Journal articles on the topic 'Degree Discipline: Sociology'
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1
McKinney, Kathleen. "The Integration of the Scholarship of Teaching and Learning into the Discipline of Sociology." Teaching Sociology 46, no. 2 (October 5, 2017): 123–34. http://dx.doi.org/10.1177/0092055x17735155.
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Despite decades of sociology scholarship of teaching and learning (SoTL) research, integration of SoTL in sociology remains insufficient. First, some reasons for the insufficient integration of SoTL in the discipline are noted, and the foci of publications on the history and status of the SoTL in sociology are briefly summarized. Literature related to three questions about the integration of SoTL in sociology is then presented: (1) To what degree are theories, methods, and research findings of the discipline used in sociology SoTL? (2) Is there strong disciplinary support and recognition for SoTL and involvement in SoTL in departments and professional organizations? (3) Do sociologists use SoTL findings in the practice of teaching and learning in the discipline? Finally, some existing and new strategies to increase integration are described.
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Farooqui, Jamil. "Sociology in Iran." American Journal of Islam and Society 10, no. 1 (April 1, 1993): 125–27. http://dx.doi.org/10.35632/ajis.v10i1.2530.
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The book, with the help of empirical data, provides valuable informationabout the development of sociology as a discipline in Iran. It explains howthe discipline was introduced in one of the colleges of Tehran in 1946 andgradually, over a span of twenty-five years, became a popular subject ofteaching and research. The number of qualified students and staff is alsosteadily increasing. But more importantly, Iran now has a unifonn B.A.degree program consisting of 144 credit hours in eight 17-week semesters.Five categories of courses related to different areas and subareas are provided:general, base, main, elective, and specialized courses. In all of these courses,sociology and its various branches are mentioned.The M.A. degree program has been developed with the intention of preparinga competent cadre of future teachers for the higher centers of learning.The program is similar to that found in European and American universities,with the exception of courses on the social thought of Muslim thinkers andthe social ideas of Muslim philosophers, theologians, intellectuals, and historians.A doctoral program has also been introduced for training universityfaculty and researchers. The program requires thirty credit hours over a periodof seven semesters. Out of these credit hours, twenty-two are required courses ...
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Haynes, Amanda. "In Support of Disciplinarity in Teaching Sociology." Teaching Sociology 45, no. 1 (September 20, 2016): 54–64. http://dx.doi.org/10.1177/0092055x16664397.
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This article argues for the importance of disciplinarity in the education of novice sociologists and considers the impact of the European Higher Education Area (EHEA) on opportunities for undergraduate students to achieve a command of the discipline. The promotion of modularization and generic skills integral to establishing the EHEA can be understood as incrementally undermining disciplinarity. Moreover, values enshrined in the EHEA specifically disadvantage sociological disciplinarity by promoting service to the market over mastery of a discipline. This article presents the Republic of Ireland as an example of a national context in which sociology is most commonly taught within multidisciplinary degree programs and argues that the Irish experience may be portentous of more global trends, linking the structural position of sociology in Ireland to the wider European policy context. Finally, the article explores ways in which sociologists teaching in such contexts can nonetheless promote disciplinarity.
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Leonard, Carrie, and Victoria Violo. "Gender Equality in Gambling Student Funding: A Brief Report." Critical Gambling Studies 2, no. 1 (May 19, 2021): 68–75. http://dx.doi.org/10.29173/cgs59.
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Acknowledgement of gender disparity in academia has been made in recent years, as have efforts to reduce this inequality. These efforts will be undermined if insufficient numbers of women qualify and are competitive for academic careers. The gender ratio at each graduate degree level has been examined in some studies, with findings suggesting that women’s representation has increased, and in some recent cases, achieved equality. These findings are promising as they could indicate that more women will soon qualify for early-career academic positions. Most of these studies, however, examine a specific—or narrow subset—of academic disciplines. Therefore, it remains unclear if these findings generalize across disciplines. Gambling researchers, and the graduate students they supervise, are a uniquely heterogeneous group representing multiple academic disciplines including health sciences, math, law, psychology, and sociology, among many more. Thus, gambling student researchers are a group who can be examined for gender equality at postgraduate levels, while reducing the impact of discipline specificity evident in previous investigations. The current study examined graduate-level scholarships from one Canadian funding agency (Alberta Gambling Research Institute), awarded from 2009 through 2019, for gender parity independent of academic discipline.
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McKinnon, Merryn, and Chris Bryant. "Thirty Years of a Science Communication Course in Australia." Science Communication 39, no. 2 (March 25, 2017): 169–94. http://dx.doi.org/10.1177/1075547017696166.
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Since 1985, the Science Circus program has recruited science graduates Australia-wide and provided them with science communication training leading to a university degree. On qualifying these graduates demonstrate highly diverse career paths reflecting the relevance of science communication training to other disciplines. Graduates, by their activities, have contributed to the growth of science communication as an academic discipline and an “industry”—both in Australia and abroad. It suggests that science communication training can have impact far beyond narrowly defined disciplines and skill sets, and this impact is worthy of further exploration.
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Eriksson, Kimmo. "The nonsense math effect." Judgment and Decision Making 7, no. 6 (November 2012): 746–49. http://dx.doi.org/10.1017/s1930297500003296.
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AbstractMathematics is a fundamental tool of research. Although potentially applicable in every discipline, the amount of training in mathematics that students typically receive varies greatly between different disciplines. In those disciplines where most researchers do not master mathematics, the use of mathematics may be held in too much awe. To demonstrate this I conducted an online experiment with 200 participants, all of which had experience of reading research reports and a postgraduate degree (in any subject). Participants were presented with the abstracts from two published papers (one in evolutionary anthropology and one in sociology). Based on these abstracts, participants were asked to judge the quality of the research. Either one or the other of the two abstracts was manipulated through the inclusion of an extra sentence taken from a completely unrelated paper and presenting an equation that made no sense in the context. The abstract that included the meaningless mathematics tended to be judged of higher quality. However, this “nonsense math effect” was not found among participants with degrees in mathematics, science, technology or medicine.
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Nagy, Judit T., and Mária Bernschütz. "The Moderating Role of Academic Discipline in Acceptance of Video Technology for Educational Purposes." Periodica Polytechnica Social and Management Sciences 30, no. 1 (January 3, 2022): 28–35. http://dx.doi.org/10.3311/ppso.17531.
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This study aims to investigate the role played by academic discipline differences in terms of their influence on the acceptance of video technology being used for educational purposes by higher education students. The research model was based on Technology Acceptance Model in which academic discipline (hard, pure, soft, applied) was involved as a moderator variable.Data were collected from 240 students using a questionnaire on which the partial least-squares structural equation modelling and the Henseler's multi-group analysis were used to compare differences among academic discipline-groups. In summary, results show that the degree of importance attached to perceived usefulness, perceived ease of use and attitude toward video use when students explain the intensity of their instructional video usage differs between hard/soft, and pure/applied academic disciplines. In the case of hard-pure subjects (e.g. natural sciences) and hard-applied subjects (e.g. engineering or computer science) the intensity of video usage, as a learning resource, is mostly determined by the students' expectations in relation to the effortlessness (or otherwise) of learning with videos. In the case of soft-pure subjects (such as sociology) and soft-applied subjects (such as law and business studies) positive/negative feelings associated with video usage also play an important role in the intensity of video usage as a learning resource. The degree to which a student believes that using videos would enhance his or her learning has a stronger influence on the intensity of video usage in the case of soft-pure subjects than in the case of soft-applied subjects.
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Goldman, Lawrence. "Foundations of British Sociology 1880–1930: Contexts and Biographies." Sociological Review 55, no. 3 (August 2007): 431–40. http://dx.doi.org/10.1111/j.1467-954x.2007.00717.x.
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‘This paper provides an overview of aspects of the history of British sociology. In particular, it tries to answer critical historical work by among others, Perry Anderson and Philip Abrams, which sought to explain the supposed indigenous ‘failure’ to develop academic sociology in Britain before the 1960s. It is argued that a narrowly academic reading of the history of sociology cannot do justice to its role in the service of social administration and public enlightenment and may exaggerate the degree to which sociology from its foundations was conceived as a purely intellectual discipline. The paper points to a thriving sociological culture in Britain in the generation before the First World War, though it was one in which many contributions came from philosophers, natural scientists and political economists rather then self-proclaimed ‘sociologists’. It ends with a brief review of Patrick Geddes and Victor Branford, a founder of the Sociological Society and editor of the Sociological Review, whose biographies and eclectic social and international interests tell us something about the personalities and political interests of early British sociological pioneers.'
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Fernández-Albertos, José, and Víctor Lapuente. "Doomed to disagree? Party-voter discipline and policy gridlock under divided government." Party Politics 17, no. 6 (September 30, 2010): 801–22. http://dx.doi.org/10.1177/1354068810376780.
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This article explains the existence of policy gridlock in systems with divided government, even when there are policies that are universally preferred to the status quo. It is shown analytically that one dimension of party institutionalization (the degree of party-voter discipline) may create incentives for veto players to block policies that, ideologically, they might like. This is the case because when party attachments dominate voters' behaviour across different electoral arenas, veto players in the opposition might find it in their electoral interests to prevent popular policies from being adopted. We illustrate our argument by analysing the recent experiences of two Latin American democracies living under divided government but with opposite levels of party-voter discipline: Mexico and Brazil. Contrary to the received wisdom, the low degree of party institutionalization in Brazil may have helped the passing of comprehensive policy reforms, whereas strongly institutionalized parties in Mexico might have been partly responsible for the persistence of policy gridlock.
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Wright, Theodore P. "The Sociology of Knowledge." American Journal of Islam and Society 4, no. 1 (September 1, 1987): 89–100. http://dx.doi.org/10.35632/ajis.v4i1.2739.
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The concept “sociology of knowledge” emerged from European sociologyand especially from Marxist thought which posited that the socialcharacteristics of a category of thinkers determine their intellectual productsas much or more than the intrinsic merit of their ideas themselves.’ whileMarxists, as materialists, naturally emphasized the effects of the social classof their bourgeois and feudal opponents on the latter‘s thinking in order to discounttheir arguments, the notion of social determinism can be equally wellapplied to other categories of thinkers such as national, ethnic, or religious inanalyzing their impact on an academic discipline, provided that one is carefulnot to assume a simplistic, one-to-one correlation between a thinker‘s socialbackground or religion and his ideas.It is my purpose in this paper to explore the causes, degree, and possibleconsequences of the disproportionate role of people of Jewish origin, if notfaith, in the development of the social sciences, particularly in the periodsince World War II in North America, compared to the as yet meager impactof Muslims in those fields. The powerful impact of Jewish scholars is not juston U.S. foreign policy in the Middle East, which is well-known if controversial,but, anterior to policy-making , they have largely shaped the paradigms,the conceptual apparatus, with which most Westerners, approach, perceive,and analyze society in general and the Muslim world in particular.A cautionary note first is in order. Scholars who are by others or bythemselves designated as “Jewish” vary, like Muslims and Christians, fromthe most orthodox to the most secualr, so one must avoid stereotyping and ...
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Deighton, Anne. "Say it with documents: British policy overseas, 1945–1952." Review of International Studies 18, no. 4 (October 1992): 393–402. http://dx.doi.org/10.1017/s0260210500118959.
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It has not been easy for those in the relatively new field of international relations to find an intellectual niche, and a great deal of ink has been spilled in debates about the nature, sources and role of the discipline. The most basic area of the debate is between the largely British-based historical traditions and the North American behaviourist and ‘scientific’ schools. No doubt many international historians have winced at the vague phrase ‘history shows us that...’, which still appears in some textbooks. And no doubt international relations theorists have despaired of international history monographs in which the author appears to fail to draw any general conclusions after years of painstaking study in the archives. In institutions of higher education the professionals continually struggle to get the balance right between the different elements of an international relations degree, and the paucity of departments devoted solely to international relations is witness to the still ambiguous place of the discipline in the academic world. despite unrelenting student demand—but it also shows that the discipline is very much alive, vigorous, developing and innovative. It is also fairly obvious that intellectual disciplines do not have to be mutually exclusive, and perhaps one of the closest, even symbiotic, relationships is the key one between the study of international history and international relations, particularly foreign policy analysis.
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Urzha, Olga, Valentina Kataeva, Tatiana Evstratova, Valentina Zhukova, and Irina YIlina. "Using the Scenarios of Simulation Case Assignments in the Educational Process of Students in the Specialty "State and Municipal Management", Master’s Degree Programme." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 597. http://dx.doi.org/10.14419/ijet.v7i4.38.24630.
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The article is devoted to the use of simulation case assignments in the learning process of students pursuing a Master's degree in "State and Municipal Management" at Russian State Social University. This university was established in 1991 for the high-quality training of specialists in the social sphere. The specialty "State and Municipal Management" enables students to explore the theoretical and practical levels, the essence and features of management interactions in the system of state and municipal administration, the main objectives, tasks and mechanisms of governance at the state and municipal levels, the methods and means of attracting investments in the economy of the municipality and the region, the features of the management system of the asset portfolio. The discipline "Sociology of Management" is the base for the direction of training "State and Municipal Management". The knowledge and skills acquired during the study contribute to a better understanding of the social, political, and economic patterns of management processes. Management sociology is a science which summarizes all management sciences in terms of targeting and special study of the patterns of managerial relations at all levels of society and its elements’ functioning, as well as in all subject areas, the spheres of activity in society. The study of sociology as a science about relationships in the process of governance, connections, and interactions of the subjects of management activity in Russia has started relatively recently. In the mid-1990s, scientific readings and conferences were focused on the definition of the substantive field of science, its structure.Over these years, the situation has been as follows. The sociologists who violently debated and developed this scientific direction, after the appearance of the specialty "Management in Social Sphere" in 1996, in 1999 – the specialty "State and Municipal Management", and in 2002 – the specialty "Personnel Management", handed the study of this discipline to managers. And all of these management specialties found themselves in the consolidated group of professions "Economics and Management". This greatly affected the gap in the subject field of management itself. Most economists imagined that management is economics. The lawyers of those universities where departments of "Public Administration and Legal Support" were established never doubted that management is a legal sphere of activity. None of them paid special attention to the sociological component. However, those universities, which in the course of training in the field of state and municipal government created departments of sociology management in their structure or modules in the curricula, provide the most high-quality preparation of future managers.
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Gur'eva, V., Valentina Makarova, and Irina Ivanova. "Prevention of conflicts in youth environment." Applied psychology and pedagogy 7, no. 1 (January 14, 2022): 51–59. http://dx.doi.org/10.12737/2500-0543-2022-7-1-51-59.
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The article is devoted to the problem of conflict prevention in the youth environment, which is one of the most relevant in the context of modern socio-cultural conditions. The article reveals the role of the organizer of work with youth in organizing the prevention of various conflicts in the youth environment, discusses some methods, techniques and techniques for preventing conflicts, as well as techniques for getting out of conflict situations. The content of the article is based on a theoretical analysis of domestic and foreign literature on psychology, sociology and pedagogy in the field of conflict prevention and management in the youth environment, the formation of conflictological competence of young people. The proposed materials can be used in the process of teaching students in the direction of training Organization of work with youth, levels of higher education - bachelor's, master's degree in the process of mastering the relevant disciplines, in particular, the discipline "Social problems of youth", "Prevention of conflicts in the youth environment", " Psychological and pedagogical foundations of work with youth ”
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Ohm, Rose Marie. "The Continuing Legacy of the Chicago School." Sociological Perspectives 31, no. 3 (July 1988): 360–76. http://dx.doi.org/10.2307/1389204.
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The Chicago School made a significant impact on the establishment of twentieth-century American sociology. From the time of its founding through the first five decades, its scholars had a lasting effect on both sociological thinking and social reform. Moreover, Chicagoans shaped the intellectual development of future sociologists through teaching and guiding the research of their students. This article reports the findings of a case study that examines the perceptions of scholars who were graduated from the University of Chicago. It presents their perceptions of how their training at Chicago compares with their own work with students, their own style of research, and their view of the discipline itself. An analysis of Chicagoans' accomplishments and contributions to sociology provide insight on whether or not the legacy of Chicago is being handed down to present generation academicians. Two primary sources of information are used to determine the intellectual trends and influences of the University of Chicago: (1) focused interviews with sociology faculty at Arizona State University who were graduated from Chicago after World War II, and (2) a survey of ASU sociology graduate students. Considered “typical” of many graduate-degree granting universities in the country, ASU provides a sufficient number of cases to trace the important aspects of Chicago School legacy.
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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.
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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.
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Preda, Cristian. "Mattei Dogan's affiliation with Romanian sociology (1990-2000)." Sociologie Romaneasca 20, no. 1 (June 30, 2022): 9–23. http://dx.doi.org/10.33788//sr.20.1.1.
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The article reconstructs the mechanisms through which the work of the French scholar of Romanian origin, Mattei Dogan was brought to light in Romania after 1990 thanks to the efforts of the community of sociologists. Romanian sociologists used three methods to assimilate the author who is considered the founder of comparative political analysis and who left Romania immediately after graduating with a bachelor’s degree in sociology under Henri H. Stahl supervision: they translated Dogan’s articles and books, they made him a member of prestigious institutions and they included him in the post-communist effort to reclaim the legacy of the school founded by Dimitrie Gusti. To capture the institutional and editorial strategies that were used, I conducted interviews with several protagonists of the Romanian sociology renaissance movement. I also used epistolary resources, sociology and political science journals, press articles, as well as documents from the archives of the University of Bucharest and from the Mattei Dogan Foundation. The article shows the success of some methods and the failure of others. It also brings to light a text that was ignored in the studies and bibliographies that discuss the work of the scholar who was born in Roman in 1920 and who went by the name of Matei Pinsler until 1945 (Preda, 2020). This research paper is relevant for various reasons. Firstly, it complements not only the biography of Dogan, but also that of Henri H. Stahl. Furthermore, it highlights the trajectory of a discipline in a period of dissociation with the communist past while restoring the connections with the interwar period.
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Lammers, Cornelis J. "Sociology of Organizations Around the Globe. Similarities and Differences Between American, British, French, German and Dutch Brands." Organization Studies 11, no. 2 (April 1990): 179–205. http://dx.doi.org/10.1177/017084069001100202.
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Sociological thought on organizations exhibits considerable similarity with respect to modes of analysis: most studies of organizations represent either the model of a socio-cultural system, or a conglomerate of interest groups, or a mixture of the two. Furthermore, certain basic types such as the traditional organization, the 'classic' and the 'flexible bureaucracy' recur in one form or another in various typologies, theories or treatises. These and other types reflect three ubiquitous dimensions (traditional/modern, hierarchical/democratic, mechanical/organic) of sociological thinking on organizational forms and processes. The sociology of organizations consists of a hard core to which national varieties add their own local products. The sociology of organizations as developed in the U.S., the U.K., France, the Federal Republic of Germany and the Netherlands is characterized with reference to the model(s) and types emphasized in these countries. Furthermore, the degree of 'Americanization' (cosmopolitanism?) and of 'ethnocentrism' (localism) of organizational sociology in these five countries is illustrated by data on the references occurring in textbooks in use in the nations in question. It is concluded that the more the sociological approach to organization becomes popular as a point of view, the less viable it is in the form of a specific, well organized sociological sub-discipline.
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Carroll, Royce, and Monika Nalepa. "The personal vote and party cohesion: Modeling the effects of electoral rules on intraparty politics." Journal of Theoretical Politics 32, no. 1 (January 2020): 36–69. http://dx.doi.org/10.1177/0951629819892336.
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Conventional wisdom suggests that parties in candidate-centered electoral systems should be associated with less cohesive policy preferences among legislators. We model the incentives of party leaders to achieve voting unity accounting for the costs of discipline, showing that candidate-centered systems have the counterintuitive effect of promoting party agreement on policies and preference cohesion. These implications for cohesion derive from the degree of control over list rank held by leaders under open lists (open-list proportional representation, OLPR) and closed lists (closed-list proportional representation, CLPR). Because discipline is costlier in OLPR, owing to leaders’ lack of control over list rank, leaders seeking voting unity propose policies that promote agreement between members and leadership. Under CLPR, however, leaders can more easily achieve voting unity by relying on discipline and therefore lack incentives to promote internal agreement. We then extend the model to allow the party leader to replace members, showing that preference cohesion itself is greater under OLPR. Further, our baseline results hold when allowing legislative behavior to affect vote share and when accounting for candidates’ valence qualities. We interpret our results to suggest that candidate-centered systems result in stronger incentives for developing programmatic parties, compared with party-centered systems.
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Muhammad, Faqir, Professor Dr Matloob Ahmed, and Dr Jameel Ahmad Shahzad. "The Role of Jamia Rizvia Faisalabad in Contribution of Islamic Teachings." Al Khadim Research journal of Islamic culture and Civilization 2, no. 3 (December 31, 2021): 25–41. http://dx.doi.org/10.53575/arjicc.v2.03(21)u3.25-41.
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JamiaRizvia “Mezher-ul-Islam” is located in Jhang Bazar Faisalabad. This great Islamic Institute was founded by HazratAllamaSardar Ahmad Chishti Qadri who was great Islamic Scholar, Researcher and Learned personality in the discipline of Quran, Hadith, Islamic Jurisprudence and Arabic Language.TheJamiaRizvia has produced many Ulamas, Orators, Debaters and Authorswhich are serving as Islamic Preachers, CivilGovernmental servants in different official Institution. This Islamic Institute is not only delivering the Islamic and Arabic studies but also current educational courses like as: English, Urdu, Mathematics, Sociology, and Computer Science Pak Studies. So, it can be said that the scholar qualified from this Institution has full command over the Islamic and Modern knowledges. Dueto great effective and appreciable way of Teaching, the last degree of Dars-i- Nizami(Al.Shahadat-ul-Alimyya)is considered equivalent to M.A Islamiat and Arabic.
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Brookfield, Charlotte. "Teaching quantitative research methods: the employability factor." International Journal of Pedagogy, Innovation and New Technologies 3, no. 2 (December 29, 2016): 10–19. http://dx.doi.org/10.5604/01.3001.0009.5079.
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Various initiatives have been launched to encourage sociology students studying in the UK to engage more with quantitative research methods (for example: Dale et al., 2008; Adney and Carey, 2009; Falkingham et al., 2009), however, their success has been limited. Embedding quantitative methods in substantive sociology curricula has been suggested as one way to reduce students’ anxieties about learning quantitative research methods (Williams et al., 2015). This approach has been employed at Cardiff University’s School of Social Sciences, where quantitative skills have been strategically incorporated into various aspects of a first year undergraduate substantive module. This paper will reflect on the experience of teaching on this module. The paper will conclude that while the introduction of quantitative content into substantive modules indicates support for change, embedding alone cannot be viewed as a single solution to encouraging to students’ to learn about or utilise quantitative research methods. Two possible reasons for this will be suggested. Firstly, it will be argued that the majority of students no longer pursue sociology at degree level in order to gain the skills to become a competent social researcher, but rather see sociology as a discipline that will equip them with transferable and desirable skills for many occupations. Consequently, engagement with quantitative research methods is not essential to students’ strategic approach to learning as it was for previous generations who wished to understand how to study their social world. Secondly, it will be suggested that the deficit of quantitative methods in mainstream British sociology journals and the methodological preferences of practicing sociologists leads to speculation over the available staff who are capable of delivering an integrated curriculum with quantitative methods embedded in substantive modules.
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Mink, Georges. "Sociology of Social Structure and Sociologists Working in Totalitarian and Post-Totalitarian Regimes in Central Europe, 1945–1989." Stan Rzeczy, no. 2(13) (November 1, 2017): 21–43. http://dx.doi.org/10.51196/srz.13.2.
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The model of society put forward by Marxist theoreticians as descriptive of a post-revolutionary society had a quasi-constitutional status in countries that claimed to adhere to Soviet-type socialism, particularly those of Eastern Europe. As the model’s main function was to legitimise the actions of those who wielded power, it acquired doctrinal significance. In the Eastern European countries, the history of the sociology of social structure and stratification clearly illustrates the conservative nature of official doctrine. However, the real mechanisms of society, in so far as they deviated from the official paradigm, upset doctrinal stability and may consequently have led, if not to a revision of the official dogmas, then to the acceptance of a certain degree of flexibility. In order to understand the development of the theoretical analysis of social stratification and social inequalities (the most sensitive area of debate) in totalitarian and post-totalitarian Soviet type societies, it must be noted that post-war sociology has reflected a continuing effort by sociologists to create an independent scientific framework for their discipline. This is why we try, in this article, to combine evaluating the attitudes of different Eastern European sociologists from across the political spectrum with the evolution and adaptation of their theoretical approaches and creativity.
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Landau, Tammy C. "Policing the Punishment: Charging Practices Under Canada's Corporal Punishment Laws." International Review of Victimology 12, no. 2 (May 2005): 121–38. http://dx.doi.org/10.1177/026975800501200202.
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Canadian data show that children and youth experience high degrees of violence in their lives. A significant degree of this violence occurs within the family, and can be attributed to excesive ‘correction’ or physical discipline. Indeed, section 43 of the Canadian Criminal Code permits the use of ‘reasonable’ force for the purposes of correction. This paper presents data on police response to allegations of excessive or illegal corporal punishment under current Canadian legislation. As the gatekeepers to the courts, the police act as the social, legal and moral guardians of the use of corporal punishment in Canada. The findings suggest that there is significant variation in police response both to the range and seriousness of incidents of corporal punishment. Much of this can be attributed to the normal exercise of police discretion. However, the breadth and lack of clarity in the law itself is an additional, problematic source of uncertainty and undermines attempts to reduce violence in the lives of children.
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Zablocki, Benjamin. "THE BLACKLISTING OF A CONCEPT: THE STRANGE HISTORY OF THE BRAINWASHING CONJECTURE IN THE SOCIOLOGY OF RELIGION**." Nova Religio 1, no. 1 (October 1, 1997): 96–121. http://dx.doi.org/10.1525/nr.1997.1.1.96.
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ABSTRACT: This is the first part of a two-part article on the concept of brainwashing in the study of new religious movements (NRMs). The use of this term has become so emotionally charged that scholars find it difficult to discuss its merits and scientific utility with calmness and objectivity. I devote Part One of this article to an examination of the cultural and structural sources of an extreme polarization that has occurred among scholars of new religious movements. I argue that a majority faction within the discipline has acted with a fair degree of success to block attempts to give the concept of brainwashing a fair scientific trial. This campaign has resulted in a distortion of the original meaning of the concept so that it is generally looked at as having to do with manipulation in recruitment of new members to religious groups. Its historically consistent use, on the contrary, should be in connection with the manipulation of exit costs for veteran members. In Part Two of this paper (to be published in a later issue of this journal), I go on to examine the epistemological status of the brainwashing concept and compare theories based on brainwashing to alternative theories accounting for patterns of switching out of new religious movements.
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Miner, Michael A. "Unpacking the monolith." International Journal of Sociology and Social Policy 39, no. 9/10 (September 9, 2019): 661–79. http://dx.doi.org/10.1108/ijssp-05-2019-0101.
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Purpose The term STEM often remains an undifferentiated category, especially at the graduate level. Conceptualizing STEM as a monolithic category, rather than as a combination of distinct fields, prevents researchers from understanding and documenting the full range of persistent inequality within scientific disciplines at the graduate level and throughout the lifespan. The purpose of this paper is to address two oversights prior to degree completion within the context of the USA by asking two specific questions: To what extent is gender associated with choice of discipline within STEM graduate education? In the USA, do gender differences in STEM fields depend on citizenship status? Design/methodology/approach Using data from the 2015 International STEM Graduate Student in the US Survey, this study employs multinomial logistic regression analyses and presents predicted probabilities to assess differences of enrollment in STEM fields by gender and citizenship status. Findings Results show that domestic women were less likely to enroll in computer sciences and engineering when compared to domestic men. However, in contrast to domestic students, there were no gender differences among international students’ enrollment in engineering. Research limitations/implications This paper shows the importance and complexity of how gender intersects with citizenship status in enrollment patterns in STEM graduate fields. The survey included the top 10 universities in the USA based on the total enrollment of international students, and it is unclear if there exists differences in these selected students and schools when compared to students at colleges and universities that enroll less international graduate students. Originality/value The author makes the case to disaggregate STEM to better assess how specific fields can be modified to attract graduate students worldwide. This paper accentuates the significance of gender and citizenship status for understanding differences in choice of discipline among graduate students in STEM.
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Hanafi, Sari, and Rigas Arvanitis. "The marginalization of the Arab language in social science: Structural constraints and dependency by choice." Current Sociology 62, no. 5 (May 27, 2014): 723–42. http://dx.doi.org/10.1177/0011392114531504.
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This article aims at questioning the relationship between Arab social research and language by arguing that many factors including the political economy of publication, globalization, internationalization and commodification of higher education have marginalized peripheral languages such as Arabic. The authors demonstrate, on the one hand, that this marginalization is not necessarily structurally inevitable but indicates dependency by choice, and, on the other hand, how globalization has reinforced the English language hegemony. This article uses the results of a questionnaire survey about the use of references in PhD and Master’s theses. The survey, which was answered by 165 persons, targeted those who hold a Master’s or PhD degree from any university in the Arab world or who have dealt with a topic related to the Arab world, no matter in which discipline.
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Soulsbury, Carl D., and Piran C. L. White. "Human–wildlife interactions in urban areas: a review of conflicts, benefits and opportunities." Wildlife Research 42, no. 7 (2015): 541. http://dx.doi.org/10.1071/wr14229.
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Wildlife has existed in urban areas since records began. However, the discipline of urban ecology is relatively new and one that is undergoing rapid growth. All wildlife in urban areas will interact with humans to some degree. With rates of urbanisation increasing globally, there is a pressing need to understand the type and nature of human–wildlife interactions within urban environments, to help manage, mitigate or even promote these interactions. Much research attention has focussed on the core topic of human–wildlife conflict. This inherent bias in the literature is probably driven by the ease with which it can be quantified and assessed. Human–wildlife conflicts in terms of disease transmission, physical attack and property damage are important topics to understand. Equally, the benefits of human–wildlife interactions are becoming increasingly recognised, despite being harder to quantify and generalise. Wildlife may contribute to the provision of ecosystem services in urban areas, and some recent work has shown how interactions with wildlife can provide a range of benefits to health and wellbeing. More research is needed to improve understanding in this area, requiring wildlife biologists to work with other disciplines including economics, public health, sociology, ethics, psychology and planning. There will always be a need to control wildlife populations in certain urban situations to reduce human–wildlife conflict. However, in an increasingly urbanised and resource-constrained world, we need to learn how to manage the risks from wildlife in new ways, and to understand how to maximise the diverse benefits that living with wildlife can bring.
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Moilanen, Kristin L., and Karen E. Rambo-Hernandez. "Effects of Maternal Parenting and Mother-Child Relationship Quality on Short-Term Longitudinal Change in Self-Regulation in Early Adolescence." Journal of Early Adolescence 37, no. 5 (July 27, 2016): 618–41. http://dx.doi.org/10.1177/0272431615617293.
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The purpose of the present study was to explore the degree to which short-term longitudinal change in adolescent self-regulation was attributable to maternal parenting and mother-child relationship quality. A total of 821 mother-adolescent dyads provided data in the 1992 and 1994 waves of the Children of the National Longitudinal Survey of Youth-1979 (52.5% male; 24.2% Hispanic, 36.7% African American, 39.1% European American; adolescents’ initial age range = 10-12 years). Consistent with hypotheses, longitudinal improvements in young adolescents’ self-regulation were associated with high levels of mother-child relationship quality and low levels of maternal discipline. The association between self-regulation in 1992 and 1994 was moderated by child sex and maternal discipline. Thus, this study provides further evidence favoring the exploration of the parent-child relational context in addition to discrete parenting behaviors in studies on self-regulation during the early adolescent years.
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Ingram, Mark. "An Anthropology of the Contemporary in France." French Politics, Culture & Society 37, no. 3 (December 1, 2019): 108–22. http://dx.doi.org/10.3167/fpcs.2019.370306.
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Cultural anthropology in France continues to bear the influence of a colonial-era distinction between “modern” societies with a high degree of social differentiation (and marked by rapid social change) and ostensibly socially homogeneous and change-resistant “traditional” ones. The history of key institutions (museums and research institutes) bears witness to this, as does recent scholarship centered on “the contemporary” that reworks earlier models and concepts and applies them to a world increasingly marked by transnational circulation and globalization. Anthropology at the Crossroads describes the evolution of a national tradition of scholarship, changes to its institutional status, and the models, concepts, and critical perspectives of anthropologists currently revisiting and reworking the foundations of the discipline in France.
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Phull, Kiran, Gokhan Ciflikli, and Gustav Meibauer. "Gender and bias in the International Relations curriculum: Insights from reading lists." European Journal of International Relations 25, no. 2 (August 20, 2018): 383–407. http://dx.doi.org/10.1177/1354066118791690.
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Following growing academic interest and activism targeting gender bias in university curricula, we present the first analysis of female exclusion in a complete International Relations curriculum, across degree levels and disciplinary subfields. Previous empirical research on gender bias in the teaching materials of International Relations has been limited in scope, that is, restricted to PhD curricula, non-random sampling, small sample sizes or predominately US-focused. By contrast, this study uses an original data set of 43 recent syllabi comprising the entire International Relations curriculum at the London School of Economics to investigate the gender gap in the discipline’s teaching materials. We find evidence of bias that reproduces patterns of female exclusion: 79.2% of texts on reading lists are authored exclusively by men, reflecting the representation of women neither in the professional discipline nor in the published discipline. We find that level of study, subfield and the gender and seniority of the course convener matter. First, female author inclusion improves as the level of study progresses from undergraduate to PhD. This suggests the rigid persistence of a ‘traditional International Relations canon’ at the earliest disciplinary stage. Second, the International Organisations/Law subfield is more gender-inclusive than Security or Regional Studies, while contributions from Gender/Feminist Studies are dominated by female authorship. These patterns are suggestive of gender stereotyping within subfields. Third, female-authored readings are assigned less frequently by male and/or more senior course conveners. Tackling gender bias in the taught discipline must therefore involve a careful consideration of the linkages between knowledge production and dissemination, institutional hiring and promotion, and pedagogical practices.
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Sherekhova, O. M. "Academic Literacy Development among Master’s Degree Students in the Process of Studying a Foreign Language in Professional Communication." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 5 (May 19, 2022): 150–66. http://dx.doi.org/10.31992/0869-3617-2022-31-5-150-166.
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The knowledge-based model of education, in which the formation of the students’ skills to critically think, evaluate, analyze information and use it in their own research comes to the fore. However, it is necessary to note that the level of academic literacy is low, because students lack the academic writing skills needed to become successful professionals after graduation. This problem is caused by the lack of students’ motivation to write academic texts and present the result of their research work in front of the audience, the insufficient number of modern methods and approaches to teaching academic writing, the lack of special courses aimed at foreign language writing competence developing, as well as the absence of strategies for the formation of academic literacy which is the key competence for creating new knowledge. The article presents an analysis of the phenomenon of “academic literacy,” its structural components, on the basis of which the author suggests the indicators of its formation among undergraduates. Since academic literacy depends on the ability to communicate in academic discourse, the author of the article describes the experience of organizing the process of teaching written forms of professional and scientific communication to master’s degree students in law within the framework of the discipline “Foreign Language in Professional Communication.” Consistent writing skills training makes it possible to realize the requirements for academic literacy, namely: the ability to critically think, analyze information, accept and respect someone else’s point of view, create new knowledge, express ideas in a well-structured and accessible form, work independently, as well as evaluate the results of work. The process of mastering academic writing skills facilitates academic literacy of students, which opens up opportunities for effective communication in the academic community, as well as the successful integration of future specialists into scientific professional communities.
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Libkind, Aleksandr, Dmitry Rubvalter, Ilya Libkind, and Valentina Markusova. "Dynamics of Publication Activity in Russian Sociological Research in Comparison with Trends in Russian and World Science: Results of WoS Bibliometric Analysis for 1993—2020." Science Governance and Scientometrics 17, no. 3 (September 30, 2022): 329–57. http://dx.doi.org/10.33873/2686-6706.2022.17-3.329-357.
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Introduction. The dynamics of Russian sociology research are analyzed for the period of 1993—2020. Methods. The sources of information for the study were three databases on the Web of Science platform: SSCI, SCI-E, and A&HCI. The main method of research was bibliometric analysis. Results and Discussion. The percentage of publications in sociology among the social sciences in the world as a whole has gradually declined over the 28-year period: from 4.7 % in 1993 to 2.3 % in 2020. The decline in the same indicator for Russian publications began only in 2008. It should be noted that this indicator is significantly higher than that for the world as a whole: the average percentage of publications in sociology for the entire period for the world was 3.2 %, for Russia — 16.4 %. The percentage of the world's Open Access publications in sociology is lower than that for the social sciences as a whole, but the growth rate is very high: 1.7 % in 1993 and 34.1 % in 2020. In the case of Russian sociology publications, the Open Access system has only become relatively active in 2013. In 2020, the total percentage of such publications was 7.9 %. Two approaches were used to define the thematic range of sociology research and the level of sociology's connection to other scientific fields. One is based on identifying publications that are common to two of the scientific fields under study, the other involves on identifying publications that were simultaneously cited in different scientific fields. Application of these approaches demonstrated that the second approach, as compared with the first, allowed to reveal much more extensive thematic connections of sociology with other scientific directions. At the same time, the application of rank correlation methods showed that the results obtained using these two different approaches are characterized by a sufficient degree of consistency. Conclusion. The data obtained on the percentage of publications in sociology in national and world science can be used by various state and public structures in the development of scientific policy in the field of social sciences. Data on sociology's connections with other disciplines and their quantitative characteristics can serve as background material for subsequent qualitative (substantive) analysis of these connections.
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Block, David. "Social Class in Applied Linguistics." Annual Review of Applied Linguistics 35 (March 2015): 1–19. http://dx.doi.org/10.1017/s0267190514000221.
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ABSTRACTSocial class is a curious construct. In the discipline where it has traditionally been most at home, sociology, there has been a constant flow of commentary on its demise and, indeed, its death over the years. In applied linguistics, the situation is somewhat different in that there has been a degree of social classdenial, but more importantly, there has been social classerasurein that the construct has tended to receive little or no attention in publications that deal with language and identity and social life. Where social class is introduced into research, it is almost always done in a very cursory, partial, and superficial way. Still, there has been some research examining the interrelationship between social class and language over the years, and in this article, I provide a review of that research, focusing primarily on the period 2000–2014. First, however, I include a discussion of what social class means in 21st-century societies and a short review of class-based research carried out from the 1960s to the 1990s, the inclusion of the latter being necessary to an understanding of research after 2000. I conclude the article with some thoughts about future directions.
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Wang, Jianwei. "International Relations Studies in China." Journal of East Asian Studies 2, no. 1 (February 2002): 69–87. http://dx.doi.org/10.1017/s1598240800000679.
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This article traces the evolution of international relations studies as an academic discipline in China in the last two decades or so. Almost non-existent before the 1980s, IR studies has become an increasingly dynamic, sophisticated, and popular field of social science in both teaching and research. This is reflected in the growth of institutions, degree programs, scholarship and paradigmatic debate as well as interaction with the Western intellectual community in both theory and personnel. Nevertheless, the development of IR studies in China is still in its primitive stage and it must contend with various problems such as political control, a lack of well-trained scholars, inadequate funding, and ideational uncertainty.
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Pasero-O’Malley, Anthony. "Disciplinary Practices and Synchronized Swimming in Mar Gómez Glez’s Bajo el agua." Journal of Gender and Sexuality Studies / Revista de Estudios de Género y Sexualidades 44, no. 1 (May 1, 2018): 61–79. http://dx.doi.org/10.14321/jgendsexustud.44.1.0061.
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Abstract Mar Gómez Glez’s 2014 site-specific and fact-inspired play Bajo el agua portrays the governing presence of the disciplinary mechanisms that operate upon the construction of the female body and feminine subjectivity through the unique focus on the microcosm of synchronized swimming. By deliberately placing a singular emphasis on a sport dominated by women, Gómez Glez calls attention to the gendered nature of disciplinary practices, inviting the reader/spectator to take stock of and better understand the degree of implementation and perpetuation within a wider social frame. This article proposes a reading of Bajo el agua through the theoretical writings of Michel Foucault and Sandra Lee Bartky, employing this critical prism as a means of elucidating the ways in which discipline is both implemented and gendered. My analysis additionally examines the inclusion of elements of performativity as well as the use of multimedia as crucial components of the play’s structural and thematic construction. Gómez Glez’s combination of dramatic fictions and real-life referents, together with contemporary experimental staging techniques further serve to actualize both the form and the content for modern audiences. My reading of Bajo el agua thus stands at the crossroads of studies on feminism, sports sociology, and contemporary theatre practices.
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Inoguchi, Takashi, and Edward Newman. "Towards an East Asian IR Community?" Journal of East Asian Studies 2, no. 1 (February 2002): 11–20. http://dx.doi.org/10.1017/s1598240800000643.
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The methodologies and assumptions that guide our acquisition of knowledge and interpretation of data are context and time bound. Academic disciplines, sub-disciplines, methodological approaches and research agendas are to a large degree conditioned by the ‘real world,’ and none more so than International Relations. Accordingly, it is important to consider the possible sociological foundations of different epistemologies and paradigms of International Relations. Surely there is more than one way of looking at the world, unless one is steadfastly married to a positivist universal truth. Yet it is interesting that East Asian scholarship and teaching in IR has seemingly not developed strong ‘indigenous’ regional characteristics, perhaps with the exception of Japan with its large market, long tradition, political freedom and economic affluence. In fact IR has absorbed and closely followed Western and particularly North American social science. This introduction and the articles that follow will explore the fortunes of IR scholarship and regional studies in East Asia in the context of national and regional environments. It will consider how IR is taught and researched in various national settings, and examine the interaction between IR as a social science and national/regional historical experiences, cultural and pedagogical traditions, and politico-ideological values. The underlining problematique concerns the idea of an East Asian ‘IR community’: why has this tended to be comparatively weak? How can we envision the development of a more rigorous East Asian IR community, one that is not exclusively judged according to external — and particularly North American — terms of reference and standards? It goes without saying that we are not attempting to antagonize our American friends and colleagues, but simply to stimulate a ‘sociology of science’ reflection of the discipline in the East Asian regional setting. Two questions serve as the organizing themes of this special issue. The first concerns the primary characteristics of the regional IR community. Many of the papers in this collection point to the dominance of US-originated ideas and theories. The second question arises from the first question: whether these predominant approaches help us to understand the region in a time of change.
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Saunders, Bernadette J. "Ending the Physical Punishment of Children by Parents in the English-speaking World: The Impact of Language, Tradition and Law." International Journal of Children’s Rights 21, no. 2 (2013): 278–304. http://dx.doi.org/10.1163/15718182-02102001.
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Ending the physical punishment of children remains an enormous challenge. In societies which tolerate even limited physical punishment as discipline or control, it is a response to children that adults may unthinkingly adopt simply because they can. This paper primarily focuses on the language, traditions and law prevailing in English-speaking, common law countries – Australia, Canada, and the United Kingdom – that have ratified the CRC but have not yet fully outlawed physical punishment. New Zealand, the first English-speaking country to ban physical punishment, and the United States which has neither ratified the CRC nor fully outlawed physical punishment, are also discussed. Separately, language, traditional attitudes and practices, and laws impacting children’s lives are considered, with a view to envisioning a status quo where adults and children are accorded equal respect as human beings and any degree of physical violence towards children is regarded as an aberration.
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Serrano Madroñal, Raúl. "El concepto de “conflictividad social” en las fuentes literarias latinas. Perspectivas diacrónicas = The Concept of “Social Conflictivity” in Latin Literary Sources. Diachronic Perspectives." Espacio Tiempo y Forma. Serie II, Historia Antigua, no. 31 (November 27, 2018): 121. http://dx.doi.org/10.5944/etfii.31.2018.19437.
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En un ejercicio absoluto de abstracción, la sociología contemporánea y los estudios vinculados de otras disciplinas han sido capaces de teorizar sobre las “colisiones” o conflictus de un conjunto de individuos configurados en societas. No obstante, una generalización de grado semejante podría parecer verdaderamente ajena a la lengua latina tanto en el período clásico como en el posclásico y tardío. Inmersos en esta problemática, el presente artículo persigue dilucidar la existencia de una construcción conceptual que se corresponda con la idea actual de “conflicto social” mediante un análisis diacrónico de las fuentes literarias desde el “siglo de oro” hasta la tardo-antigüedad. Contemporary Sociology and related studies of other disciplines have been able to theorize, through an absolute exercise of abstraction, about the "collisions" or conflictus of a set of individuals configured in societas. However, a generalization of a similar degree might seem truly strange to the Latin language in the classical, postclassical and later periods. Immersed in this problem, this paper seeks to elucidate the existence of a conceptual construction that corresponds to the current idea of "social conflict" through a diachronic analysis of literary sources from the "Golden age" to the Late Antiquity.
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Roberts, Geoffrey K. "Selection, Voting and Adjudication: The Politics of Legislative Membership in the Federal Republic of Germany." Government and Opposition 37, no. 2 (April 2002): 231–49. http://dx.doi.org/10.1111/1477-7053.00096.
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There Has Been Much Concern In The Past Few Years About the ‘decline of parliament’ in West European democracies. In the United Kingdom, criticism of the New Labour government has included its apparent neglect of Parliament demonstrated by the style and strategies of the government, ranging from reduction in the time allotted to prime minister's question-time and the utilization of the mass media rather than Parliament as the forum for important policy statements, to the government's refusal to accept reforms to the method of appointments to House of Commons select committees, as recommended by the House of Commons Liaison Committee. Strong party discipline, coupled with sanctions which can affect the political careers of MPs for failure to obey the edicts of the party leadership, have limited the autonomy of MPs in Britain, and, to a varying degree, in other West European countries also. Certainly the German Bundestag has been criticized for being too much under the control of the leaderships of the political parties, in terms of voting on legislation, the stage-management of debates and the choice of leaders of the parliamentary parties (the removal by Chancellor Schröder of Scharping as leader of the SPD parliamentary party in 1998 at the instigation of Lafontaine, the then party chairman, is a notorious instance).
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Guedes Neves, Fagner Henrique. "ESTÁGIO DOCÊNCIA, QUALIFICAÇÃO PROFISSIONAL E REFLEXIVIDADE CRÍTICA." Revista Brasileira de Pós-Graduação 17, no. 37 (July 29, 2021): 1–14. http://dx.doi.org/10.21713/rbpg.v17i37.1756.
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Este artigo veicula a análise de uma experiência de estágio supervisionado docente vivenciada num curso de licenciatura em Sociologia na Região Metropolitana do Rio de Janeiro. Mediante uma metodologia de pesquisa que possibilitou planejar, executar e avaliar práticas pedagógicas em quatro disciplinas de Pesquisa e Prática de Ensino, o processo buscou empreender ciclos de reflexões, ações e novas reflexões favoráveis ao aprimoramento pessoal-profissional docente. Na dialética entre o vivido e o projetado, a iniciativa mostrou que o estágio tem potencialidade de ser um campo propício ao desenvolvimento de uma práxis favorável a uma qualificação profissional de qualidade. O estágio pode representar um divisor de águas na construção de identidades docentes comprometidas com uma educação básica democrática em todas as suas disciplinas.
This article analyzes a teaching internship experience lived in a degree course in Sociology in the Greater Rio area. Through a research methodology on planning, executing and evaluating pedagogical practices in four disciplines of Research and Teaching Practice, the process aims to develop cycles of reflections, actions and new reflections favorable to the personal-professional improvement of teachers. In a dialectical relationship between the lived and the projected, the initiative showed that the internship has the potential to be a favorable field for the development of a praxis favorable to a quality professional qualification. The internship can represent a breakpoint in the construction of teaching identities concerned to a democratic education in all its subjects.
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Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.
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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).
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Ngcamu, Bethuel Sibongiseni. "Conceptualizing transformation in the post-merger and incorporation environment era." International Journal of Sociology and Social Policy 36, no. 5/6 (June 13, 2016): 270–88. http://dx.doi.org/10.1108/ijssp-04-2015-0037.
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Purpose – The purpose of this paper is to gauge the knowledge of the university leaders at the Durban University of Technology on transformation. Design/methodology/approach – This study uses both quantitative and qualitative approaches guided by a structured survey questionnaire and in-depth interviews with the university leaders. The questionnaires generated the reliability coefficient α of 0.947, indicating a high degree of acceptance and consistency of the results. Findings – The study findings reveal the highest percentage of 70 per cent regarding the belief that transformation refers to restructuring the institution more than commonly anticipated variables such as race (56 per cent) and redressing the past injustices (59 per cent). Research limitations/implications – The limitation of the study was the scarcity of published material on the sub-dimensions of the study of transformation (transformation as referring to attracting qualified employees). Another limitation which was observed included the paucity of data regarding discipline and knowledge of transformation variables. Practical implications – This study suggests transformation in higher education institutions is defined through internal (operational and core) and external factors with a direct influence. Originality/value – This paper could potentially enrich the meaning of transformation, derived from the context and experience of South Africa.
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Strogetskaya, E. V., and I. B. Betiger. "The Smart Education Paradigm: Expected Outcomes and Real-Life Student Experience." Discourse 7, no. 2 (April 29, 2021): 94–107. http://dx.doi.org/10.32603/2412-8562-2021-7-2-94-107.
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Introduction. The article examines the transition of higher education to the paradigm of smart education. The article presents the results of a sociological study, the purpose of which was to compare the real experience of online learning of students with the expected results from the implementation of the principles of the new digital educational paradigm.Methodology and sources. The principles of the economics of higher education, the institutional tradition of the sociology of higher education, and the theory of social representations were used as a methodological framework for the study.Results and discussion. The results of monitoring the satisfaction and self-assessment of the online learning experience of students of one of the leading technical universities in Russia are presented. The authors of the article revealed the interest and generally positive attitude of students, regardless of whether or not they have an appropriate educational experience in online learning. At the same time, the question remains whether at the present stage of digitalization of higher education its transition to the principles of the smart paradigm is being carried out.Conclusion. First, there is still no sufficient data on a significant increase in the effectiveness of educational activities. It is possible to record only an increase in student satisfaction with their academic performance. Secondly, there is a problem of self-organization of the system. Finally, the degree of readiness of students who have completed online training for independent production of knowledge and solving non-standard problems is not clear. Rather, on the contrary, the more difficult the mastered professional discipline becomes, the more students need the help of a teacher.
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Sokolova, V. A., and I. V. Titova. "Integrative Approach in Teaching English for Professional Purposes." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 10 (October 8, 2021): 78–86. http://dx.doi.org/10.31992/0869-3617-2021-30-10-78-86.
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The article discusses the need for an integrative approach in teaching Business English, aimed at forming and developing professional competencies of a future graduate in the field of management. The applied aspect of the integrative approach means implementing the principle of integration in all parts of the educational process. In this study, it concerns the formation of professional competencies during the process of learning a foreign language. The basis of the successful implementation of an integrative approach at all levels is adding a reflective component, forming of reflective position of a student. It helps analyze and order all the elements and stages of the studying activity from goal setting to result achieving; it also helps students realize themselves as active participants of the studying process. Today, due to various factors and reasons, the potential of the discipline “Business Foreign Language” in forming professional competencies often remains unrealized. The course developed allows to fully reveal its opportunities of forming professional competencies for a future manager. The course is focused on developing skills in a foreign language and professional training of students in such field of study as “Management”. This contributes to the students’ personal and professional growth. This is achieved due to the course’s content and structure, when the general concept of management and its functions being considered sequentially and logically. Including the reflective component into the studying process allows not only the teacher but also the students themselves follow the level of progress and the degree of achieving the goals set by them.
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Brown, Chris. "The poverty of Grand Theory." European Journal of International Relations 19, no. 3 (September 2013): 483–97. http://dx.doi.org/10.1177/1354066113494321.
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The editors of the special issue, in their call for papers for this special issue, expressed a degree of disquiet at the current state of International Relations theory, but the situation is both better and worse than they suggest. On the one hand, in some areas of the discipline, there has been real progress over the last decade. The producers of liberal and realist International Relations theory may not have the kind of standing in the social/human sciences as the ‘Grand Theorists’ identified by Quentin Skinner in his seminal mid-1980s’ collection, but they have a great deal to say about how the world works, and the world would have been a better place over the last decade or so if more notice had been taken of what they did say. On the other hand, the range of late modern theorists who brought some of Skinner’s Grand Theorists into the reckoning in the 1980s have, in the main, failed to deliver on the promises made in that decade. The state of International Relations theory in this neck of the woods is indeed a cause for concern; there is a pressing need for ‘critical problem-solving’ theory, that is, theory that relates directly to real-world problems but approaches them from the perspective of the underdog.
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Lah, Nataša. "Prilog širenju teorijske domene u povijesnom prostoru povijesti umjetnosti." Ars Adriatica, no. 3 (January 1, 2013): 243. http://dx.doi.org/10.15291/ars.472.
Full textAbstract:
In the European cultural tradition of the second half of the nineteenth century, the framework of the discipline of art history was outlined through a clearly defined set of boundaries of its research into objects, space and time. By identifying itself as a history of European architecture, painting, sculpture and the applied arts, art history excluded the art of the primitive, Oriental, American and Asian, both early and moredeveloped civilizations from the remit of its research and study (Dilly). However, a scholarly paradigm which was postulated like this could not be applied to the study and assessment of numerous twentieth-centuryartistic practices which were based on the exploration of cultures as systems of discourse and ideology. In other words, a shattering shift within the discipline was caused by the epochal change of what a paradigm is: as suggested by T. S. Kuhn, it is understood as thenormative content of the topic under discussion. Such an understanding of a paradigm indirectly influences scholarly processes because it dictates what is to be researched, which questions are to be asked and how they are to be formulated, and how research findings are to be interpreted. Scholarly interest has turned from a chronological study of the development of artistic styles, schools and movements in the history ofEuropean art towards contextual research into the same topics which are set within a spatial and chronological framework of a series of discontinued revolutions in world views. The difficulty of applying a traditional scholarly apparatus to new models was also transferred in the field of aesthetics, which resulted in a complete rejection of the evaluation of art as judgement of taste, as it was specifically perceived in this philosophical (sub) discipline from Baumgarten (1750) onwards. To some degree, aesthetics was replaced by an interdisciplinaryunderstanding of art theory which developed from various autonomous disciplines which are nonetheless mutually interconnected through their research processes, that is, the social sciences and humanities such as history of art, art criticism, sociology of art, psychology of art, semiotics and semiology of art, philosophy of art and aesthetics. In such a context,our interest is directed towards the understanding of a theoretical field which has been defined as the history of art history, since it outlines the journey of a discipline, in Udo Kultermann’s book of the same name which is on the reading list for the course in art theory in Croatian academic art-historical circles. The study of that section of the book which describes the history of art history in the classical period, has demonstrated that the explanations and conclusions contained in it are in contrast to the explanations and conclusions of prominent art theorians, especially those who studied the history of aesthetics and classical philology. We can note the differences on two levels. The first is the methodology of scholarly research, while the second is based on a different perception of the boundaries of the domain of art-historical theory. Kultermann relies on a strict division with regard to content and methodology between art istory,philosophy (aesthetics) and historiography, and so, following from this, it appears that classical art history almost did not even exist. On the other hand, the theory of art takes into consideration the nature of classical historiographic standards, the aim of which was to provide examples of the normative content of philosophy, that is, the testimonies of its credibility and manifestation. Such an approach takes into account thecontent norms of the preserved classical sources about art, and through it, our perception of the position of art in that period focuses on the theoretical insights which are more encompassing than those encountered in the aforementioned section of Kultermann’s book. Based on this, we suggest that the evaluation of material should follow the methodological standards of art theory in such a way that individual artistic eras are understood and interpreted as historical periods which were unifiedthrough invariable paradigms which were always new and which integrated a large number of artistic concepts and ideas but which, nonetheless, possessed a general value in a specific period. According to Bihalji-Merin, we act like this out of gratitude towards an academicdiscipline which creates an orderly knowledge since the “images which lead us, constructed from a mythical tradition, disperse slowly and instead of them, a critical, human system of thought is formed.” Such aprocess focuses primarily on the revision of a number of hitherto unrevised prejudices towards theory.However, this is not done on the ruins of the historical legacy of art history but on its foundations.
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Nogami, Gen. "Historical sociology in Japan: Rebalancing between the social sciences and humanities." International Sociology 36, no. 2 (March 2021): 160–70. http://dx.doi.org/10.1177/02685809211005346.
Full textAbstract:
The origin of historical sociology can be traced to Max Weber’s theory of modernization, which is an appropriate approach for studies in Japan. However, the Japanese image of ‘historical sociology’ is not that of a comparative history based on social scientific interests but is a history closer to cultural and social history and the history of ideas with an emphasis on descriptive research. This originates from the high degree of freedom given to the use of sources in the historical study of collective consciousness. Accordingly, it was easy to accept the impact of the linguistic turn. Subsequently, Japanese historical sociology evolved into discourse-historical research, media-historical research, and constructionist-historical research. In recent years, historical research on social issues and quantitative historical sociology have become increasingly popular. Historical sociological research has been differentiated into various separate sub-disciplines so it is difficult to identify a cohesive historical sociology as a field. However, the tradition of a high degree of freedom in terms of the use of sources continues to provide a stimulus for historical sociological studies in Japan.
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Thomas, Theda Ann, Sue Rechter, Joy Wallace, Pamela Allen, Jennifer Clark, Bronwyn Cole, Lynette Sheridan Burns, Adrian Jones, and Jill Lawrence. "Designing First-year Sociology Curricula and Practice." Asian Social Science 13, no. 4 (March 24, 2017): 1. http://dx.doi.org/10.5539/ass.v13n4p1.
Full textAbstract:
Many countries are now specifying standards for graduates in different disciplines, including sociology. In Australia, the Australian Sociological Association (TASA) has developed Threshold Learning Outcomes (TLOs) for sociology to provide the learning outcomes that students graduating with a bachelor’s degree in sociology should achieve. These TLOs have encouraged universities to think explicitly about their sociology curriculum in a holistic way. This paper reports on a project that investigated the skills and concepts sociology students need to learn in first year to meet the TLOs by the time they graduate. The project identified the needs of students as they transition from school or work into the study of sociology in first year through a study of literature of first-year pedagogy and a student survey. A workshop was held for sociology that involved 37 academics from 14 universities. The workshop was used to promote a rethink of teaching of sociology in the light of the new TLOs as well as to collect ideas from the participants. The student surveys, workshop ideas and relevant literature were analyzed and synthesized for each TLO to determine what skills and concepts first-year students needed to learn, identify what they might find difficult and propose strategies for teaching. The paper also provides practical ideas for engaging academics with thinking holistically about the sociology curriculum and for teaching and learning sociology in the first year of an undergraduate degree.
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Linde, Charlotte. "The quantitative study of communicative success: Politeness and accidents in aviation discourse." Language in Society 17, no. 3 (September 1988): 375–99. http://dx.doi.org/10.1017/s0047404500012951.
Full textAbstract:
ABSTRACTSociolinguistics has never been a closed or autonomous discipline, but rather has considered relations between linguistic variables and so-called real-world variables, such as age, sex, and social class. Developments in discourse analysis now permit the analysis of the effectiveness of utterances in their real-world context. This study of communicative success uses as its data transcripts of eight aviation accidents, as well as transcripts of fourteen flight simulator sessions. The linguistic variable considered is mitigation; the real-world variables are success or failure of the individual communication, and peer judgments of the overall effectiveness of the simulator crews. To quantify the use of mitigation, a four-degree scale was established by using the judgments of several linguistic analysts and was validated against the judgments of members of the aviation community. Using this scale, a number of hypotheses were confirmed: (1) Utterances going up the chain of command are more mitigated than those going down, showing that mitigation is sensitive to social rank. (2) Utterances introducing a new topic are more likely to fail if they are mitigated than if they are direct. (3) Suggestions by a crew member to the captain are more likely to fail if they are mitigated than if they are direct. These results show a strong effect of mitigation on several measures of communicative success. This study shows that a quantitative study of communicative success is possible and suggests the necessity for further studies of this type as a necessary direction for discourse analysis. (Pragmatics, discourse analysis, communicative effectiveness, politeness, mitigation, perlocutionary force, man-machine interface)
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Inshakov, Sergei. "Criminological Aspect of Area Studies as a Trend in the Scientific Study of Crime." Russian Journal of Criminology 15, no. 2 (April 30, 2021): 159–66. http://dx.doi.org/10.17150/2500-4255.2021.15(2).159-166.
Full textAbstract:
The author suggests reviving one of the traditional approaches to researching life in different regions — area studies — within the framework of criminology. Area studies are defined as a comprehensive study of the country, its territory, people and tribes that inhabit it, as well as specific features of its state system, social and political processes, institutions and other phenomena that could present interest for research. The correlation between area studies and regional studies is shown, and the prerequisites for the development of area studies as a source of practical information and a method of fundamental cognition of nature and society are described. The author studies key stages of the development of area studies as an independent discipline and as a field of research and analyzes its specific branches: military and criminological area studies, Oriental studies, etc. The criminological component of area studies played a significant role at the earliest stages of this discipline’s development. The author also describes the essence of criminological area studies, shows the significance of this field of research, delineates criminological area studies and such research fields as the geography of crime and the regional differences of criminal-criminogenic phenomenon. The difference between criminological area studies and comparativism as a method of criminological research is shown. It is proven that area studies are a prerequisite for the development of a new criminological paradigm. At the same time, criminological area studies are viewed as a productive method of understanding new regularities in the criminal sphere that opens up new knowledge frontiers for researchers. The author describes the advantages of studying different aspects of a country’s life as indicators of crimes in comparison with statistical analysis. Examples of identifying fundamental regularities of the criminal-criminogenic phenomenon based on area studies are presented. Considerable attention is paid to the comparative analysis of corruption in the People’s Republic of China, the Russian Federation and Ukraine. The author compares the objectivity of statistical data on the level of corruption and the area studies’ indicators of the degree to which a society is affected by corruption processes. Using the data of criminological area studies, the author argues for the civilization approach to researching deviant behavior and the criminal sphere as well as for identifying civilizational types of crime.