An exploratory study on the attitudes of elderly Finns towards Russian-speaking minorities

Research has shown Russian speakers in Finland are often victims of prejudice and discrimination. Utilizing integrated threat theory, this study investigated the extent to which threats are significant predictors of prejudice towards Russian speakers in Finland among a highly neglected research population – the elderly. This study also aimed at finding out which threat (realistic threat, symbolic threat, and negative stereotyping) was the most significant predictor of attitudes towards members of the Russian-speaking minority, and the extent to which men and women differed. In a sample of 90 participants, aged 65 and above, results indicated realistic threat and symbolic threat were not significant predictors of prejudicial attitudes towards members of the Russian-speaking community. Negative stereotyping however had a negative effect on prejudice. Moreover, contrary to previous research on prejudice, there were no significant differences between men and women on threat.     

Framing the inclusiveness of the national ingroup: Do identity-related frames affect national identity representations salience?

This between-subject survey experiment, conducted in two waves using a German sample (N = 1166 in Wave 1, N = 829 in Wave 2), examined the hypothesis that identity-related frames – specifically, assimilation versus multicultural – affect outgroup prejudice and admission policy preferences by increasing the salience of different national identity representations (NIR). Participants were exposed to identical articles (except for the manipulations) framing information about Syrian refugees in Germany in either assimilation or multicultural terms. As predicted, exposure to assimilation versus multicultural frames led to higher ethnocultural NIR salience and, in turn, to higher outgroup prejudice and preference for more restrictive admission policies. Still, findings pointed to the defining role of frame content and valence perception in these effects, as perceiving the frame as more assimilationist and anti-immigration was related to higher ethnocultural NIR salience. Furthermore, frame perception explained a larger portion of variation in ethnocultural NIR salience than treatment alone. Additionally, ethnocultural NIR salience fostered intergroup threat perception leading to higher outgroup prejudice and preference for restrictive asylum policies. In contrast, civic NIR salience was unaffected by the experimental manipulation. We discuss the impact of identity-related frames on ethnocultural NIR salience and the role of exclusionary national identities on outgroup prejudice and preference for restrictive admission policies. We also highlight the benefits of using multicultural frames to frame information about refugees and asylum to foster positive intergroup perceptions.     

The role of positive and negative contact of migrants with native people in affecting their future interactions. Evidence from Italy and Turkey

This research investigates the relationship between different valence contact of migrants with native people and their motivation to avoid further interactions with the majority group, as a preventing factor of adaptation by either side. Specifically, the joint and differential effects of positive and negative contact of migrants with natives on outgroup avoidance were addressed by examining also the mediating role of affective variables such as stereotype threat, symbolic threat and anxiety. Hypotheses were tested on two samples of African immigrants in Italy and Syrian immigrants in Turkey. Positive contact was not associated with outgroup avoidance and anxiety among African respondents who reported higher negative contact with natives. This evidence was not found among Syrian immigrants. In both samples, however, the moderating role of negative contact was found on stereotype threat. Across the two samples, anxiety was the strongest mediator of the relationship between negative contact of migrants on their avoidance of the majority group. Overall, the evidence we gathered furthers knowledge of the impact of negative intergroup contact on preventing migrant social integration.     

基于多模块贝叶斯网络的恐怖袭击威胁评估

通过考察恐怖袭击事件可能造成的后果, 针对恐怖袭击事件评估信息的多样性、不确定性及模糊性, 提出用贝叶斯网络方法对恐怖袭击威胁进行评估, 从而为反恐决策者提供决策支持, 以减少恐怖袭击所造成的影响.针对恐怖袭击事件的复杂性, 提出多模块贝叶斯网络的恐怖袭击威胁评估模型, 并对多模块贝叶斯网络的结构学习、参数学习和推理进行研究, 提出多模块贝叶斯网络的推理算法.最后, 给出恐怖袭击威胁度的计算方法, 并对多模块贝叶斯网络的威胁评估模型进行实例分析.实例表明, 基于多模块贝叶斯网络的恐怖袭击威胁评估模型, 能有效评估恐怖袭击事件的威胁程度.     

专利预警警情的理论研究

警情分析是预警工作的基础.专利预警警情是组织外部的专利威胁,其类型可划分为专利差距威胁、专利差异威胁和专利研发威胁三种.在此基础上,对专利预警警情的影响因素展开了研究,建立了专利威胁影响因素的三维模型.     

技术威胁理论研究

 知识经济时代,技术在对经济、军事、政治、外交等各领域产生前所未有的渗透、促进作用的同时,也对技术弱者的利益、安全甚至生存构成威胁与危害。本文探讨了技术威胁的内涵及特征,分析了技术威胁的类型及产生的原因,并提出了面对技术威胁的应对策略。     

UTM及其在图书馆的应用

本文对图书馆网络安全的需求进行了分析,引入了统一威胁管理(UTM)的概念,介绍了UTM所采用的新技术及其优势、UTM在图书馆的部署方式以及在图书馆发挥的作用,并指出了UTM在应用中存在的问题.     

天津地区图书馆员刻板印象实证研究项目报告

根据“天津地区图书馆员刻板印象实证研究”项目调查问卷结果,从理论准备、调查过程、内容分析、对策探讨等角度,对天津地区图书馆员刻板印象进行全面分析,图书馆员刻板印象包括图书馆员印象、图书馆员工作印象和与图书馆员交往意愿三个部分,结果表明,天津地区图书馆员形象较好,但仍有些许问题,需要相应措施予以解决。     

Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices

The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black students. Implications of these findings for preparing a culturally responsive and motivational supportive teaching task-force are discussed.