Relevant bibliographies by topics / Developmental Sociology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Developmental Sociology'

Author: Grafiati
Published: 6 September 2023

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Journal articles on the topic "Developmental Sociology"

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Parker, Stuart, Amy E. Traver, and Jonathan Cornick. "Contextualizing Developmental Math Content into Introduction to Sociology in Community Colleges." Teaching Sociology 46, no. 1 (June 30, 2017): 25–33. http://dx.doi.org/10.1177/0092055x17714853.

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Across community colleges in the United States, most students place into a developmental math course that they never pass. This can leave them without the math skills necessary to make informed decisions in major areas of social life and the college credential required for participation in growing sectors of our economy. One strategy for improving community college students’ pass rate in developmental math courses is the contextualization of developmental math content into the fabric of other courses. This article reviews an effort to contextualize developmental math content (i.e., elementary algebra) into Introduction to Sociology at Kingsborough Community College and Queensborough Community College, both of the City University of New York, during the spring 2016 semester. Data from a pretest/posttest control-group design implemented across the two campuses reveals the significance of this strategy for some sociology students’ grasp of discrete mathematical skills and success in developmental math.
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Powers, Charles H. "Evolving a Developmental Curriculum in Sociology: The Santa Clara Experience." Teaching Sociology 28, no. 1 (January 2000): 41. http://dx.doi.org/10.2307/1319420.

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Heyns, B. "A Historical Sociology of Childhood: Developmental Thinking, Categorization and Graphic Visualization." Contemporary Sociology: A Journal of Reviews 39, no. 2 (March 1, 2010): 206–8. http://dx.doi.org/10.1177/0094306110361589ww.

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Turmel, André. "Towards a historical sociology of developmental thinking: the case of generation." Paedagogica Historica 40, no. 4 (August 2004): 419–33. http://dx.doi.org/10.1080/0030923042000250983.

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Cunningham, Hugh. "A Historical Sociology of Childhood: Developmental Thinking, Categorization and Graphic Visualization." Children & Society 23, no. 4 (July 2009): 310–11. http://dx.doi.org/10.1111/j.1099-0860.2008.00211.x.

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Kallolikar, Shashikant Bhimappa. "Historical developments, rise and developmental aspects of sociology in Indian context." International Journal of Latest Engineering and Management Research (IJLEMR) 7, no. 12 (December 15, 2022): 15–22. http://dx.doi.org/10.56581/ijlemr.7.12.15-22.

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Portes, Alejandro. "The Sociology of Development." Sociology of Development 1, no. 1 (2015): 20–42. http://dx.doi.org/10.1525/sod.2015.1.1.20.

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This paper summarizes the main theories conventionally associated with the sociology of development as well as the arguments of the principal scholars focused on what “works” to bring about economic development and social progress. This line of argument ushered the rising consensus across the social sciences that the prime causal role belongs to institutions. However, the empirical literature that has followed from this consensus has been marred by a lack of proper definition of the concept and a tendency to use nations as units of analysis, neglecting their internal complexity. The last sections summarize a recently completed study of twenty-three Latin American institutions in five countries. The study shows the feasibility of studying institutions empirically and highlights a series of important differences among then and across countries. The solution provided by Qualitative Comparative Analysis (QCA) to the defining determinants of a developmental institution highlights the central role of meritocracy, absence of internal cliques and, in particular, proactivity toward the external environment. The theoretical and practical implications of this study are discussed.
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Davydov, V. V., and V. T. Kudriavtsev. "Developmental Education." Russian Education & Society 40, no. 7 (July 1998): 37–64. http://dx.doi.org/10.2753/res1060-9393400737.

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Sklar, Richard L. "Developmental Democracy." Comparative Studies in Society and History 29, no. 4 (October 1987): 686–714. http://dx.doi.org/10.1017/s0010417500014845.

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Political science has become a dismal science for most of the world. In the proverbial third world, where most people live, the “physical quality of life” is often abysmal and liable to further deterioration. Steeped in “realism,” political science foretells a future of dictatorial rule for most of those who face the prospect of increasing physical misery.
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Datan, Nancy. "The Oedipus Cycle: Developmental Mythology, Greek Tragedy, and the Sociology of Knowledge." International Journal of Aging and Human Development 27, no. 1 (July 1988): 1–10. http://dx.doi.org/10.2190/xap9-uqp1-rnmw-v7r8.

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The Oedipus complex of Freud is based on the inevitability of the tragic fate of a man who fled his home to escape the prophecy of parricide. Thus, he fulfilled it by killing a stranger who proved to be his father. As Freud does, this consideration of the tragedy of Oedipus takes as its point of departure the inevitability of the confrontation between father and son. Where Freud looks to the son, however, I look to the father, who set the tragedy in motion by attempting to murder his infant son. Themes ignored in developmental theory but axiomatic in gerontology are considered in this study of the elder Oedipus. The study begins by noting that Oedipus ascended the throne of Thebes not by parricide but by answering the riddle of the Sphynx and affirming the continuity of the life cycle which his father denied. In the second tragedy of the Oedipus Cycle of Sophocles, Oedipus at Colonus, this affirmation is maintained. As Oedipus the elder accepts the infirmities of old age and the support of his daughter Antigone, Oedipus the king proves powerful up to the very end of his life when he gives his blessing not to the sons who had exiled him from Thebes, but to King Theseus who shelters him in his old age. Thus, the Oedipus cycle, in contrast to the “Oedipus complex,” represents not the unconscious passions of the small boy, but rather the awareness of the life cycle in the larger context of the succession of the generations and their mutual interdependence. These themes are illuminated by a fuller consideration of the tragedy of Oedipus.
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Dissertations / Theses on the topic "Developmental Sociology"

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Gulley, Bill Linn 1949. "Developmental origins of deviance." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291451.

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Data concerning delinquency, deviance, and development were collected on over 800 adolescents aged 10 to 17. Structural models were constructed to investigate the effects of development (pubertal development and physical development) on delinquency. The view that variables typically used to define delinquency form a unitary latent trait was rejected. Instead two moderately related traits (r =.28) were required: (1) Criminal Behavior as defined by theft, aggression, and vandalism and (2) Autonomy Seeking Behavior as defined by substance use, sexual experimentation, and sensation seeking behaviors. Gender effects were found in levels of criminal behavior whereas autonomy seeking behavior was not so differentiated. Age effected only autonomy seeking behavior while pubertal development effected both traits. Differential gender effects were discovered in the influence of age on autonomy seeking behavior and the effect of pubertal development on both traits. Girls appear to be more strongly influenced by pubertal development for both traits while boys appear to be more susceptible to age effects.
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Smith, Matthew S. "Employment affect of working adults with developmental disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526955.

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The unemployment rate for people with developmental disabilities is almost 7 times higher than the current national unemployment statistics. Research indicates that the majority of those with developmental disabilities do wish to work and moreover, have many skills and talents that organizations can benefit from. This paper aims to use common industrial and organizational psychological measures in a unique population--developmentally disabled adults. Specifically, the present study examines the job satisfaction, affective commitment, and turnover intentions of adults with developmental disabilities from the Harbor Regional Center and Regional Center of Orange in Southern California. This is the first research h that examines affective feelings about employment in the developmentally disabled population in Los Angeles and Orange counties. Results from the study show that adults with developmental disabilities had higher than expected job satisfaction and affective commitment towards their job. They also had lower turnover intentions than expected.

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Thompson, Laura. "The future of services for individuals with developmental disabilities| An analysis of changes presented by the new york state office of people with developmental disabilities." Thesis, State University of New York Empire State College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555983.

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This project explores the historic, current and future services for individuals with developmental disabilities in New York State in a series of related studies presented in three chapters. The first chapter examines the history of how modern services for individuals with developmental disabilities were established. The second chapter examines the social, economic and political factors that are driving the first major changes in services for individuals with developmental disabilities since the early 1970's. The first two chapters will demonstrate similar trends that caused major changes in the 1970's and the major changes currently happening in service delivery. The final chapter examines the proposed services that will be offered to individuals in New York State, the implementation of the new services, potential barriers to implementation and both the intended and unintended consequences of the new services.

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Borja, Amanda P. "Using the ecomap to explore children's phenomenology about their social worlds| A global cross-cultural analysis." Thesis, Tulane University School of Science and Engineering, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143946.

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To gain an understanding of children’s social milieu, this study explored international children’s phenomenology about their social networks, stressors, and supports using the ecomap, a graphic tool that maps children’s social relationships and their appraisals of them. Specifically, it addressed the following two research questions using archival ecomap data collected from 816 school-aged children (ages four – 19 years) from 14 cities in 12 countries (Brazil – Manaus, Estonia – Tallinn, Greece – Athens, India – Mumbai, Italy – Padua, Mexico – Xalapa, Romania – Bucharest, Russia – Samara, Slovak Republic – Košice, Sri Lanka – Negombo, Tanzania – Arusha, and the United States – Boston, Massachusetts; Mayagüez, Puerto Rico; New Orleans, Louisiana): (a) What are the characteristics of international children’s social networks, and what cross-cultural patterns exist; and (b) Who and what do children consider their social supports and social stressors, and what cross-cultural patterns emerge? The nature of the ecomap drawings and their associated narratives allowed for a concurrent mixed methods approach to be used to identify cross-cultural phenomenological patterns about the structures (network size, embeddedness, and network composition), functions (stressor and support types), and evaluations (relationship appraisals) of children’s social worlds. Considerable diversity was found in the data, but a number of notable cross-site, cross-gender, and cross-age patterns were identified. In general, children in this sample reported a trimmed mean network size of 7.87 (SD = 3.61), with middle school students reporting the largest (M = 8.78). Embeddedness, measured as the balance of perceived stress and supports (Nastasi & Borja, 2015; Summerville, 2013), also was generally positive, suggesting that children generally perceive themselves to be connected to their social networks. Most commonly reported members included home parent/caregivers, friends/peers, extended family members, and siblings; and across grade levels, sites, and gender, network members were generally appraised positively. When asked about the ways that network members support or trigger distress, youth in this sample described over 50 stress and support themes, most of which related to interpersonal relationships and interactions. The results of the current study not only contributes to the literature on children’s stressors and supports, but also build on Nastasi and colleagues’ Promoting Psychological Well-Being Globally project (PPWBG; Nastasi & Borja, 2015), whose international team collected the ecomap data to understand children’s well-being and the culturally- and developmentally-unique factors that influence them.

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Abdel-Wadood, R. M. "The socio cultural influences on the developmental role of the Egyptian rural woman." Thesis, Bucks New University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375681.

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Quigley, Jennifer. "Let's work| Employment experiences of adults with developmental disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569589.

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The present study investigated the employment experiences of adults with mild developmental disabilities. The study's sample consisted of 45 participants with developmental disabilities who were over the age of 18. Participants were recruited from two Regional Centers in Southern California and either phone interviews or in-person interviews were conducted.

A structured interview protocol examined each participant's current work experience, along with several items exploring facilitators and obstacles to employment. Data from this qualitative investigation were organized into categories using inductive content analysis. Descriptive statistics were computed for quantitative items. Overall, it was discovered that: participants found money as the most rewarding aspect of employment, relied on outside support in obtaining and maintaining employment and found few obstacles of which to overcome, worked with others with developmental disabilities, and utilized workplace supports in entry level positions making an average wage of $8.92 a hour during a 20.72 hour work week.

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Santee, Veronica Vonciele. "Surviving the transition from foster care to adulthood| A phenomenological study." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585974.

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The purpose of this qualitative phenomenological study was to explore the perceptions of foster care support services providers about the most effective support services for transitioning wards from foster care to independent living. Set in a suburb of a large metropolitan area, the data for the study were from pre-interview questionnaires and audio recorded interviews of 10 foster care support services providers. Data collected underwent analysis using NVivo 9 software to identify emerging themes from the interview and to collate the common practices and most effective support services for transitioning from foster care to independent living. The five central themes resulting from 10 participants’ answers to interview and pre-interview questions included (a) beginning the emancipation process, (b) monitoring the emancipation process, (c) primary sources for a successful transition, (d) barriers hindering the successful transition, and (e) tactics developed to improve the transitional outcome. The study findings have implications for foster care support services providers’ leadership. Foster care agencies could hold collaborative meetings every month in a community facility such as a school, church, or hall, to maintain a visual on goal setting practices and to provide foster youth a sense of security and safety to improve the desire to succeed.

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Gilson, Michael S. "Testing Moffitt's adolescence-limited and life-course-persistent taxonomy utilizing a behavioral genetic design: An adoption study of adolescent antisocial behavior." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280119.

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The notion of adolescent antisocial behaviors being committed by qualitatively different adolescents, those who engage in antisocial behavior only during adolescence due to social influences and pressures and those who persist in antisocial behaviors throughout the lifespan due to pathological characteristics, is quite popular though not previously empirically tested. The present study tested Moffitt's (1993) dual taxonomy of antisocial behavior utilizing a full adoption design. The sample used in this study came from Cadoret's Iowa Adoption Studies, 1975-1982 (Cadoret, 1988). Parent reports of antisocial behaviors of adoptees in this sample (N = 387) were utilized to classify adoptees as either Adolescence Limited (AL) (N = 115) or Life-Course-Persistent (LCP) (N = 62). Central questions examined in this study were: (1) Are AL and LCP individuals independent of biological history of either psychopathology or antisocial personality? (2) Is there a differential genetic influence on AL and LCP individuals? and, (3) Does genetic influence differ by domain of antisocial behavior examined? Analyses indicated that AL and LCP classification was not independent of biological history of either psychopathology or antisocial personality disorder. Hierarchical regression analyses consistently indicated that AL and LCP classification predicted both parent reports of antisocial behavior and clinical assessments of adoptee antisocial personality. While AL/LCP Classification x Biological History interactions were not significant, logistic regression analyses consistently indicated that LCP individuals were significantly more likely to have a biological parent with a history of either psychopathology or antisocial personality than were AL individuals. Further support for the normative nature of AL antisocial behaviors was demonstrated by the finding that AL individuals were no more likely than those adolescents who did not engage in any antisocial behaviors to have a biological parent diagnosed with either psychopathology or antisocial personality. Analyses by domains of antisocial behavior revealed no significant differences between groups for aggressive behaviors but that LCP individuals were more likely to engage in substance use during adolescence than were AL individuals. Discussion focuses on the implications that the findings have for both subsequent research and intervention programs.
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Stuewig, Jeffrey. "Factors related to the desistance of crime in a longitudinal sample." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284203.

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This study examines characteristics of those who desist from compared to those who persist in delinquency over a two year span. Stability of antisocial behavior is a well accepted finding in the social sciences. In addition, many other individual characteristics associated with crime, such as impulsivity, are considered to be stable. These individual characteristics also show a relationship to long term negative outcomes of adult criminality and poor work history. Other variables that correlate with adolescent delinquency are parental monitoring, peer deviancy, and school attachment. While there is stability in antisocial behavior, there is also change; many individuals desist from delinquency as they age. Participants in this study were adolescents involved in a longitudinal study (N = 278). Results show a high degree of stability in delinquency as well as in other correlates of delinquency. Parental monitoring, peer deviancy, and school attachment are all related to delinquency, yet when the subjects are divided into persisters (n = 73) versus desisters (n = 35), these same variables are not significantly related to desistance. This suggests that the variables related to onset may be different from those related to desistance from delinquency. Nonetheless, if one takes a more dynamic perspective of this relationship, change can be seen. Change in impulsivity, risk taking, temper, peer substance use, and school attachment relates to a deceleration in delinquent activity. Results are discussed from a developmental perspective.
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Ha, Annie. "Grant proposal for an art therapy program for adults with developmental disabilities." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523306.

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The purpose of this grant proposal was to develop and seek funding for implementation of an art therapy program for adults with developmental disabilities in Orange County, California. The clients of Westview Services' adult day programs located in Orange County will have an opportunity to participate in the proposed art therapy program.

Through a review of the literature on the needs and challenges as well as current services and interventions in place for individuals with developmental disabilities, the grant writer proposed and designed an art therapy program. This grant writer explored potential public and private funding sources, which yielded the Field Initiated Projects through the National Institute on Disability and Rehabilitation Research as the funding source with the most potential fitting the goals and objectives of this project.

The actual submission and/or funding of this grant were not required for the successful completion of this academic project.

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Books on the topic "Developmental Sociology"

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The rise of Western rationalism: Max Weber's developmental. Berkeley: University of California Press, 1985.

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A historical sociology of childhood: Developmental thinking, categorization, and graphic visualization. Cambridge: Cambridge University Press, 2008.

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Tsunenobu, Ban, ed. Hattatsu seido shakai kara mita kyōikugaku. Kyōto-shi: Kitaōji Shobō, 2010.

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Chrisler, Joan C. Handbook of Gender Research in Psychology: Volume 1: Gender Research in General and Experimental Psychology. New York, NY: Springer Science+Business Media, LLC, 2010.

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López, Augusto Serrano. Desarrollo humano: Fronteras y alternativas. Obispado de Choluteca, Honduras, C.A: Ediciones Subirana, Centro de Publicaciones, 1999.

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Chrisler, Joan C. Handbook of Gender Research in Psychology: Volume 2: Gender Research in Social and Applied Psychology. New York, NY: Springer Science+Business Media, LLC, 2010.

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P, Thornberry Terence, ed. Gangs and delinquency in developmental perspective. Cambridge, U.K: Cambridge University Press, 2003.

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1949-, Wheeler Gordon, and McConville Mark, eds. The Heart of development: Gestalt approaches to working with children, adolescents, and their worlds. Cambridge, MA: GestaltPress, 2001.

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Understanding human development: A multidimensional approach. 2nd ed. South Melbourne, Vic: Oxford University Press, 2010.

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Principles into practice: A developmental study of a community mental health service. [Manchester]: [Youth Development Trust], 1986.

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Book chapters on the topic "Developmental Sociology"

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Ward, Jeffrey T. "Developmental and Life-Course Theories of Crime and Deviance." In Handbooks of Sociology and Social Research, 283–308. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20779-3_15.

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White, Helene Raskin, Kristina M. Jackson, and Rolf Loeber. "Developmental Sequences and Comorbidity of Substance Use and Violence." In Handbooks of Sociology and Social Research, 433–68. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0245-0_21.

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White, Helene Raskin. "Sociology." In Recent Developments in Alcoholism, 7–27. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1742-3_1.

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Selfe, P. L. "Development." In Advanced Sociology, 265–74. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-13093-1_18.

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Selfe, Paul. "Development." In Sociology a Level, 237–47. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13854-8_18.

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Selfe, Paul. "Development." In Work Out Sociology, 237–46. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13120-4_19.

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Webster, Andrew. "The Sociology of Development." In Introduction to the Sociology of Development, 1–14. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20584-4_1.

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Chew, Sing C., and Pat Lauderdale. "Sociology of Development and the Underdevelopment of Sociology." In Theory and Methodology of World Development, 19–73. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230108509_2.

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Roka, Krishna. "Sociology of Inequality." In Encyclopedia of the UN Sustainable Development Goals, 799–809. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-95882-8_19.

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Roka, Krishna. "Sociology of Inequality." In Encyclopedia of the UN Sustainable Development Goals, 1–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-71060-0_19-1.

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Conference papers on the topic "Developmental Sociology"

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Zhang, Mingbo. "The Development and Evolution of Marxist Sociology since the Reconstruction of Chinese Sociology." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.156.

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Polcicova, Maria. "POLITICAL EDUCATION AS A NECESSARY PART OF AN EDUCATIONAL PROCESS IN A DEMOCRATIC SOCIETY." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b2/v4/27.

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"There is currently a noticeable increase in extremism, populism, hatred and intolerance in all EU countries, which are evoked by several political conflicts, social events (critical situation in Afghanistan, response to the COVID pandemic, conflict in Ukraine, migration from third countries etc.). Political education as an integral part of the educational process in schools, not only at the national level, we therefore naturally consider it one of the tools for promoting democratic tools in society. We also consider foreign language teaching to be one of the tools of political education. Within it, on the example of learning about important political events, which at the same time shaped the moral democratic values of the bearers of a given language, we can mediate a critical analysis of the way of life in a given developmental stage of society. The aim of our paper is to present the idea of the educational process as a driving force for the spread of democratic values on the example of foreign language teaching at our faculty. From the point of view of theoretical backgrounds, we define the very concept of political education on the example of several experts in the field of sociology, politics and education. In order to find out the current state of the concept of political education in the educational process at national and transnational level, we analyze the individual documents of the European Union. Throughout the post, we mainly use qualitative data, such as thematic analysis, to interpret patterns and meanings in the data and descriptive data."
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Lokosov, Vyacheslav Veniaminovich. "Sociology in contemporary Russia: five keynote aspects." In 6th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2023. http://dx.doi.org/10.20948/future-2023-7.

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Five key aspects of sociological science in modern Russia are analysed. The first three aspects concern the content of sociology - metatheory, middle-level theories and applied sociology. The fourth aspect reveals the institutional implementation of sociology, and the fifth - its practical application. The conclusion is made about the most successful state of applied sociology and the formation of the basic institutional infrastructure. It is proposed to focus on the development of metatheory and the practical application of sociology.
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Irfan, M., Sabarudin Yunis Bangun, and Budi Valianto. "Development Module of Sport Sociology on KKNI Curriculum." In 1st Unimed International Conference on Sport Science (UnICoSS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200305.002.

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Petrović, Slobodan. "Subject of Sociology of Law in the Legal Order of Modern Globalized Society." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.243.

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The state is a social community that represents a multitude of individuals and the interactions between them. From this, we conclude that the state is a legal and a social being. Max Weber claimed that the assignment of sociology is “to understand so­cial behavior through interpretation.” Both then and today, the subject of the sociology of law is social behavior. The legal order encompasses, analyzes, and acts on the actions performed by persons as citizens or bodies of the state who interpret their behavior. The state is a social reality within the legal order because all individuals be­longing to the same state constitute a unity, i.e., one state’s population. The population is one of the three basic elements of the state. According to these same constituents, the sociology that studies the state is interested in ana­lyzing that behavior. This paper will specifically analyze human behavior oriented towards the legal order, the normative character of the state, the problem of society in a globalized world, and the impact of globalization on the legal system through the movement of individuals in legal systems and societies.
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Pushkareva, Tatiana, Daria Agaltsova, and Olga Derzhavina. "Evolution of “memory studies”: Between psychology and sociology." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.09091p.

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The article examines the problem of the “memory studies” development and the role that psychology and sociology play in the development of this interdisciplinary field of humanities. The authors divide the history of memory studies into two periods. The analysis of the first stage of the conceptual formation of memory research, starting from the end of the XIX century and till the first part of the century, first of all, on the basis of psychological, sociological is revealed. The authors demonstrate the trajectory of the evolution of the scientific understanding of “memory” from a purely psychological interpretation of the phenomenon to a socio-psychological concept (group memory), to a broad sociological theory (socio-cultural and historical memory). It is shown how at the second stage of the memory studies development, starting from the second half of the XX century till the present time, sociological research unfolds in the paradigm of memory studies and at the same time there is a new growth of interest in the psychological point of these studies. This is reflected in the development of psychoanalytic concepts, biographical research methods, and the increased role of oral history. It is concluded that the dialectical interaction of sociology and psychology in the interdisciplinary field of memory studies forms the basis of the heuristic potential of this modern humanities research.
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Tahmidaten, Lilik, and Wawan Krismanto. "Development of Competence Based Training (CBT) Curriculum of Sociology Teachers." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007101805450555.

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Lv, Dongsheng. "On Development of Sports Sociology from the Perspective of Functionalism." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.154.

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Susilo, Rachmad K. Dwi, and Awan Setia Dharmawan. "Par Practice for the Development of Applied Sociology in Indonesia." In 2nd International Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220302.025.

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You, Yuandeng, and Sunho Mun. "Reflection on Development of Sports Humanistic Sociology Disciplines and the Strategies." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.38.

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Reports on the topic "Developmental Sociology"

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Costa, Sérgio. Unequal and Divided The Middle Classes in Contemporary Brazil. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, June 2022. http://dx.doi.org/10.46877/costa.2022.45.

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The middle class, or rather middle classes, to do justice to their heterogeneity, have been and continue to be at the centre of the long political and economic crisis that has been ravaging Brazil since 2014. Available interpretations that try to explain the positions taken by different political authors are biased by structural, ideological, or cultural determinism. To escape these determinisms, I draw on Stuart Hall’s political sociology in order to understand the link between the class situation of the middle classes and their constitution as political subjects of various shades as contingent intersectional articulations. The emphasis on contingency obviously does not imply a belief that political developments are fortuitous and detached from social structures. Nor does it ignore the existence of groups with deeply held ideological or cultural convictions who consistently adopt, over long periods of time, political attitudes compatible with these beliefs. However, taken as a whole, the middle classes have shown a very heterogeneous and changing political trajectory over time. They adhere to discourses - both right-wing or more egalitarian ones - and make political choices based on the power of these narratives to capture, in given circumstances, their anxieties, expectations, claims and aspirations.
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, April 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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