perpetration‐induced.)
Trauma, Intergenerational Transmission of
Authors: Tint Barbara S. 
Published: November 2011

AbstractGeorge Santayana once said: “Those who cannot remember the past are condemned to repeat it.” As we consider the generations of those who have endured communal conflict around the world, it appears possible that the opposite holds more truth: that those who do remember their past, live their past, and honor their past, are continuously replaying the cycles of struggle and conflict that are their legacy. These cycles of conflict continue in part because of the intergenerational transmission of trauma for both individuals and groups. (See intergroup violence and psychosocial interventions, cycles of.) While there has been a great deal of research dedicated to exploring the effects of psychological trauma on individuals, only recently has there been exploration surrounding the effects of collective trauma on groups in conflict and the intergenerational transmission of the psychological wounds impacting large numbers of people (Danieli, 1998; Rogers, 1990). In conflicted societies, while war and its immediate effects may be long over, the residual and lasting dimensions carry on for years and generations.
Traumatic Stress, Perpetration‐Induced
Authors: MacNair Rachel M. 
Published: November 2011

Abstract
In the aftermath of combat veterans returning to the United States from Vietnam, post‐trauma reactions to battle were finally officially recognized and defined as post‐traumatic stress disorder (PTSD). Because of the controversy surrounding that war, groups such as the Veterans of Foreign Wars understood PTSD to be an antiwar propaganda ploy. Nevertheless, the development from “soldier's heart” and “shell shock” and “combat fatigue” to a more clearly defined set of post‐trauma symptoms has become widespread and applied to various categories of victims ranging from concentration camps to car accidents. It also includes those who rescue others. Its use in understanding the therapeutic needs of combat veterans has become increasingly obvious and is no longer a contentious issue.
Us and Them: Moderating Dichotomous Ingroup/Outgroup Thinking
Authors: Fabick Stephen D. 
Published: November 2011

Abstract
Identification with one's own group and counter‐identification with other groups is motivated by our needs for identity, esteem, and safety. Group identification provides not only ingroup cohesion, but also pride through the denial of negative characteristics that are then projected onto outgroups, especially certain targeted outgroups. Such identifications create clarity and prevent fusion within a large, chaotic world.
Values, Nonviolence, and Peace Psychology
Authors: Mayton Daniel M. , Gay Chelsea K. 
Published: November 2011

Abstract
Milton Rokeach (1973) defines values as enduring beliefs that a specific mode of conduct or an end‐state of existence is preferred, either personally or socially, in comparison with other modes of conduct and end‐states. Values are proscriptive or prescriptive; this means they impose restraints on behavioral modes of conduct or they give directions and rules for one's behavior, respectively. Proscriptive values are inhibitory. Prescriptive values are initiatory. Because of their relevance to one's behavior, values can also be representative of a social standard for conduct. Rokeach separates values into two main divisions, instrumental and terminal. Instrumental values center on modes of conduct and can be either morally centered or competent‐centered. These types of values influence courses of action and modes of behavior. Examples of instrumental values could be behaving honestly or acting politely. Terminal values deal with end‐states of existence that are either interpersonal or intrapersonal; they are usually based on situational outcomes or a long‐term goal. Terminal values can be as broad as world peace or as narrow as personal salvation. The short‐term purpose of values is to guide behaviors and to provide a foundation for decision‐making and conflict resolution in day‐to‐day life. The function of values in the long term is to allow for the expression of basic human needs. In much the same way that Abraham Maslow believes self‐actualization is the “super‐goal,” or end‐state, Rokeach believes that terminal values are guiding us and motivating us towards that same end‐state of fulfillment and achievement as a human being. The Rokeach Values Survey (RVS) uses a ranking process to assess the priorities placed on 18 terminal and 18 instrumental values in a reliable and valid way.
Victimhood, Collective
Authors: Vollhardt Johanna Ray 
Published: November 2011

Abstract
In the twentieth century, an estimated 191 million people died in conflicts – over half were civilians. With the changing nature of conflict over the last decades, there has been a dramatic increase in the number of targeted civilians. Approximately three fourths of the 190 armed conflicts since World War II have not been between but within states, often targeting civilians because of their ethnic, religious, or other group memberships. Accordingly, 90% of those killed in armed conflicts today are civilians. Moreover, about 20 million people have been displaced in the last decades. Given the increasing number of civilians who become victims of conflict worldwide, we must ask ourselves how the experience of collective violence will shape attitudes and worldviews in the present and in generations to come: Will it feed into cycles of violence or promote peace?
Violent Video Games and Aggression
Authors: Byrne Mykolas , Christie Daniel J. 
Published: November 2011

Abstract

The presence of violent video games in mainstream culture has been controversial since
Pac Man
began chomping ghosts more than 20 years ago. While early games were simple in both graphics and game play, the last three decades have seen rapid advances in strategic complexity and visual realism, fostering an industry with production scales rivaling Hollywood and now worth more than US$25 billion (Collier, Liddell Jr., & Liddell, 2008). Video games are also now widely played by adults as well as children. The Entertainment Software Association claims that 68% of American households regularly play video games, the average gamer is 35 years old, and 40% of all players are women. Given the ubiquity of video games, it is not surprising that criticism of popular titles and attempts to regulate their content is often met with opposition both within the industry and in the broader community of gamers.
War Veterans and Family Violence
Authors: Beara Vladan 
Published: November 2011

Abstract
War occurs when political elites move, train, and organize a large group of people in order to kill members of other groups. War includes violence and destruction as its core elements. In every violent act, people find themselves in the role of perpetrator, victim, or witness. War represents a series of violent acts. Combatants may find themselves in all three roles at the same time. A soldier is expected to kill human beings in a controlled manner and under specific circumstances. The soldier is expected to commit or to assist and support violence against members of other groups with no regard as to whether he or she personally agrees.
War: US Children and Parental Deployment
Authors: Van Hoorn Judith L. , Levin Diane E. 
Published: November 2011

Abstract
The United States has been waging war in Afghanistan and Iraq for almost a decade. As of 2009, more than 700,000 children in the United States have a parent deployed in these conflicts, either currently or in the past. Mental health professionals and educators are increasingly concerned about the psychological burdens and challenges of parental combat deployment on children. “Having a primary caretaker deployed to a war zone for an indeterminate period is among the more stressful events a child can experience,” according to the report of the American Psychological Association Presidential Task Force on Military Deployment Services for Youth, Families, and Service Members (APA, 2007, p. 4).
Women and Peace Hypothesis
Authors: Maoz Ifat 
Published: November 2011

Abstract
The women and peace hypothesis posits that women are more oriented toward peace and compromise than are men. More specifically, women are seen as more accepting of compromise in disputes and as less likely than men to support violence and war (Caprioli & Boyer, 2001). Competition, dominance, intransigence, and territoriality are thus associated with a “male” approach to conflict, whereas cooperation, interdependence, accommodation, concern for others, tolerance, and pacifism are seen as a “female” perspective (Tessler, Nachtwey, & Grant, 1999).
Game Theory: Conflict and Cooperation
Authors: Brandstätter Eduard 
Published: November 2011

Abstract

Philosopher Jeremy Bentham envisioned a society in which people strive for “the greatest good for the greatest number of people.” All too often, however, striving for one's own good opposes that of others — leading to conflict rather than greatest happiness. Such conflicts are common and range from two children craving the same cake to nations negotiating thorny peace treaties. In this article I focus on conflicts and cooperation. To this end I describe a scientific school of thought, known as
game theory
, which offers a fruitful framework for classifying conflicts and for overcoming them by promoting cooperation.
Optimization of single mixed refrigerant natural gas liquefaction plant with nonlinear programming
Authors: Khan Mohd Shariq , Lee Sanggyu , Lee Moonyong 
Published: November 2011

ABSTRACTThe liquefaction of natural gas (NG) in a mixed refrigerant (MR) system is an energy‐demanding process. Much energy is wasted because of its irreversibilities and its nonoptimal execution. The most important factors affecting this process's performance are the refrigerant's composition and flow rate, the suction and evaporation pressures, and the extent of refrigerant vaporization. They should be adjusted to optimize the overall operation. The adjustment of one of these variables will affect the other because of their highly nonlinear interactions. This work reports the optimization of a single MR (SMR) process of NG liquefaction. The SMR process was modeled in the UniSim Design commercial process plant simulator, and the model was optimized for compression energy with nonlinear programming (NLP) while satisfying constraints. The base case for optimization was selected by mesh searching, and case study demonstrates that NLP can reduce energy use and improve the process's efficiency. © 2011 Curtin University of Technology and John Wiley & Sons, Ltd.
New Azidotetrazoles: Structurally Interesting and Extremely Sensitive
Authors: Klapötke Thomas M. , Krumm Burkhard , Martin Franz A. , Stierstorfer Jörg 
Published: November 2011

AbstractThe treatment of triaminoguanidinium chloride with two equivalents of sodium nitrite under acidic conditions, followed by the cyclization with stoichiometric amounts of either sodium hydroxide solution or solid sodium carbonate yielded 1‐amino‐5‐azidotetrazole (1), 5‐azido‐1‐diazidocarbamoyltetrazole (2), and 1‐(aminoazidocarbamoyl)‐5‐azidotetrazole (3). The three novel compounds could be isolated by short‐column liquid chromatography by using chloroform in reasonable yields. The mechanism of the formation as well as the decomposition pathway of the materials was investigated and a full characterization of all three compounds is presented. Compounds 1, 2, 3 have been characterized by means of Raman and IR as well as multinuclear NMR spectroscopy, mass spectrometry, and X‐ray diffraction studies. Thermal stabilities have been evaluated by differential scanning calorimetry. Theoretical calculations have been performed to ensure the assignment of the vibrational modes obtained from Raman and IR measurements. The sensitivity values obtained from our measurements reflect the behavior of the compounds, which show an extremely high sensitivity toward mechanical as well as thermal stimuli.