Search results

Research has found a subgroup of conservative white males have lower perceptions of risk across a variety of environmental and health hazards. Less research has looked at the views of these “low risk” individuals in group interactions. Through qualitative analysis of a technology deliberation, we note that white men expressing low risk views regarding technologies for energy and the environment also often express high social risks around potential loss of control. We argue these risk perceptions reflect identification with corporate concerns, usually framed in opposition to government and mirroring arguments made by conservative organizations. We situate these views within the broader cultural struggle over who has the power to name and address risks.

In this study, we critically examine how students enrolled in a combined engineering and teacher education program given at the KTH Royal Institute of Technology, Sweden, understand the concept of sustainable development (SD) and the professional responsibilities of engineers versus teachers in contributing to this goal. A questionnaire was used to collect and analyze data based on five research questions: (1) How do students conceptualize the notion of SD? (2) What aspects of SD are students interested in? (3) Are there any gender differences in what aspects of SD students are interested in? (4) How do students perceive the roles and responsibilities of engineers versus teachers in contributing to SD? and (5) How confident are students in their abilities to address SD issues vocationally? The data indicated a conventional view of SD among the students; a clear interest in sustainability issues, especially for ecologically linked questions; a tendency to ascribe significant but differentiated responsibilities to engineers/teachers; and a low degree of confidence in their own ability to adequately address SD issues vocationally. The data also indicated differences between male and female students when looking at interest in different aspects of SD. Overall, female students were found to be slightly more interested in SD than the male students. This gender difference is larger in relation to social aspects than ecological or economic aspects. It is suggested that future sustainable development education needs a shift of focus from what separates female and male students to what unites them. The observed “confidence gap” that exists between stated degree of interest in, and perceived importance of, sustainability issues, suggests the potential for significant improvement of the design of the Master of Science in Engineering and in Education program (CL-program).

Purpose: Risk is a multifaceted concept, and its identification requires complex approaches that are often misunderstood. The consequence is that decisions are based on limited perception rather than the full value and meaning of what risk is, as a result, the way it is being tackled is incorrect. The individuals are often limited in their perceptions and ideas and do not embrace the full multifaceted nature of risk. Regulators and individuals want to follow norms and checklists or overuse models, simulations, and templates, thereby reducing responsibility for decision-making. At the same time, the wider use of technology and rules reduces the critical thinking of individuals. We advance the automation process by building robots that follow protocols and forget about the part of risk assessment that cannot be programed. Therefore, with this study, the objective of this study was to discover how people define risk, the influencing factors of risk perception and how they behave toward this perception. The authors also determine how the perception differed with age, gender, marital status, education level and region. The novelty of the research is related to individual risk perception during COVID-19, as this is a new and unknown phenomenon. Methodology: The research is based on the analysis of the self-administered purposely designed questionnaires we distributed across different social media platforms between February and June 2020 in Europe and in some cases was carried out as a interview over communication platforms such as “Skype,” “Zoom” and “Microsoft Teams.” The questionnaire was divided into four parts: Section 1 was designed to collect demographic information from the participants; Section 2 included risk definition statements obtained from literature and a preliminary discussion with peers; Section 3 included risk behavior statements; and Section 4 included statements on risk perception experiences. A five-point Likert Scale was provided, and participants were required to answer along a scale of “1” for “Strongly Agree” to “5” for “Strongly Disagree.” Participants also had the option to elaborate further and provide additional comments in an open-ended box provided at the end of the section. 466 valid responses were received. Thematic analysis was carried out to analyze the interviews and the open-ended questions, while the questionnaire responses were analyzed using various quantitative methods on IBM SPSS (version 23). Findings: The results of the analysis indicate that individuals evaluate the risk before making a decision and view risk as both a loss and opportunity. The study identifies nine factors influencing risk perception. Nevertheless, it must be emphasized that we can continue to develop models and rules, but as long as the risk is not understood, we will never achieve anything.

The goal of this chapter is to both provide a sociological explanation for gender differences in risk-taking behavior and to explain how such gender differences in behavior may contribute to women’s underrepresentation at the top of hierarchies.

I synthesize relevant research findings from the fields of social psychology, economics, psychology, decisions science, and sociology.

I argue that risk-taking is a gendered action due to both prescriptive and descriptive gender stereotypes. The fact that risk-taking is a gendered action offers sociological insights as to why women take fewer risks than men. First, women may rationally choose to take fewer risks, given that risk-taking is less rewarding for them. Second, the aforementioned gender stereotypes may cause institutional gatekeepers to give women fewer opportunities to take risks.

Sociologists should care about this phenomenon because large rewards are attached to successful risk-taking behavior. Thus, if men as a group take more successful risks than women as a group – simply because they take more risks, and thus by chance experience more successful risks – then more men than women will experience upward mobility caused by risk-taking.

Gender differences in risk-taking behavior likely depress the upward mobility of women and are a contributing factor to the dearth of women in top positions. In this era of falling formal barriers and women’s educational gains, gender differences in risk-taking behavior are likely of increasing importance for understanding the inequalities in hierarchies in U.S. society.

Construction of devices is not the most important element of flexible assembly systems; the true value lies in the realisation of systematic and need‐oriented planning.

This chapter summarizes the growing theoretical and empirical literature on the role of education in disaster risk reduction with a focus on Southeast Asia. Education and learning can take place in different environments in more or less formalized ways. They can influence disaster vulnerability in direct and indirect ways. Directly, through education and learning, individuals acquire knowledge, abilities, skills and perceptions that allow them to effectively prepare for and cope with the consequences of disaster shocks. Indirectly, education gives individuals and households access to material, informational and social resources which can help reduce disaster vulnerability. This chapter highlights central concepts and terminologies and discusses the different theoretical mechanisms through which education can support disaster risk reduction. Supportive empirical evidence is presented and discussed with a particular focus on the role of inclusiveness in education and challenges in achieving universal access to high-quality education. Based on a situation analysis and best practice cases, policy implications are derived that can inform the design and implementation of education and learning-based disaster risk reduction efforts in the region.

The purpose of this paper is to understand how Saudis perceive chemical pollution health risks. Also, it attempts to investigate whether there are gender, age, education, and place of residence differences in health risk perception.

A questionnaire was designed and developed as a descriptive survey of the target population's perceptions of the impact of chemical contaminants on health. Statistical data analysis was conducted to determine the response difference among variables.

The survey demonstrated higher perceptions of health risk among females as compared to males in general and that females are more likely than males to rank items as a high risk. Most gender differences were statistically significant (F(23, 516)=4.906, p<0.001). This is in agreement with some other studies in the world. The older age group is, in general, more likely to consider something as being a high‐health risk. Also, respondents with higher education were more likely to rate more health risks as “high risk” than were other respondents. Meanwhile, there was no difference in health risk perception according to place of residence.

Saudis face increasing health risks due to chemical pollution. Very little is known about chemical pollution concern and health risk perceptions in the Saudi society. Understanding public chemicals health risk perceptions is the basis of an effective strategy for environmental health risk management. The results of this survey will provide useful information to policy makers to improve health risk communication and develop effective health risks management policies.

This study examined subjective numeracy and its relationship with accounting judgements on probability issues.

A subjective numeracy scale (SNS) questionnaire was distributed to 231 accounting students to measure self-evaluated numeracy. Modified Bayesian reasoning tasks were applied in an accounting-related probability estimation, manipulating presentation formats.

The study revealed a positive relationship between self-evaluated numeracy and performance in accounting probability estimation. The findings suggest that switching the format of probability expressions from percentages to frequencies can improve the performance of participants with low self-evaluated numeracy.

Adding objective numeracy measurements could enhance results. Future numeracy research could add objective numeracy items and assess whether this influences participants' self-perceived numeracy. Based on this sample population of accounting students, the findings may not apply to large populations of accounting-information users.

Investors' ability to exercise sound judgement depends on the accuracy of their probability estimations. Manipulating the format of probability expressions can improve probability estimation performance in investors with low self-evaluated numeracy.

This study identified a significant performance gap among participants in performing accounting probability estimations: those with high self-evaluated numeracy performed better than those with low self-evaluated numeracy. The authors also explored a method other than additional training to improve participants' performance on probability estimation tasks and discovered that frequency formats enhanced the performance of participants with low self-evaluated numeracy.

Bottled water consumption continues to break records worldwide and its environmental impact is often underestimated by the consumer. Many factors affect individuals’ choices to consume tap water and bottled water including perceived health risks and water quality. The University of South Florida (USF) has joined a nationwide initiative to become carbon-neutral, and reducing bottled water consumption was a chosen strategy. The purpose of this study was to assess the risk perceptions and drinking water choices of the USF-Tampa campus community.

A sample of 561 students, faculty and staff members responded to an online survey. The survey contained questions about the use of bottled water and tap water, reusable water bottles, risk perceptions and demographics.

The results revealed that certain groups – undergraduate students and ethnic/racial minorities (e.g. black/African American, Hispanic/Latino) – drank significantly more bottled water. Among political ideologies, Liberals drank the least bottled water. Females and minorities had significantly greater risk perceptions of the tap water on campus. Important perceived benefits were tap water being less expensive and better for the environment than bottled water. Important perceived barriers were poor tasting tap water and the desire for filtered water.

The findings suggest the need for public health campaigns to increase awareness of health, environmental and financial consequences of bottled water consumption. Such campaigns should aim to discourage bottled water and any potential increased sugar-sweetened beverage consumption while promoting tap water consumption.

The purpose of this paper is to examine how negotiators’ self-evaluated emotion perception is related to value claiming under two incentive schemes. Adopting an ability-motivation interaction perspective, the authors hypothesize that the relationship will be stronger in the contingent (upon value-claiming performance) versus fixed (non-contingent upon value-claiming performance) pay condition.

Multi-level analysis of data (120 participants, 60 dyads) from a laboratory study provided evidence supporting the hypothesis proposed in this paper.

Emotional perception was indeed more strongly related to value claiming in the contingent pay condition than in the fixed pay condition. Negotiators’ emotion perception also had a direct, positive linkage with relationship satisfaction, regardless of the incentive scheme.

The limitations of the current paper include self-report measures of emotion perception, a US student sample and a focus on value claiming as the instrumental outcome. The authors urge future research to address these limitations in replicating and extending the current findings.

The present paper is the first to explicitly test the moderating role of incentive schemes on the linkage between negotiators’ emotion perception and performance. The findings not only show the context-dependent predictive value of negotiators’ emotion perception but also shed light on both negotiation and emotional intelligence (EI) research.