京都大学 / 0048 / 新制・課程博士 / 博士(社会健康医学) / 甲第19276号 / 社医博第67号 / 新制||社医||9(附属図書館) / 32278 / 京都大学大学院医学研究科社会健康医学系専攻 / (主査)教授 中山 健夫, 教授 川上 浩司, 教授 福原 俊一 / 学位規則第4条第1項該当 / Doctor of Public Health / Kyoto University / DFAM

京都大学 / 0048 / 新制・課程博士 / 博士(生命科学) / 甲第21400号 / 生博第401号 / 新制||生||53(附属図書館) / 京都大学大学院生命科学研究科高次生命科学専攻 / (主査)教授 松崎 文雄, 教授 石川 冬木, 教授 松本 智裕 / 学位規則第4条第1項該当 / Doctor of Philosophy in Life Sciences / Kyoto University / DFAM

In conflict-affected and divided societies, citizenship education has gained considerable attention for its potential to promote democratic peace and address issues of identity and societal divisions. This study demonstrates the vital role of gender equality for social cohesion by illustrating how aspects of inclusive democratic citizenship needed for social cohesion are undermined by hierarchical social relations and harmful masculinities fostered through the patriarchal aspects of education and schooling. This inquiry examines if and how policies for social cohesion through education, specifically citizenship education, contribute to peace in conflict-affected Sri Lanka, a county plagued by 30 years of war. Through a document analysis of the grade 6-9 citizenship textbooks, interviews and surveys with teachers and students, and classroom and school observations, this study explores how policies related to education for social cohesion are appropriated and enacted within schools and classrooms and how students consequently understand their role as citizens in a conflict-affected society. The study design is a transformative design mixed methods study of 13 schools across four provinces in post-war Sri Lanka. Using a post-colonial feminist approach, this study draws conclusions on how gender roles and relations intersect with citizenship education and its potential to contribute to gender transformative peacebuilding. Qualitative and quantitative findings reveal that attitudes on gender equality are closely related to attitudes on social cohesion. Many of the factors associated with patriarchy, including harmful masculinities, not only reduced gender equality, but they also undermined the egalitarian foundations of democracy needed for peace and social cohesion. However, when educators were able to engage in practices that fostered the knowledge and skills to empathize across differences (gender, ethnic, and religious) and build egalitarian relationships, they fostered inclusive democratic citizenship among students and contributed to social cohesion. At the same time, results indicate that education’s capacity to promote social cohesion, through the formal and informal curriculum, is limited due to a state-centric belligerent approach to citizenship and citizenship education, which is primarily focused on developing a personally responsible citizen.

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Family researchers have often reported that siblings of children with disabilities have mixed outcomes, some harmful, and some beneficial, but have neglected to investigate how the sibling relationship might be correlated with other factors, such as family cohesion. Therefore, 72 mothers and fathers raising a child with a disability and a child without a disability completed the Family Cohesion subscale of Bloom's family functioning measure and the Sibling Inventory of Behavior to determine interactions between parents' perceptions of family cohesion and sibling relationships. Results indicated that mothers and fathers' perceptions of cohesion and sibling relationships were not significantly different. Mothers' perceptions of cohesion were significantly correlated with only two aspects of sibling relationships: empathy and avoidance. Fathers' perceptions of family cohesion were independent of their perceptions of sibling relationships.

While a wealth of research has deemed cohesion critical for team effectiveness (e.g., Mullen and Copper, 1994; Beal, et al., 2003), less emphasis has been placed on understanding how to get it. Multiple studies do examine cohesion antecedents, but these studies have not yet been integrated in either theoretical or empirical manners. The purpose of this study was thus to begin addressing this gap in the literature. I conducted a series of meta-analyses to identify and explore various antecedents of cohesion, as well as moderators of antecedent-cohesion relationships. Findings revealed a variety of cohesion antecedents. Specifically, team behaviors, emergent states, team composition variables, leadership variables, team interventions, and situational variables, as well as specific variables within each of these categories, were all explored as cohesion antecedents. In most cases, significant relationships with cohesion were demonstrated, and did not differ across levels of analysis or based on cohesion type (i.e., task cohesion, social cohesion, group pride). Hypotheses pertaining to moderators of antecedent-cohesion relationships (e.g., theoretical match between antecedent and cohesion) generally were not supported. Thus, while most antecedents appeared to be important for cohesion's formation and sustainment, some interesting differences emerged, providing insight as to where attention should be focused when enhanced cohesion is desired. Results provide a foundation for the development of more comprehensive models of team cohesion, as well as insight into the mechanisms through which cohesion can be facilitated in practice. Ultimately, findings suggest that teams can become cohesive through the presence of various processes and emergent states, team interventions, and components of their situational context.

Technological innovations in data transfer and communication have given rise to the virtual team where geographically separate individuals interact via one or more technologies to combine efforts on a collective activity. In military, business, and spaceflight settings, virtual teams are increasingly used in training and operational activities; however there are important differences between these virtual collaborations and more traditional face-to-face (FTF) interactions. One concern is the absence of FTF contact may alter team communication and cooperation and subsequently affect overall team performance. The present research examined this issue with a specific focus on how communication modality influences team learning and performance gains. Evidence from a recent study on virtual team performance (Singer, Grant, Commarford, Kring, and Zavod, 2001) indicated local teams, with both members in same physical location in Orlando, Florida which allowed for FTF contact before and after a series of virtual environment (VE) missions, performed significantly better than distributed teams, with team members in separate physical locations in Orlando and Toronto, Canada and no FTF contact. For the first mission, local and distributed teams exhibited no significant difference in performance as measured by the number of rooms properly cleared in the building search exercises. In contrast, for the second mission, occurring after each team had completed the opportunity to discuss mission performance and make plans for future missions, local teams performed significantly better than distributed teams; a pattern that continued for the remaining six missions. Given that the primary difference between local and distributed teams was how they communicated outside of the VE during after action reviews (AARs), and that the localiii distributed difference was first detected on the second mission, after teams had completed one, 10-min discussion of mission performance, a tenable conclusion is that certain team characteristics and skills necessary for performance were communication-dependent and negatively affected by the absence of FTF communication. Although Singer et al. (2001) collected multiple dependent variables related to performance and communication activities, these measures were not designed to detect communication-dependent team factors and therefore incapable of supporting such an explanation. Therefore, the present research replicated Singer et al. (2001) and incorporated additional measures in order to determine if specific communication-dependent factors could explain the inferior performance of distributed teams. Three factors critical to team communication, particularly during the AAR process, are the similarity of team members. shared mental models (SMMs), team cohesion (task and interpersonal), and team trust (cognitive and emotional). Because evidence suggests FTF communication has a positive effect on processes related to each of these factors, the current study tested whether distributed teams exhibit less similar mental models and degraded cohesion and trust in comparison to local teams, which can affect performance. Furthermore, to test the prediction that distributed teams possess degraded communication and would benefit from improved communication skills, brief team communication training (TCT) was administered to half of the teams in each location condition. Thirty two, 2-person teams comprised of undergraduate students were equally distributed into four experimental conditions (n = 8) based on the independent variables of location (local vs. distributed) and training (TCT vs. no-TCT). Teams completed five missions using the same VE system and mission tasks as in Singer et al. (2001), however in the present study distributed team members were in separate rooms in the same building, not separate geographic locations. In iv addition to performance data, participants completed a series of questionnaires to assess SMMs, cohesion, and trust. It was hypothesized that local teams would again exhibit better performance than distributed teams and that the local team advantage could partly be explained by a greater similarity in mental models and higher levels of cohesion and trust. Moreover, TCT teams in both locations were expected to exhibit improved performance over their non-trained counterparts. Analyses of the three team factors revealed the largest location and communication training differences for levels of cognitive trust, with local teams reporting higher levels than distributed teams early after the second VE mission, and TCT teams reporting higher levels than no-TCT teams after the second and fifth VE missions. In contrast, the main effects of location and communication training were only significant for one SMM measure agreement between team members on the strengths of the team's leader during the AAR sessions. Local teams and TCT teams reported higher levels of agreement after the first VE mission than their distributed v and no-TCT counterparts. Furthermore, on the first administration of the questionnaire, TCT teams reported higher levels of agreement than non-TCT teams on the main goals of the VE missions. Overall, teams in all conditions exhibited moderate to substantial levels of agreement for procedural and personnel responsibility factors, but poor levels of agreement for mental models related to interpersonal interactions. Finally, no significant differences were detected for teams in each experimental condition on levels of task or interpersonal cohesion which suggests cohesion may not mature enough over the course of several hours to be observable. In summary, the first goal of the present study was to replicate Singer et al..s (2001) findings which showed two-person teams conducting VE missions performed better after the first mission if allowed face-to-face (FTF) contact during discussions of the team's performance. Local and distributed teams in the current study did show a similar pattern of performance, completing a greater total of rooms properly, although when evaluating mission-by-mission performance, this difference was only significant for missions 3 and 4. Even though distributed team members experienced the same experimental conditions as in Singer et al. (no pre-mission contact, no FTF contact during missions or AARs) and were told their partner was at .distant location, familiarity with a teammate's dialect and other environmental cues may have differentially affected perceptions of physical and psychological distance, or social presence, which ultimately altered the distributed team relationship from before. The second goal was to determine if brief TCT could reduce or eliminate the distributed team disadvantage witnessed in Singer et al. (2001). Results did not support this prediction and revealed no significant differences between TCT and no-TCT teams with regard to number of rooms searched over the five missions. Although purposefully limited to 1 hr, the brevity of the TCT procedure (1 hr), and its broad focus, may have considerably reduced any potential benefits of learning how to communicate more effectively with a teammate. In addition, the additional training beyond the already challenging requirements of learning the VE mission tasks may have increased the cognitive load of participants during the mission phase, leading to a detriment in performance due to divided attention. Despite several notable differences from Singer et al. (2001), the present study supports that distributed teams operating in a common virtual setting experience performance deficits when compared to their physically co-located counterparts. Although this difference was not attributed to agreement on SMMs or levels of cohesion, local teams did posses higher levels of cognitive trust early on in the experimental session which may partly explain their superior performance. However additional research that manipulates cognitive trust as an independent variable is needed before implying a cause-and-effect relationship. Ultimately, this study's most significant contribution is identifying a new set of questions to understand virtual team performance. In addition to a deeper examination of cognitive trust, future research should address how features of the distributed team experience affect perceptions of the physical and psychological distance, or social presence, between team members. It is also critical to understand how broadening the communication channel for distributed teams, such as the inclusion of video images or access to biographical information about one's distant teammate, facilitates performance in a variety of virtual team contexts.

"Microservices" is an architectural and organizational style in software design and development in which there is a composition mechanism for independent microservices to call, communicate, and message each other within an application. The microservices composition approach makes design easier to scale, faster to develop, and can accelerate the introduction of new features into applications. To satisfy business requirements, selecting the proper composition style is important for software development; otherwise, application development may fail. The objective of this research is to investigate the hybrid method for composing microservices and compare it with other composition approaches (choreography and orchestration), using quality metrics from the software engineering and business process modeling literature. More precisely, we make use of coupling, cohesion, and scalability metrics to analyze BPMN models representing e-commerce scenarios modeled as microservice compositions. This thesis follows the five steps: research problem identification and objectives, requirement analysis and system design, model design and development, model testing and deployment, and evaluate our BPMN models representing microservice compositions. We develop multiple BPMN workflows as artifacts to analyze choreography, orchestration, and hybrid styles for the microservices composition of e-commerce scenarios. We propose several hybrid models by integrating orchestrations and choreographies in the same workflow. We created a series of small, mid-sized, and end-to-end workflows of e-commerce scenarios. At the tool level, we use the Camunda Modeler, Camunda Platform 8 (as the automation process engine), and Amazon Web Services (AWS) to design, develop, and deploy our models. Finally, we use our calculations of the coupling, cohesion, and scalability measures to reveal an understanding of modeling microservices choreography, orchestration, and hybrid approaches, and we discuss when to use a specific approach for microservices composition. We have found from the evaluation that our proposed models are less tightly coupled compared to those modeled using orchestration and choreography. However, we also discovered that the orchestration style offers better scalability and a lower ratio of coupling and cohesion compared to choreography and hybrid approaches.

This thesis is a collection of three articles in applied economics that explore food security and social cohesion among population affected by violence and forced displacement. Chapter II aims at quantifying the effect of violent conflict on food security and dietary quality in Iraq. Specifically, I estimate the effect of physical insecurity on caloric availability and household dietary diversity by using an instrumental variable (IV) approach. Results show that conflict has a positive (negative) effect of on per capita caloric availability (household dietary diversity). The direction of this relationship, although seemingly counterintuitive, is unsurprising given Iraq’s relatively high-income levels and large public food distribution system. Overall, the results suggest that, for countries transitioning to diets high in calories and fat, violent conflict may drive the population towards an unhealthier diet and may thus contribute to the nation’s growing prevalence of nutrition-related non-communicable diseases. In the third Chapter, I use a household dietary diversity score and a food consumption score to measure the effect of structural and physical Israeli settler violence on Palestinian food security in the occupied West Bank. In doing so, I employ a novel instrumental variable which correlates with settlement proximity while remaining exogenous to other confounders. According to the main results, both the presence of settlements and the insecurity they generate have a statistically significant negative effect on food security via continuous violence against Palestinians and their properties. This finding is further supported by a supplemental analysis of two potential underlying mechanisms: access to water and commuting time to the closest food market. The last empirical article in Chapter IV assesses the impact of the Education Program for Syrian Refugees and Host Communities (BILSY) implemented in Turkey. BILSY relied on positive contact to enhance trust and reciprocity among Syrian and Turkish children. Exploiting a unique primary data on Syrian and Turkish children, we1 investigate whether the BILSY program was effective in promoting social cohesion (altruism and trust) among them by running both dictator and trust games. The sample for the study is drawn from the BILSY program participants and it comprises 685 individuals of Turkish and Syrian background aged between 6 and 11 years old. Since all the participants received the treatment at some point, we randomized the time of interview, namely before or after receiving the treatment. We relied on the short length of the activities implemented to mimic a randomized control trial. Our results show that the program does not significantly affect the participants’ decisions during the games, neither towards children of different nationality, nor toward other fellow citizens.