関: happiness、welfare、wellbeing

WordNet

state of well-being characterized by emotions ranging from contentment to intense joy (同)felicity
emotions experienced when in a state of well-being
a contented state of being happy and healthy and prosperous; "the town was finally on the upbeat after our recent troubles" (同)well-being, welfare, upbeat, eudaemonia, eudaimonia
without unusual distress or resentment; with good humor; "took the joke well"; "took the tragic news well"
a cavity or vessel used to contain liquid
a deep hole or shaft dug or drilled to obtain water or oil or gas or brine
an enclosed compartment in a ship or plane for holding something as e.g. fish or a planes landing gear or for protecting something as e.g. a ships pumps
an open shaft through the floors of a building (as for a stairway)
an abundant source; "she was a well of information" (同)wellspring, fountainhead
in a manner affording benefit or advantage; "she married well"; "The children were settled advantageously in Seattle" (同)advantageously
in financial comfort; "They live well"; "she has been able to live comfortably since her husband died" (同)comfortably
to a great extent or degree; "Im afraid the film was well over budget"; "painting the room white made it seem considerably (or substantially) larger"; "the house has fallen considerably in value"; "the price went up substantially" (同)considerably, substantially
indicating high probability; in all likelihood; "I might well do it"; "a mistake that could easily have ended in disaster"; "you may well need your umbrella"; "he could equally well be trying to deceive us" (同)easily
(often used as a combining form) in a good or proper or satisfactory manner or to a high standard (`good is a nonstandard dialectal variant for `well' (同)good
with great or especially intimate knowledge; "we knew them well" (同)intimately
come up, as of a liquid; "Tears well in her eyes"; "the currents well up" (同)swell
(used for emphasis or as an intensifier) entirely or fully; "a book well worth reading"; "was well aware of the difficulties ahead"; "suspected only too well what might be going on"
favorably; with approval; "their neighbors spoke well of them"; "he thought well of the book"
in good health especially after having suffered illness or injury; "appears to be entirely well"; "the wound is nearly well"; "a well man"; "I think Im well; at least I feel well"
thoroughly or completely; fully; often used as a combining form; "The problem is well understood"; "she was well informed"; "shake well before using"; "in order to avoid food poisoning be sure the meat is well cooked"; "well-done beef", "well-satisfied customers"; "well-educated"
to a suitable or appropriate extent or degree; "the project was well underway"; "the fetus has well developed organs"; "his father was well pleased with his grades"
wise or advantageous and hence advisable; "it would be well to start early"
with prudence or propriety; "You would do well to say nothing more"; "could not well refuse"
with skill or in a pleasing manner; "she dances well"; "he writes well"
the state or fact of existing; "a point of view gradually coming into being"; "laws in existence for centuries" (同)beingness, existence

PrepTutorEJDIC

幸福な状態,(特に)健康
『幸福』,幸運;うれしさ / (表現・用語・翻訳などの)巧妙,適切
『幸福』,繁栄 / 『福祉』[事業],厚生[事業] / (米政府の)生活保護
『井戸』 / (石油・天然ガスを取るための)井 / 『泉』,《比喩的に》源 / 井戸状のくぼみ;(エレベーターの)縦穴;(回り階段の)階段穴 / 《英》(法廷の)弁護士席 / 〈水などが〉わき出る,噴出する《+out》 / わき上がる《+up》
『よく』,満足に,申し分なく / じょうずに,うまく,巧みに / 『十分に』,全く / 《他の副詞または前置詞句と共に用いて》『相当に』,かなり / (個人的に)親しく,親密に / 《can't, couldn't と共に用いて》『正当に』,適切に / はっきりと,確かに,全く / 親切に,好意的に / 《おもに補語に用いて》『健康な』,じょうぶな / 《複語にのみ用いて》『好都合の』,満足すべき,申し分のない / 《驚いて》『おや』,まあ,へ‐ / 《ためらい・同意を表し,文・言葉を切り出して》『え‐と』,さて,ところで / 《譲歩を表して》『それじゃ』,まあ / 《安心・あきらめを表して》『やれやれ』,どうも
〈U〉存在,実在(existence);生命(life) / 〈U〉本質,本性(nature) / 〈C〉生き物
存在 (existence); もの; 生存, 人生 (life); 生き物; 人間 (human being); [B#] 神; 【哲】本質, 本性
『私たちは(が)』,われわれは(が) / 《総称的に》『人は』,われわれは / 《論説・評論などで I の代りに用いて》私たちは,吾人(ごじん)は,筆者は / 《子供・病人などに対して,you の代りに養いて》あなたは / 《君主が公式の場でI の代りに用いて》余は

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出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2015/02/13 20:57:56」(JST)

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Well-being or welfare is a general term for the condition of an individual or group, for example their social, economic, psychological, spiritual or medical state; high well-being means that, in some sense, the individual or group's experience is positive, while low well-being is associated with negative happenings.

In economics, the term is used for one or more quantitative measures intended to assess the quality of life of a group, for example, in the capabilities approach and the economics of happiness. Like the related cognate terms 'wealth' and 'welfare', economics sources may contrast the state with its opposite.^[1] The study of well-being is divided into subjective well-being and objective well-being.

Background

Although there has not been a clear definition established for well-being, it can be defined as “a special case for attitude”.^[2] This definition serves two purposes of well-being: developing and testing a [systematic] theory for the structure of [interrelationships] among varieties of well-being and integration of well-being theory with the ongoing^[when?] cumulative theory ^{[clarification needed]} development in the fields of attitude of related research”.^[2] One’s well-being develops through assessments of their environment and emotions and then developing an interpretation of their own personal self. There are two different types of well-being: cognitive and affective.^{[according to whom?]}. Social well being is mentioned in Canadian law.^[3]

Cognitive

Cognitive well-being is developed through assessing one’s interactions with their environment and other people. “Welfare economics ultimately deals with cognitive concepts such as well-being, happiness, and satisfaction. These relate to notions such as aspirations and needs, contentment and disappointment”.^[4] People tend to assess their cognitive well-being based on the social classes that are in their community. In communities with a wide variety of social statuses, the lower class will tend to compare their lifestyle to those of higher class and assess what they do and do not have that may lead to a higher level of well-being. Whenever someone interprets their needs and wants as to being satisfied or not, they then develop their cognitive well-being.

Affective

These are the different levels of affect on well-being: “high negative affect is represented by anxiety and [hostility]; low negative affect is represented by calmness and relaxation; high positive affect is represented by a state of pleasant arousal enthusiasm and low positive affect is represented by a state of unpleasantness and low arousal (dull, sluggish)”.^[5] Well-being is most usefully thought of as the dynamic process that gives people a sense of how their lives are going, through the interaction between their circumstances, activities and psychological resources or ‘mental capital’."or "You may say that it is a state of complete wellness^[6]

Psychology

The correlation between well-being and positive psychology has been proven by many social scientists to be strong and positive one. According to McNulty (2012) ^[7]“positive psychology at the subjective level is about valued subjective experiences”. Well-being is an important factor in this subjective experience, as well as, contentment, satisfaction of the past, optimism for the future and happiness in the present. People are more likely to experience positive psychology if they take in the good things in each experience or situation. Even in the past if a person only focuses on the negative the brain will only be able to recognize the negative. The more the brain has access to the negative the easier, it becomes because that is what is more memorable. It takes more effort for the brain to remember the positive experiences because typically it is the more smaller actions and experiences that are the positive ones. James McNulty (2012) ^[7] research looks at this idea a little bit closer. She argues that, “well-being is not determined solely by people’s psychological characteristics but instead is determined jointly by the interplay between those characteristics and qualities of peoples social environments”. When people have well-being they are experiencing a sense of emotional Freedom^{[disambiguation needed]}. There is nothing negative that is holding them back from experiencing positive emotions. This is true if a person is in a certain setting because it has been proved in a past research that a certain setting can hold a lot of memories for an individual just because of what was shared there and the meaning of it. For this “well-being is often equated with the experience of pleasure and the absence of [pain] over time”.^[8] The less psychological pain an individual is experiencing them more he or she is going to experience well-being.

When someone is positively well-being they are also experiencing a few other things. It involves a sense of self-fulfillment, which is the feeling of being happy and satisfied because one is doing something that fully uses your abilities and talents (Merriam-Webster). The feeling of having a purpose in life and connection with others are also contributors to the idea of well-being.^[8] When people feel as though they have a [purpose] in the world they feel like they belong; they feel like they matter.

Education

When talking about the school system, the idea of well-being gets a little foggy. It is argued that school should only be about learning and education but kids learn so much about social skills and themselves in school. When a child feels like they belong they are more likely to perform better in school. As well as being taught an education, they have to learn how to believe in themselves and create a purpose for themselves. If well-being is established in kids at a young age then it is more likely to play a part in their life as they get older. John White (2013) looked at public schools in Britain now and in the past. In the past schools only focused on knowledge and education but now Britain has moved to more of a broader direction. They started a program called Every Child Matters initiative, that seeks to enhance children's well-being across the whole range of children's services.^[9]

Subjective

Subjective well-being is “based on the idea that how each person thinks and feels about his or her life is important”.^[10] This idea is developed specifically in a person’s [culture]. People base their own well-being in relation to their environment and the lives of others around them. Well-being is also subjective to how one feels other people in their environment view them, whether that be in a positive or negative view. Well-being is also subjective to pleasure and whether or not basic human needs are fulfilled, although one’s needs and wants are never fully satisfied. The quality of life of an individual and a society is dependent on the amount of happiness and pleasure, as well as human health. Whether or not other cultures is subjective to their culture is based on what kind of culture it is. “Collectivistic cultures are more likely to use norms and the social appraisals of others in evaluating their subjective well-being, whereas those [individualistic] societies are more likely to heavily weight the internal [frame of reference] arising from one’s own happiness”.^[11]

Ethnic identity

Ethnic identity plays a crucial role in someone’s cognitive well-being. Studies show that “both social psychological and developmental perspectives suggest that a strong, secure ethnic identity makes a positive contribution to cognitive well-being”.^[12] Those in an acculturated society are able to feel more equal as a human being within their culture, therefore having a better well-being. This is also a crucial aspect when adapting to a new society.

Individual roles

Individual roles play a part in cognitive well-being. Not only does having social ties improve cognitive well-being, it also improves psychological health.^[13] Having multiple identities and roles helps individuals to relate to their society and provide the opportunity for them to contribute more as they increase their roles, therefore creating a better cognitive well-being. Each individual role is ranked internally within a hierarchy of salience. Salience^{[disambiguation needed]} is “the subjective importance that a person attaches to each identity”.^[13] Different roles an individual has have a different guidance to their well-being. Within this hierarchy, higher roles offer more of a source to their well-being and define more meaningfulness to their overall role as a human being.

Sports

According to Bloodworth and McNamee sports and physical activities are a key contributor to the development of people's well-being. Sports being such a big influence on well-being is conceptualized within a framework. The framework includes impermanence, its hedonistic shallowness and its epistemological inadequacy.^{[clarification needed]} Arguments arise from these that the value of sports needs to be argued so humans can flourish. There can be problems from researching sports effecting well-being because some societies are not able to play sports.^{[clarification needed]} This is a deficiency in studying this sort of phenomenon.^[14]

Notes

^ • As in Journal of Economic Literature Health, education, and welfare JEL: I Subcategories at JEL: I3 - Welfare and Poverty.
   • Adam Smith, 1776. The Wealth of Nations.
   • Partha Dasgupta, 1993. An Inquiry into Well-Being and Destitution. Description and review.
   • David S. Landes, 1998. The Wealth and Poverty of Nations. Review.
   • Paul Streeten, 1999. "Henry J. Bruton, On the Search for Well Being, and Yujiro Hayami, Development Economics: From the Poverty to the Wealth of Nations," Economic Development and Cultural Change," 48(1), pp. 209-214.
^ ^a ^b Guttman, Levy, Louis, Shlomit (February 1982). "On the definition and varieties of attitude and wellbeing". Social Indicators Research 10 (2): 159. doi:10.1007/bf00302508.
^ "Oil and Gas Commission Act, section 3 (a)(i)". Queen's Printer, Victoria, British Columbia, Canada. Retrieved 4 February 2015.
^ Giboa, Schmeidler, Itzhak, David (2001). "A cognitive model of individual well-being". Social Choice and Welfare 18 (2): 1. doi:10.1007/s003550100103.
^ Daniels, Kevin (2000). "Measures of five aspects of affective well-being at work". Human Relations 52 (2): 277.
^ Editor (2013-07-23). "What is Wellness". Wellness.com.
^ ^a ^b McNulty, James; Frank D. Fincham (February 2011). "Beyond Positive Psychology". American Psychologist 67. |accessdate= requires |url= (help)
^ ^a ^b Tamir, Maya; Brett Ford (2012). "Should People Pursue Feelings That Feel Good or Feelings That do Good? Emotional Preferences and Well-Being". American Psychological Association 12 (5): 1061–1070. doi:10.1037/a0027223. |accessdate= requires |url= (help)
^ White, John. "Education in Well-Being". The Oxford handbook of happiness: 540–550.
^ Diener, Suh, Ed, Eunkook (2000). Culture and Subjective Well-being. A Bradford Book. p. 4.
^ Diener, Suh, Ed, Eunkook (2000). Culture and Subjective Well-being. A Bradford Book. p. 10.
^ Horenczyk, Liebkind, Phinney, Vedder, Gabriel, Karmela, Jean, Paul (2001). "Ethnic Identity, Immigration, and Well-Being: An Interactional Perspective". Journal of Social Studies.
^ ^a ^b Thoits, Peggy (September 1992). "Identity Structures and Psychological Well-Being: Gender and Martial Status Comparisons". Social Psychology Quarterly 55 (3): 237. doi:10.2307/2786794.
^ Bloodworth, Andrew; Mike McNamee (August 2012). "Sport, physical activity and well-being: An objectivist account". Sport, Education and Society 17 (4): 18. doi:10.1080/13573322.2011.608948.

Additional reading

Hooray for GDP! GDP as a measure of wellbeing (2012-12-22), Nicholas Oulton, Center for Economic and Policy Research (CEPR)
Happiness and satisfaction are not everything: Toward wellbeing indices based on stated preference (2015-01-02), Daniel J. Benjamin, Associate Professor of Economics, Cornell University; Samantha Cunningham, Project specialist, University of Southern California; Ori Heffetz, Associate Professor of Economics, Cornell University; Miles Kimball, Professor of Economics and Survey Research, University of Michigan; and Nichole Szembro, Assistant Professor of Economics, Trinity College. Center for Economic and Policy Research (CEPR)
Busts hurt more than booms help: New lessons for growth policy from global wellbeing surveys (2014-10-08), Jan-Emmanuel De Neve, Michael I. Norton, Center for Economic and Policy Research (CEPR)
Ditch the ‘wellness’ logs, charts, apps and get a life (2015-01-18). "Most personal productivity measures are often a waste of time." The Financial Times

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