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Establishing a Community of Discourse Through Social Norms

. Planas, N., & Gorgorio, N. (2004). Are different students expected to learn norms differently in the mathematics classroom? Mathematics Education Research Journal , 16 (1), 19–40. doi: 10.1007/BF03217389. Putri, R. I., Dolk, M., & Zulkardi. (2015). Professional development of PMRI teachers for introducing social norms. Indonesian Mathematical Society Journal on Mathematics Education , 6 (1), 11–19. Quale, A. (2012). On the role of constructivism in mathematical epistemology. Constructivist Foundations, 7 (2), 104–112. Sherin, M. G. (2002). A

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The Ability of Narrative Communication to Address Health-related Social Norms

antidrug narratives’. Journal of Health Communication: International Perspectives , 17(5): 564–581. Basil, M. D. (1996)‘Identification as a mediator of celebrity effects’. Journal of Broadcasting & Electronic Media , 40: 478–495. Berkowitz, A. D. (2004a) ‘An Overview of the Social Norms Approach’ In L. Lederman, L. Stewart, F. Goodhart and L. Laitman (eds.) Changing the culture of college drinking: A socially situated prevention campaign . Cresskill, NJ: Hampton Press. Berkowitz, A. (2004b) The social norms approach: Theory, research and annotated

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THIRD PARTY SANCTIONS IN GAMES WITH COMMUNICATION

-1475. Kandori, M. (1992). Social norms and community enforcement. The Review of Economic Studies, 59(1), 63-80. Kandori, M. (2002). Introduction to repeated games with private monitoring. Journal of Economic Theory, 102(1), 1-15. Kandori, M., & Matsushima, H. (1998). Private observation, communication and collusion. Econometrica, 66(3), 627-652. Leimar, O., & Hammerstein, P. (2001). volution of cooperation through indirect reciprocity. Proceedings of the Royal Society of London: Biological Sciences, 268, 745

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Law, Social Norms and Welfare as Means of Public Administration: Case Study of Mahalla Institutions in Uzbekistan

Harvard University. Available at http://turkmeny.h1.ru/cas/abramson.html Bektemirov, K. and E. Rahimov. 2001. "Local Government in Uzbekistan." In V. M. Popa (ed.). Developing New Rules in the Old Environment . Budapest: LGI / OSI Europe, 469-520. Clarke, H. L. 1999. "An American View of Uzbekistan." Central Asian Survey 18 (3), 373-383. Cooter, R. D. 1997. "Law from Order: Economic Development and the Jurisprudence of Social Norms." John M. Olin Working Papers in Law, Economics, and

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Personal Network Analysis and Health among Latinas

.” American Journal of Public Health 99: 936-43. Fishbein, Martin, and Icek Ajzen. 1975. Belief, attitude, intention, and behavior: An introduction to theory and research . Reading, MA: Addison-Wesley Publishing Co. Frank, Lauren B. 2015. “Social norms about a health issue in work group networks.” International Journal of Environmental Research and Public Health 12: 11621-11639. Hornik, Robert and Itzhak Yanovitzky. 2003. “Using theory to design evaluations of communication campaigns: The case of the National Youth Anti-Drug Media Campaign

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Non-Take-Up of Social Assistance: Regional Differences and the Role of Social Norms

Abstract

This study estimates the prevalence of non-take-up of social assistance using administrative data from the Canton of Bern. Regional variation in non-take-up rates is then used to study the contextual effects of social norms with respect to welfare receipt legitimacy. Social norms are proxied with the degree of urbanity, language regions and communal voter shares of left- and right-wing parties. Multiple regression analysis, extended by several robustness checks, suggests that social norms do indeed have an impact on take-up behavior.

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Specifics of introducing a code of ethics into the academic environment

Abstract

The implementation of tools and techniques of the management of ethics in the academic environment has its own peculiarities arising from the nature of the expert, scientific, pedagogical, but also administrative work of university staff, requiring a considerable degree of autonomy and freedom. The aim of this case study is to present the views of university teachers and PhD students from a selected faculty of a public university in Slovakia on the implementation of tools and techniques for the management of ethics and to identify specific risks associated with the nature of the code of ethics and its introduction into practice. Qualitative research was conducted using focus groups during the implementation of the code of ethics, while quantitative research was subsequently conducted by an anonymous electronic questionnaire shortly after the introduction of the code into practice.

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1 Introduction
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Additional Literature
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List of Figures
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