Academic literature on the topic 'Harvard University. Social Relations Society'

Susan T. Fiske is professor of psychology, Princeton University (PhD, Harvard University; honorary doctorate, Université Catholique de Louvain-la-Neuve, Belgium). She wrote Social Cognition (with Taylor) on how people make sense of each other. Currently, she investigates emotional prejudices (pity, contempt, envy, and pride) at cultural, interpersonal, and neural levels. She won the American Psychological Association's Early Career Award for Distinguished Contributions to Psychology in the Public Interest for antidiscrimination testimony and the Society for the Psychological Study of Social Issues' Allport Intergroup Relations Award for ambivalent sexism theory (with Glick). She edits the Annual Review of Psychology (with Schacter and Kazdin) and the Handbook of Social Psychology (with Gilbert and Lindzey). She just finished Social Beings: A Core Motives Approach to Social Psychology and a year as President of the American Psychological Society. Amy Hackney received her BA in psychology from Indiana University and her MS and PhD in social psychology from Saint Louis University. She began her career as an assistant professor of psychology at Georgia Southern University in the Fall of 2003. She teaches courses in social psychology, psychology and law, psychology of gender, and research methods. She conducts research on racial and gender stereotypes and prejudice. She is particularly interested in how stereotypes and prejudice affect jury decision making and how minority members experience and cope with prejudice.

Based on empirical material in the form of case studies prepared at Harvard Business School and Kozminski University, the article analyses the content of teaching materials in the field of business history. The Harvard case studies served as a model for the Polish ones. In contrast to the United States, at Kozminski University and in other Polish business schools, business history is not taught as a separate subject. The article puts forward the thesis that history education could provide an opportunity for future managers to broaden their knowledge of the social environment in which they will operate and to shape attitudes of responsibility for the social consequences of decisions made. However, this opportunity remains largely untapped in both the United States and Poland. American teaching materials are still influenced by the Chandlerian paradigm, and therefore they focus on the evolution of structures and changes in the strategy of large multinational corporations. These materials present students with role models of successful entrepreneurs and companies. Their social environment is presented in a sketchy manner, and questions about the motivations of human actions or hierarchies of values are rarely asked. The teaching materials also shy away from questions about the social consequences of managerial decisions. This is so, despite the fact that scientific publications are moving away from concentrating solely on the centre of global capitalism, the history of the largest corporations, and the treatment of the social environment as a variable on which the entrepreneur or company have no influence. Business history as a scientific discipline in Poland is still at an early stage of development. However, one can notice a gap between research and teaching similar to the one that exists in the USA: there are works critically analysing the period of transformation and showing the peripheral character of Polish capitalism as well as the social consequences of this peripheral nature that are completely ignored in teaching.

A variety of models contribute to our understanding of Classic Maya sociopolitical structure. Few, however, consider the variability that existed within Maya systems, and the temporal and spatial scales of analysis have often been limited, especially with respect to the commoner segment of society. One model that has focused attention on this component of the Maya is thesian otot, described by Charles Wisdom (1940The Chorti Indians of Guatemala. University of Chicago Press) and introduced for the Copan Maya by William Fash (1983 Deducing Social Organization from Classic Maya Settlement Patterns: A Case Study from the Copan Valley. InCivilization in the Ancient Americas: Essays in Honor of Gordon R. Willey. University of New Mexico Press and Peabody Museum of Archaeology and Ethnology, Harvard University). Based on data from a 135-km2regional settlement survey and excavations of the Copan Valley in Honduras, it is argued that this model, in conjunction with other, broader models of Classic Maya society, offers a useful perspective from which to construct a multiscalar model of ancient Copan social organization. The variability amongsian otot, particularly in terms of economic production, is considered. The ceramic data from Copan suggest that ceramic production among commoner units was communal, and the possibility for community cooperatives is raised. Finally, the dynamic scale and productive relations among the commoners are considered in light of broader sociopolitical changes in the processual history of the Copan polity. It is concluded that the intersection of social, political, and economic institutional frameworks needs to be more comprehensively investigated from varied scales, both temporal and settlement, to appreciate fully the diversity of Maya social organization during the Late Classic/Terminal Classic transition.

The currently being prepared for publication “Foreword” to F. Tönnies’ work “Community and Society” was written by Harvard University professor P.A. Sorokin (1889–1968), who was a Russian/American sociologist. It was first published alongside the English translation of Tönnies’ book, issued in New York back in 1940. According to P.A. Sorokin, Tönnies’ community and society dichotomy represents a universal categorical description of two opposing forms of social organization. They appear in the social evolution of various civilizations and in the writings of their founders. P.A. Sorokin considered Tönnies to be one of the contemporary successors to the tradition of describing society in such a way. Tönnies’ book was ahead of its time. It is mentioned in “Foreword” that the first German edition, published in 1887, did not attract readers’ attention. However, when the 20th century came around — this book became a point of reference for German social scientists, as well as for educated individuals among the general public. “Foreword” mentions the reason for its rapid increase in popularity, which turned out to be a rapid and widespread transition from “community” to a “society” based on contractual relations. P.A. Sorokin points out that Tönnies created his essay during a time when the “Gesellschaft type of society” was “triumphantly rooting out the Gemeinschaft”. However, even back then Tönnies highlighted the shortcomings of capitalism as a form of social life. The American edition of Tönnies’ book, published in 1940, was its first complete translation to a foreign language (the 1927 Japanese edition had been shortened). P.A. Sorokin’s “Foreword” to this edition marked the beginning of this writing’s worldwide fame. This is the first time “Foreword” has ever been published in Russian. It was not included in the 2002 Russian edition of Tönnies’ book. This publication, however, makes up for such an omission in theoretical sociology. The publication together with commentary has been prepared by N.A. Golovin.

Trust in Troubled Times is an important addition to the still relatively small body of literature on banking and finance in Republican China. In this careful and thoughtful study of the development of banking and paper money in Tianjin from late Qing to the eve of the Sino-Japanese War in 1937, Brett Sheehan analyses the rise of modern banks and the growth of social trust in such financial institutions, and examines their relations to the process of state-building. The work is solidly based on a wealth of primary sources including newspapers published in Tianjin, Beijing and Shanghai, archival materials in China, Taiwan and the United States, as well as interviews with individuals who had worked in Tianjin banks in the 1920s and 1930s. Indeed, one of the main contributions of this book is the tremendous amount of data amassed by the author that illuminates the complexity of the problems associated with banking and finance in the pre-1949 period.Drawing on Western theories on banking and social trust, Sheehan begins his study with a discussion of a theoretical framework which provides not only a foundation for the analysis of developments in Tianjin, but also the basis for comparative studies of institution and state-building in different political, social and economic milieus. He then examines a series of financial crises, from the moratorium on exchange in 1916, the bank runs under the warlord governments, the financial instability created by the Japanese attack on Shanghai in 1932, and the monetary reforms of the Nationalist government in 1935. The responses of government officials, bankers and the local elites to the crises, the strategies they used to establish and promote impersonal trust in Tianjin banks, and the impact of these crises on the elites, the banking profession and state-society relations constitute the main body of the study. The story is both encouraging and disheartening: encouraging because by 1937, trust in Chinese-owned and operated banks was indeed established; disheartening because the banks failed to gain the autonomy that could have shielded them from the abuses of the government.

IRELAND : A GENERAL AND REGIONAL GEOGRAPHY, by T. W. Freeman, Fourth edition. London : Methuen, 1909. xx + 558 pp. £5.THE IRISHNESS OF THE IRISH, by E. Estyn Evans. Belfast: the Irish Association for Cultural, Economic and Social Relations. 1908. pp. 8. 2s. 6d.ENCYCLOPAEDIA OF IRELAND. Dublin : Allen Figgis, 1968. 463 pp. 120s.AN INTRODUCTION TO MAP READING FOR IRISH SCHOOLS, by R. A. Butlin. Dublin : Longmans, Browne & Nolan Limited, 1968. 123 pp. with four half‐inch O.S. map extracts. 10s.AN OUTLINE OF THE RE‐TRIANGULATION OF NORTHERN IRELAND, by W. R. Taylor. Belfast: Her Majesty's Stationery Office, 1907. 27 pp. 4s. 6d.A REVIEW OF DRUMLIN SOILS RESEARCH, 1959–1966, by J. Mulqueen and W. Burke. Dublin : An Foras Talúntais, 1967. 57 pp. 5s.FAMILY AND COMMUNITY IN IRELAND, by Conrad M. Arensberg and Solon T. Kimball. Harvard : the University Press, 2nd edition, 1968. 417 pp. $7.95.LONDONDERRY AREA PLAN. James Munce partnership. Belfast, 1968. 156 pp. 32s 6d.AN AGRICULTURAL ATLAS OF COUNTY GALWAY, by J. H. Johnson and B. S. MacAodha. Social Sciences Research Centre, University College, Galway, Research Papers Numbers 4 and 5. Dublin : Scepter Publishers Ltd., 1967. 66 pp.LIFE IN IRELAND, by L. M. Cullen. London : B. T. Batsford Ltd. New York : G. P. Putnams's Sons. 1968. xiv + 178 pp. 25s.PHASES OF IRISH HISTORY, by Eoin MacNeill. Dublin : Gill, 1968. 364 pp. 10s 6d.ANGLO‐IRISH TRADE, 1660–1800, by L. M. Cullen. Manchester : the University Press, 1968. 252 pp. 60s.IRISH PEASANT SOCIETY, by K. H. Connell. Oxford: The Clarendon Press, 1968. 167 pp. 35s.THE COUNTY DONEGAL RAILWAYS (Part One of a History of the Narrow‐Gauge Railways of North‐West Ireland), by Edward M. Patterson. Newton Abbot: David and Charles : 2nd edition, 1969. 208 pp. 40s.THE IRISH LIGHTHOUSE SERVICE, by T. G. Wilson. Dublin: Allen Figgis, 1908. 149 pp. 42s.REPORT OF THE DEPUTY KEEPER OF THE PUBLIC RECORDS, 1960–65. Cmd. 521. 1908. 244 pp. 17s Cd. SOURCES FOR THE STUDY OF LOCAL HISTORY IN NORTHERN IRELAND. 102 pp. 2s 6d. IRISH ECONOMIC DOCUMENTS. 37 pp. 1s. All published by Her Majesty's Stationery Office, Belfast.IRISH JOURNAL OF AGRICULTURAL ECONOMICS AND RURAL SOCIOLOGY, Volume I, numbers 1 (1967), 2 and 3 (1968). Dublin : An Foras Talúntais (Agricultural Institute). Each number 10s.JOURNAL OF THE KERRY ARCHAEOLOGICAL AND HISTORICAL SOCIETY. No. 1, 1968, 116 pp. No. 2, 1969, 150 pp.Maps and map cataloguesTHE KINGDOME OF IRELAND, by John Speed. Dublin : Bord Fáilte Éireann, 1966. Obtainable from the Library, Trinity College, Dublin. 12s. 6d.MAP CATALOGUE. Ordnance Survey of Northern Ireland. Belfast: Her Majesty's Stationery Office, 1908. 40 pp. 5s.CATALOGUE OF SMALL SCALE MAPS AND CHARTS. Ordnance Survey of Ireland. Dublin : Government Publications Office, 1968. 11pp. 1s.EIRE. Dublin : Ordnance Survey office. 1:350,000. 1968. 58 × 43 in. £5 10s.NORTHERN IRELAND, Sheet 4 (the south‐east). 1:126,720. 1968. 40 × 30 in. Paper, flat, 5s. Ordnance Survey of Northern Ireland, Belfast.WICKLOW AND DISTRICT. Teaching extract. l:63,360, fully coloured. 1968. 1s.ICAO. Aeronautical chart: Ireland 1:500,000. 1968. Two sheets, 38 in. 29 in and 40 in. × 29 in. 5s.ICAO. World aeronautical chart: Ireland. 1:1,000,000. 1968. 21 1/2 in. × 27 in. 5s.INTERNATIONAL MAP OF THE WORLD. Ireland. 1:1,000,000. 1968. 183/4 in. 29 1/4 in. 5s.

The relevance of the proposed topic is determined by the presence of the Cold War theme and its origins in today's social and political discourse of Russia and the United States. The final rupture of relations between East and West was caused by the division of Europe into two camps after the implementation of the Marshall Plan began. The purpose of the article is to reveal the prerequisites and trace the process of preparing the speech of Secretary of State George Marshall, delivered on June 5, 1947 at Harvard University. The subject of the study is the process of political decision–making in the United States. The author comes to the conclusion that the decision on the need to implement the American program of assistance to Europe was made in a very short time; the development of the basic principles of this program also took place quickly. As a result, neither the American society nor the recipients of aid received a full understanding of the essence of the program, and its developers were unable to calculate all the risks and avoid a number of major problems, the key of which was the beginning of the cold war between East and West. The results of the article can have practical and scientific application. The scientific one is connected with the fact that in Russian historiography the process of developing the principles of economic assistance to Europe has not been studied in sufficient detail. Practical – to promote understanding of the process of making foreign policy decisions in the United States, and this process has not undergone significant changes since that time. Актуальность предложенной темы определяется присутствием тематики холодной войны и ее истоков в сегодняшнем общественном и политическом дискурсе России и США. К окончательному разрыву отношений между Востоком и Западом привело разделение Европы на два лагеря после начала реализации плана Маршалла. Цель статьи – вскрыть предпосылки и проследить процесс подготовки речи госсекретаря Джорджа Маршалла, прозвучавшей 5 июня 1947 г. в Гарвардском университете. Предмет исследования – процесс принятия политического решения в США. Автор приходит к выводу о том, что решение о необходимости реализации американской программы помощи Европе было принято в очень сжатые сроки; так же быстро проходила и выработка основных принципов этой программы. В результате ни американское общество, ни реципиенты помощи не получили полного представления о сути программы, а ее разработчики не имели возможности просчитать все риски и избежать ряда важнейших проблем, ключевой из которых стало начало холодной войны между Востоком и Западом. Результаты статьи могут иметь практическое и научное применение. Научное связано с тем, что в отечественной историографии процесс выработки принципов экономической помощи Европе изучен недостаточно подробно. Практическое – способствовать пониманию процесса принятия внешнеполитических решений в США, а этот процесс с того времени не претерпел значительных изменений.

RÉSUMÉLe principal objectif de cet article est d’encourager une approche plus large, supraconfessionnelle, du mariage et de la famille à l’époque moderne. La conjugalité a été “désacralisée” par les réformateurs protestants du 16e siècle. Martin Luther, parmi d’autres, a refusé le statut de sacrement au mariage, tout en valorisant celui-ci comme une arme contre le péché. En réaction, le concile de Trente a réaffirmé avec force que le mariage est bien un des sept sacrements chrétiens. Mais, promouvant la supériorité du célibat, l’Église catholique n’a jamais beaucoup insisté sur les vertus de la vie et de la piété familiales avant le 19e siècle. En parallèle, les historiens décèlent des signes de “sacralisation” de la famille protestante à partir du 16e siècle. Leurs conclusions doivent être relativisées à la lumière de recherches plus récentes et plus critiques, centrées sur les rapports et les représentations de genre. Elles peuvent néanmoins inspirer une étude élargie et comparative, inexistante dans l’historiographie traditionnelle, des réalités et des perceptions de la famille chrétienne au-delà des frontières confessionnelles.MOTS-CLÉ: Époque Moderne, mariage, famille, protestantisme, Concile de TrenteABSTRACTThe main purpose of this paper is to encourage a broader supra-confessional approach to the history of marriage and the family in the Early Modern era. Wedlock was “desacralized” by the Protestant reformers of the 16th century. Martin Luther, among others, denied the sacramental status of marriage but valued it as a weapon against sin. In reaction, the Council of Trent reinforced marriage as one of the seven sacraments. But the Catholic Church, which promoted the superiority of celibacy, did little to defend the virtues of family life and piety before the 19th century. In parallel, historians have identified signs of a “sacralization” of the Protestant family since the 16th century. These findings must be relativized in the light of newer and more critical studies on gender relations and representations. But they can still inspire a broader comparative study, non-existent in traditional confessional historiography, of the realities and perceptions of the Christian family beyond denominational borders.KEY WORDS: Early Modern Christianity, marriage, family, Protestantism, Council of Trent BIBLIOGRAPHIEAdair, R., Courtship, Illegitimacy and Marriage in Early Modern England, Manchester, Manchester University Press, 1996.Beaulande-Barraud, V., “Sexualité, mariage et procréation. Discours et pratiques dans l’Église médiévale (XIIIe-XVe siècles)”, dans Vanderpelen-Diagre, C., & Sägesser, C., (coords.), La Sainte Famille. Sexualité, filiation et parentalité dans l’Église catholique, Problèmes d’Histoire des Religions, 24, Bruxelles, Éditions de l’Université de Bruxelles, 2017, pp. 19-29.Bels, P., Le mariage des protestants français jusqu’en 1685. Fondements doctrinaux et pratique juridique, Paris, Librairie générale de droit et de jurisprudence, 1968.Benedict, P., Christ’s Churches Purely Reformed. A Social History of Calvinism, New Haven/London, Yale University Press, 2002.Bernos, M., “Le concile de Trente et la sexualité. La doctrine et sa postérité”, dansBernos, M., (coord.), Sexualité et religions, Paris, Cerf, 1988, pp. 217-239.Bernos, M., Femmes et gens d’Église dans la France classique (XVIIe-XVIIIe siècle), Paris, Éditions du Cerf, Histoire religieuse de la France, 2003.Bernos, M., “L’Église et l’amour humain à l’époque moderne”, dans Bernos, M., Les sacrements dans la France des XVIIe et XVIIIe siècles. Pastorale et vécu des fidèles, Aix-en-Provence, Publications de l’Université de Provence, 2007, pp. 245-264.Bologne, J.-C., Histoire du mariage en Occident, Paris, Lattès/Hachette Littératures, 1995.Burghartz, S., Zeiten der Reinheit – Orte der Unzucht. Ehe und Sexualität in Basel während der Frühen Neuzeit, Paderborn, Schöningh, 1999.Calvin, J., Institution de la Religion chrétienne (1541), édition critique en deux vols., Millet, O., (ed.), Genève, Librairie Droz, 2008, vol. 2, pp. 1471-1479.Carillo, F., “Famille”, dans Gisel, P., (coord.), Encyclopédie du protestantisme, Paris, PUF/Quadrige, 2006, p. 489.Christin, O., & Krumenacker, Y., (coords.), Les protestants à l’époque moderne. Une approche anthropologique, Rennes, Presses universitaires de Rennes, 2017.Corbin, A., Courtine, J.-J., et Vigarello, G., (coords.), Histoire du corps, vol. 1: De la Renaissance aux Lumières, Paris, Éditions du Seuil, 2005.Corbin, A., Courtine, J.-J., et Vigarello, G., (coords.), Histoire des émotions, vol. 1: De l’Antiquité aux Lumières, Paris, Éditions du Seuil, 2016.Cristellon, C., “Mixed Marriages in Early Modern Europe“, in Seidel Menchi, S., (coord.), Marriage in Europe 1400-1800, Toronto, University of Toronto Press, 2016, chapter 10.Demos, J., A Little Commonwealth: Family Life in Plymouth Colony, New York, 1970.Flandrin, J.-L., Familles. Parenté, maison, sexualité dans l’ancienne société, Paris, Seuil, 1976/1984.Forclaz, B., “Le foyer de la discorde? Les mariages mixtes à Utrecht au XVIIe siècle”, Annales. Histoire, Sciences sociales (2008/5), pp. 1101-1123.Forster, M. R., Kaplan, B. J., (coords.), Piety and Family in Early Modern Europe. Essays in Honour of Steven Ozment, St. Andrews Studies in Reformation History, Aldershot, Ashgate, 2005.Forster, M. R., “Domestic Devotions and Family Piety in German Catholicism”, inForster, M. R., Kaplan, B. J., (coords.), Piety and Family in Early Modern Europe. Essays in Honour of Steven Ozment, St. Andrews Studies in Reformation History, Aldershot, Ashgate, 2005, pp. 97-114.François W., & Soen, V. (coords.), The Council of Trent: Reform and Controversy in Europe and Beyond, 1545-1700, Göttingen, Vandenhoek & Ruprecht, 2018.Gautier, S., “Mariages de pasteurs dans le Saint-Empire luthérien: de la question de l’union des corps à la formation d’un corps pastoral ‘exemplaire et plaisant à Dieu’”, dans Christin, O., & Krumenacker, Y., (coords.), Les protestants à l’époque moderne. Une approche anthropologique, Rennes, Presses universitaires de Rennes, 2017, pp. 505-517.Gautier, S., “Identité, éloge et image de soi dans les sermons funéraires des foyers pastoraux luthériens aux XVIe et XVIIe siècles”, Europa moderna. Revue d’histoire et d’iconologie, n. 3 (2012), pp. 54-71.Goody, J., The Development of the Family and Marriage in Europe, Cambridge, 1983; L’évolution de la famille et du mariage en Europe, Paris, Armand Colin, 1985/2012.Hacker, P., Faith in Luther. Martin Luther and the Origin of Anthropocentric Religion, Emmaus Academic, 2017.Harrington, J. F., Reordering Marriage and Society in Reformation Germany, Cambridge, 1995.Hendrix, S. H., & Karant-Nunn, S. C., (coords.), Masculinity in the Reformation Era, Kirksville, Truman State University Press, 2008.Hendrix, S. H., “Christianizing Domestic Relations: Women and Marriage in Johann Freder’s Dialogus dem Ehestand zu ehren”, Sixteenth Century Journal, 23 (1992), pp. 251-266.Ingram, M., Church Courts. Sex and Marriage in England 1570-1640, Cambridge, Cambridge University Press, 1987.Jacobsen, G., “Women, Marriage and magisterial Reformation: the case of Malmø”, in Sessions, K. C., & Bebb, P. N., (coords.), Pietas et Societas: New Trends in Reformation Social History, Kirksville, Sixteenth Century Journal Press, 1985, pp. 57-78.Jedin, H., Crise et dénouement du concile de Trente, Paris, Desclée, 1965.Jelsma, A., “‘What Men and Women are meant for’: on marriage and family at the time of the Reformation”, in Jelsma, A., Frontiers of the Reformation. Dissidence and Orthodoxy in Sixteenth Century Europe, Ashgate, 1998, Routledge, 2016, EPUB, chapter 8.Karant-Nunn, S. C., “Une oeuvre de chair: l’acte sexuel en tant que liberté chrétienne dans la vie et la pensée de Martin Luther”, dans Christin, O., &Krumenacker, Y., (coords.), Les protestants à l’époque moderne. Une approche anthropologique, Rennes, Presses universitaires de Rennes, 2017, pp. 467-485.Karant-Nunn, S. C., The Reformation of Feeling: Shaping the Religious Emotions in Early Modern Germany, Oxford, Oxford University Press, 2010.Karant-Nunn, S. C., “The emergence of the pastoral family in the German Reformation: the parsonage as a site of socio-religious change”, in Dixon, C. S., & Schorn-Schütte, L., (coords.), The Protestant Clergy of Early Modern Europe, Basingstoke, Palgrave/Macmillan, 2003, pp. 79-99.Karant-Nunn, S. C., “Reformation Society, Women and the Family”, in Pettegree, A., (coord.), The Reformation World, London/New York, Routledge, 2000, pp. 433-460.Karant-Nunn, S. C., “Marriage, Defenses of”, in Hillerbrand, H. J., (coord.), The Oxford Encyclopedia of the Reformation, Oxford, Oxford University Press, 1996, vol. 2, p. 24.Kingdon, R., Adultery and Divorce in Calvin’s Geneva, Harvard University Press, 1995.Krumenacker, Y., “Protestantisme: le mariage n’est plus un sacrement”, dans Mariages, catalogue d’exposition, Archives municipales de Lyon, Lyon, Olivétan, 2017.Le concile de Trente, 2e partie (1551-1563), vol. XI de l’Histoire des conciles oecuméniques, Paris, (Éditions de l’Orante, 1981), Fayard, 2005, pp. 441-455.Les Decrets et Canons touchant le mariage, publiez en la huictiesme session du Concile de Trente, souz nostre sainct pere le Pape Pie quatriesme de ce nom, l’unziesme iour de novembre, 1563, Paris, 1564.Luther, M., “Sermon sur l’état conjugal”, dans OEuvres, I, Paris, Gallimard/La Pléiade, 1999, pp. 231-240.Luther, M., “Du mariage”, dans Prélude sur la captivité babylonienne de l’Église (1520), dans OEuvres, vol. I, édition publiée sous la direction de M. Lienhard et M. Arnold, Paris, Gallimard/La Pléiade, 1999, pp. 791-805.Luther, M., De la vie conjugale, dans OEuvres, I, Paris, Gallimard/La Pléiade, 1999, pp. 1147-1179.Mentzer, R., “La place et le rôle des femmes dans les Églises réformées”, Archives de sciences sociales des religions, 113 (2001), pp. 119-132.Morgan, E. S., The Puritan Family. Religion and Domestic Relations in Seventeenth-Century New England, (1944), New York, Harper, 1966.O’Reggio, T., “Martin Luther on Marriage and Family”, 2012, Faculty Publications, Paper 20, Andrews University, http://digitalcommons.andrews.edu/church-history-pubs/20. (consulté le 15 décembre 2018).Ozment, S., When Fathers Ruled. Family Life in Reformation Europe, Studies in Cultural History, Harvard University Press, 1983.Reynolds, P. L., How Marriage became One of the Sacrements. The Sacramental Theology of Marriage from the Medieval Origins to the Council of Trent, Cambridge, Cambridge University Press, 2016/2018.Roper, L., Martin Luther. Renegade and Prophet, London, Vintage, 2016.Roper, L., The Holy Household: Women and Morals in Reformation Augsburg, Oxford Studies in Social History, Oxford, Clarendon Press, 1989.Roper, L., “Going to Church and Street: Weddings in Reformation Augsburg”, Past & Present, 106 (1985), pp. 62-101.Safley, T. M., “Marriage”, in Hillerbrand, H. J., (coord.), The Oxford Encyclopedia of the Reformation, Oxford, Oxford University Press, 1996, vol. 3, pp. 18-23.Safley, T. M., “Family”, in Hillerbrand, H. J., (coord.), The Oxford Encyclopedia of the Reformation, Oxford, Oxford University Press, 1996, vol. 2, pp. 93-98.Safley, T. M., “Protestantism, divorce and the breaking of the modern family”, dans Sessions, K. C., & Bebb, P. N., (coords.), Pietas et Societas: New Trends inReformation Social History, Kirksville, Sixteenth Century Journal Press, 1985, pp. 35-56.Safley, T. M., Let No Man Put Asunder: The Control of Marriage in the German Southwest. A Comparative Study, 1550-1600, Kirksville, Sixteenth Century Journal Press, 1984.Seidel Menchi, S., (coord.), Marriage in Europe 1400-1800, Toronto, University of Toronto Press, 2016.Stone, L., The Family, Sex and Marriage in England, 1500-1800, New York, Weidenfeld & Nicolson, 1977.Strauss, G., Luther’s House of Learning, Baltimore/London, 1978.Thomas, R., “Éduquer au mariage par l’image dans les Provinces-Unies du XVIIe siècle: les livres illustrés de Jacob Cats”, Les Cahiers du Larhra, dossier sur Images et Histoire, 2012, pp. 113-144.Vanderpelen-Diagre, C., & Sägesser, C., (coords.), La Sainte Famille. Sexualité, filiation et parentalité dans l’Église catholique, Problèmes d’Histoire des Religions, 24,Bruxelles, Éditions de l’Université de Bruxelles, 2017.Walch, A., La spiritualité conjugale dans le catholicisme français, XVIe-XXe siècle, Paris, Le Cerf, 2002.Watt, J. R., The Making of Modern Marriage: Matrimonial Control and the Rise of Sentiment in Neuchâtel, Ithaca, 1992.Weis, M., “La ‘Sainte Famille’ inexistante? Le mariage selon le concile de Trente (1563) et à l’époque des Réformes”, dans Vanderpelen-Diagre, C., & Sägesser, C., (coords.), La Sainte Famille. Sexualité, filiation et parentalité dans l’Église catholique, Problèmes d’Histoire des Religions, 24, Bruxelles, Éditions de l’Université deBruxelles, 2017, pp. 31-40.Westphal, S., Schmidt-Voges, I., & Baumann, A., (coords.), Venus und Vulcanus. Ehe und ihre Konflikte in der Frühen Neuzeit, München, Oldenbourg Verlag, 2011.Wiesner, M. E., Women and Gender in Early Modern Europe, Cambridge, 1993.Wiesner, M. E., “Studies of Women, the Family and Gender”, in Maltby, W. S., (coord.), Reformation Europe: A Guide to Research, Saint Louis, 1992, pp. 181-196.Wiesner-Hanks, M. E., “Women”, in Hillerbrand, H. 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This study explores the present state of teaching Interfaith/Interreligious Relations at universities in the Arab Middle East. First, it considers the definition and various approaches to teaching Interfaith Relations by leading proponents of Interreligious Studies in the West such as Oddbjørn Leirvik and Marianne Moyaert within a theoretical framework that is sensitive to the Arab Middle Eastern context. It explores several key factors in Arab society that have prevented the teaching of Interfaith Relations in universities. The discussion then turns to the unique Dar Al-Kalima University (Palestine) Interreligious Dialogue Inter-Regional Curriculum initiative and its significance for teaching Interfaith Relations in the university. Finally, the study examines the case study method of teaching developed by Diana Eck at Harvard University, which can be adapted to a Middle Eastern context and offers two unique case studies for university teachers.

Climate change caused by greenhouse gas emissions has the potential to cause widespread damage to the environment. As scientific and political consensus converged on the necessity to take action, a large number of countries negotiated the Kyoto Protocol to the United Nations Framework Convention on Climate Change in 1997, with the goal of limiting these emissions. Australia under the Howard Government initially played an important part in these negotiations, but refused to ratify the Protocol. The government cited the lack of binding targets on developing countries and the potential for harm to the Australian economy as the reasons it rejected the agreement. International relations theory studies large-scale political forces and analyses their interplay in the global political system. Realism is a model of international relations that views countries as self-interested, security-driven bodies that exist in a state of international anarchy. This study examines whether realist theory offers a satisfactory explanation for the Howard Government’s decision not to ratify the Kyoto Protocol. The study focuses on six realist ideas and examines the evidence for each. Based on thematic analysis of textual data taken from official political archives and newspapers from 1998–2004, it suggests that realist theory does provide an adequate explanation of the Howard Government’s rejection of the Kyoto Protocol.

Adult education is recognised globally as a critical element in addressing challenges pertaining to climate justice, migration, employment, education and inequality. This chapter will explore the development, delivery, and impact of the International Master in Adult Education for Social Change (IMAESC n.d.), a European-funded joint master’s degree, that can proudly trace its lineage to the work of Prof. Bown at the University of Glasgow. IMAESC is jointly delivered by the Universities of Glasgow, Malta, Maynooth, Tallinn and the Open University of Cyprus. Students complete three mandatory mobility periods and choose between two study tracks ‘Community Engagement and Education’ or ‘Critical Issues, Policy and Curriculum’. Additionally, this two-year programme has a summer school in Malaysia (Universiti Sains Malaysia) focused on sustainability and peace studies. The first cohort of IMAESC students started in 2016 and there have been 118 graduates over the past seven years from over 60 countries. Adult Education takes place in many different sites – Vocational Education and Training (VET) institutions, higher education, community-based, workplace, and political struggle – and our students’ experiences reflect that diversity. We examine what impact IMAESC graduates have made nationally and internationally, drawing from an empirical qualitative research project, ‘Decolonising Higher Education: A case study of Erasmus Mundus master’s programme IMAESC’, undertaken in 2021-22. This research included interviews with 19 IMAESC graduates from the Global South. Through critical engagement with theory, policy and action, graduates have contributed to improving their communities, cities, civil society, nations, and international relations.

Historically, the racialized members of the society, which include Black people, face different forms of prejudices and stereotypes due to conscious and unconscious attitudes or behaviors that stem from social discrimination, also known as microaggression. The society is known for its use of racial categorization to classify individuals based on their personal characteristics such as skin color. As such, people's racialized identity determines the way they are socially perceived, socially accepted, and the form of social relations they will receive from the dominance. This study uses the social dominant theory, social dominance orientation theory, and racial battle fatigue theory to examine how the minoritized individuals, in general, continue to face different forms of conscious and unconscious derogatory attitudes from other races due to their racialized identity. This study uses secondary data from the Project Implicit.org from Harvard University implicit bias dataset to examine if there is any difference in the ways one feels (either warm or cold).

Abstract The Spirit of Protestantism The urgent wartime debates on the relation of educational philosophy to the survival of democracy I had their counterparts in institutional reassessments of what colleges and universities stood for. Many schools drafted a new statement of their purpose,2 though, as usual, these typically considered broad goals for their undergraduate programs only. By far the most influential such statement was the Harvard Report of 1945, General Education in a Free Society. Written by some of the best known scholars in the country, this two hundred-page volume set the standard for those seeking a middle ground among the contentious partisans. The Harvard Report suggested that Americans had not yet faced up to their educational revolution. Between 1870 and 1940 the American population tripled, but the number of students enrolled in secondary schools increased ninety times and those in colleges thirty times. The day was long past when higher education could be directed simply toward producing gentlemen and ladies; it would now have to be geared toward educating the democratic masses. This tremendous growth, along with the increasing social diversity of the groups being served and the vast expansion and fragmentation of knowledge complicated immensely the problem of reaching a consensus on the educational task. The Harvard committee took for granted that higher education should serve democratic or free society but was acutely aware of the lack of a center for this enterprise. In fact, the committee pointed out, the ideal of a free democratic society accentuated the dilemma. How could a democracy promote both loyalty and liberty? “A free society ... cherishes both toleration and conviction,” the committee reflected. “Yet the two seem incompatible.” Could they promote democracy without resorting to indoctrination that would undermine the very freedom that democracies held sacred? The Harvard professors considered and rejected four possible models for filling the “supreme need of American education . . . for a unifying purpose and idea.” Religiously based education was the first of these. The others were great books education, education organized around contemporary problems, and education based on pragmatic scientific method.

Abstract The son of a Spanish father and a Boston mother, George Santayana (1863–1952) came to the United States as a child. After attending the Boston Latin School and Harvard University, he went to Germany to study Plato and idealism. On returning to Harvard, he worked with William James and wrote a thesis on Lotze. He remarked that James had succeeded in making him a naturalist without making him a pragmatist. Remnants of his Platonic studies are manifest in his early work, The Sense of Beauty (1896) and The Life of Reason (1905–1906), in which he developed the view that artistic creativity is the primary human activity. He regarded society, religion, and even science and philosophy are expressions of that exuberance. In his four-volume The Realms of Being (1927– 1940) he attempted to reconcile his naturalism with Platonic idealism, analyzing the relation among (what he called) the four realms of being: essence, matter, spirit, and truth. Santayana taught at Harvard until 1912, when he retired to live in England, Paris, and Rome. Besides occasionally writing poetry, he also wrote a much acclaimed novel, The Last Puritan (1935), a subtle and nuanced account of the social and intellectual life of Boston Brahmins.

During the last three decades of the twentieth century, the meritocratic Harvard of Conant and Pusey evolved into the more worldly university of Derek Bok (1971–91) and Neil Rudenstine (1991–2001). This is not to suggest that Harvard sloughed off its intensely meritocratic character, or even its Brahmin antecedents. And of course Harvard faculty at least since World War II had been conspicuously engaged in public affairs. But the prevailing culture shifted. Worldliness—Harvard as a participant in, as much as an observer of, the larger society—became the dominant tone in the late twentieth century. To the social elitism of Brahmin Harvard, and the disciplinary emphasis of meritocratic Harvard, there now was the ever-expanding social engagement of worldly Harvard. After Nathan Pusey announced his intention to leave the presidency in June 1971, Harvard turned to the heady business of deciding who was to be his successor. Students wanted someone young, accessible, sensitive to their educational wants and needs. Faculty members sought an eminent scholar attentive to the life of the (academic) mind. Nor could politics be ignored in this post-1969 age: one professor called for “a man who conveys a sense of sympathy with values from quite far left to somewhat right of center.” Corporation fellow Hugh Calkins later recalled that the search committee “saw Harvard as within a forest of perplexing issues, through which no clear path was visible.” The most troubling problem was an apparent shift in the prevailing view of the university’s purpose. Harvard, he observed, traditionally sought to educate “leaders of high intellectual capacity in scholarly, professional, business and public life.”Now there was a widespread sense that “intellectual capacity is suspect as a confederate of inequality and injustice.” Given these conditions, Calkins and his colleagues were uncertain whether to look for a leader with a clear vision of Harvard’s future or for one without preconceptions.

In this chapter, Robert Pinker considers the more recent debates about community care as a key policy idea for social care by focusing on the recovery and cultivation of community that were on display in London in the 1880s in the Settlement Movement, and, in particular, at Toynbee Hall. Toynbee Hall, according to Pinker, was representative of the cross-currents of ideology and interest which were to transform the state–civil society relations in the formulation of British social welfare policies during the twentieth century. Pinker discusses some general issues with respect to formal social services and informal care in Britain. He also describes the community care programme at the University of Kent that focused on the decentralisation and specialisation of social work services for elderly people living in the community. Finally, he comments on the Griffiths proposals for community care and their implications for local authority personal social services.

Peverley (Peppy) Dennett Kinsey came from a prominent New England background. Her grandfather, Tyler Dennett, received the Pulitzer Prize for his biography of John Hay. Her father graduated Phi Beta Kappa from Harvard and was director of the World Peace Foundation and president of the American Scandinavian Foundation. She attended prestigious schools, including Mount Holyoke College, where she became an accomplished dancer. Peppy’s longtime friend Victoria Ferenbach speculates on what might have happened on Impala Hill, where Peppy died. Bill Kinsey grew up in North Carolina, attended Washington and Lee University, where he excelled academically, and participated in a great many activities, such as, the Washington Literary Society, publication of Ariel, track, rifle team, and the International Relations Club.

Accessibility for all is an inspiring issue for future urban agendas. In European cities, the ageing of urban population and the growth of social and economic disparities call for interdisciplinary reflection and practice on the relations between well-being and inclusion and the organization and upgrading of public facilities. The challenge is to ensure the usability of urban spaces to the largest extent of persons, according to their different capabilities. Based on research developed at the University of Trieste (Italy), and taking the region Friuli Venezia Giulia as its main study context, the article questions a variety of recent urban tools and policies in order to show their level of innovation and the obstacles that still oppose their more effective integration. The aim is to highlight possible fields for public action and the need to rethink planning instruments and technical skills in the frame of a user experience and smart design approach.

The article aims to analyze the prison as an institution within the scope of capitalist society, which produces the annulment of social subjects and the standardization of behaviors and social relations. From a critical analysis of contemporary society and homogenizing social practices affected total institutions, the process of imprisonment that is produced and reproduced in the prison environment will be analyzed. The discussions and the process of construction of the article were produced in the research group "Violence, Prison and Public Policies" and in the research entitled "Social Policies and Prison: an evaluation of the penal execution policy", linked to the Graduate Program in Social Memory (PPGMS) of the Federal University of the State of Rio de Janeiro (UNIRIO). The article based on the theoretical-methodological framework of historical and dialectical materialism problematizes the prison as an environment that sickens the subjects, showing how much the processes of imprisonment modify the identity of the subjects who are inserted in the prison system.

In October 1948, James B. Conant, president of Harvard, journeyed from Cambridge across the Charles River to address the fiftieth anniversary convocation of Northeastern University. Though the ceremonies on N.U.’s new Hungtington Avenue campus occurred only two miles from Conant’s offices in Harvard Yard, in academic terms the two settings could not have been separated by a greater distance. Harvard was the nation’s richest and most distinguished institution of higher education, the alma mater of generations of regional and national leaders in government, business, and academia. Northeastern, only recently cut loose from the Y.M.C.A., still struggling to obtain proper facilities, was an obscure, local school offering practical training to working-class students. Indeed, Conant’s appearance at Northeastern eloquently symbolized the variations that existed among institutions that called themselves “universities” in the United States at the end of World War II, and Harvard’s president made these differences the subject of his talk, which he titled “Diversity in American Education.” Conant’s speech was a hymn to institutional variety as an academic characteristic particularly appropriate for a democracy. “There would be a contradiction in terms,” Conant said, “if we had an American system,” in the sense of an organization “logically constructed, well-integrated ... and administered from the top down” like those of continental Europe. The opportunity of individuals from any background to better their positions in this country’s “fluid and free society” would be inhibited by centralization. For Conant, the colleges and universities of Massachusetts illustrated democratic higher education at its best. “We have here in this section of New England,” he observed,...a number of academic organizations designed to provide educational facilities for young men and women... These institutions are diverse in their history and their specific objectives and cover a wide spectrum of educational opportunity. Between us there are but few gaps in the type of advanced instruction we offer. We each have our own mission.. . Taken as a whole [we] represent as diversified a program of post-high school education as can be found in the United States. In celebrating the variability of the nation’s universities, Conant found an ideal way to narrow the embarrassing difference in status between himself and his hosts.

The article considers the concept and phenomen on of happiness from the perspective of different authors. The subjective perception and interpretation of the term happiness and the vital interest in this phenomen on by such sciences as philosophy, ethics, psychology, history, medicine. The concept of happiness in a narrow (fate, talent, luck, success, joy) and broad (psycho-emotional state of complete satisfaction with life, a sense of complete joy) senses has been covered. The ratings of the countries on the level of happiness among population (WorldHappinessReport) and the «happiness index» studied by the international foundation NEF (NewEconomicsFoundation) have been analyzed, along with the position of Ukraine. The finding soft helongest-running study from Harvard University, which aimed to find out what makes people happy from adolescence to old age, have been presented. It has been found that good relationships with people make us happier and healthier. Good social connections are good for us, but loneliness shortens life. It was proved that the happiest of the participants in the experiment, even feeling physicalpain, stayed positive. In stead, un happy people feltthat the physical pain became even stronger dueto a bad emotional state. The importance of a spouse supporting, and its positive impact on such a process as memory was emphasized. Instead, it was noted that their memory did not deteriorate as rapidly as in single people. Key words: health, life satisfaction, feelings of happiness, level of happiness.

Architecture and planning have historically struggled to find agreement on defining urban design and a relevant body of theory. In the 1950s, Dean Josep Lluís Sert first used the term ‘urban design’ for proposed new programmes of study at the Harvard Graduate School of Design (GSD). However, facing opposition to the move, urban design was introduced as extensions to established teaching programmes. At the same time, Dean George Holmes Perkins at the University of Pennsylvania (Penn) took a different approach, embedding urban design into a joint Master’s programme. Louis Kahn and David Crane were appointed to lead the architecture and city planning studios respectively. Despite a relatively short tenure at Penn from 1958 to 1964 and publishing relatively little, it is argued that David Crane significantly influenced thinking about urban design at a time when Modernism was failing. Crucial was the revalidating of public spaces and amenities as a key to urban place making and social identity. Importantly he argued that the role of the urban designer was establishing the framework to guide future development: what he called a ‘capital web’. The paper traces Crane’s core ideas and how they intersected with other urban thinkers at that time. Also examined is the way Crane’s teaching shaped the career development of two graduates, Roelof Uytenbogaardt and Denise Scott Brown, and how this propelled their subsequent practices. The conclusions argue that Crane’s ‘capital web’ remains a potent conceptualisation finding new relevancy in the twenty-first century.

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education. Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers. Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program. Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university. Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited.

The ecological concept, which is becoming more widespread in social research today, emphasizes the interdependence of people and their environment. With regard to the university space, the environmental factor is explored in the context of changes, which are associated with the spread of inclusion, the inclusion of persons with disabilities in the educational process on an equal basis. This process forms new horizontal connections and interactions, brings the factor of the value of interpersonal relations to the fore. The principles of social justice mean forming a social model of disability and developing the potential of this group, but this process is not straightforward and depends on subjective reasons, internal values of people. This is confirmed by the study of the level of subjective control of students, carried out on the basis of one of the Russian universities - TUSUR. The method of random sampling was used to pick up our respondents. The level of their subjective control was considered according to the scales of general internality, the degree of awareness of personal responsibility for the course of events, as well as in situations of success and failures. As a result of data processing, some facts were revealed. At least 60% of respondents have a high and medium level of internality, show themselves as being able to manage the situation, are responsible for their actions, are able to achieve goals and, even in a situation of personal failures, at least 32% of them retain high and medium level of subjective control. At the same time, from 1% to 12% are the persons with a high degree of externality, those who rely on external circumstances.

Contemporary situational circumstances, with the global Covid-19 pandemic crisis and the ongoing war that has resulted from Russia’s invasion of Ukraine, have brought about social, cultural, and psychological transformations that are, as of yet, little understood but already affecting different aspects of the contemporary school learning processes. Rational, analytical, cognitive, reflexive, and emotional experience are needed to ensure that difficulties within the crisis ecosystem do not cause a lessening of the human emotional experience in difficult times. Diverse emotional experiences are especially needed, the supply of which is reduced by both the limitations of interactivity imposed by the specifics of the media information space, which mostly reflects the realities of the crisis and are predominantly negative. In the face of this protracted crisis and the implications of new communication technologies, the article explores some ways to manage emotional experiences, so as not to lose sight of the diversity of human relations. It looks to address how we can compensate for the minimization of diverse emotional experience in teaching and learning in situations of social crises. The article pays attention to the potential role of literature as a way to build sustainable post-crisis social relationships. It proposes to reevaluate the role of literature in education and explore its use not only as a cognitive source for rational and critical thinking but its potential for cultivating moral emotions that enhance social solidarity and civility. The case studies it presents evaluate the interpretation and misinterpretation of some classical works of Latvian literature in schools and beyond, in the media and society.

The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.

The article is devoted to the problem of studying the gender specifics of family relations of modern Russian youth, which follows from at least two circumstances. The first circumstance is the study of social attitudes in the context of global social changes when transformations in various spheres of public life affect not only macro-social processes but also the individual lives of people, changing values, norms, and culture. The second is the importance of the topic under study in the context of the situation of gender equality and its recognition in the society. Practical experience shows the presence of gender asymmetry in general social and family roles and a contradictory set of gender norms, stereotypes, and rules of behavior of young people. The author examines the issue of feminism and pays special attention to the interpretation of “feminism” in Russian historiography, the contact of this term with such concepts as “women's movement” and “women's issue”.

In recent years, corporate social responsibility, which comprises economic, legal, ethical and philanthropic responsibilities, has become important concept to build good relations between business and stakeholders and to gain competitive advantage over its rivals. Moreover, it has a positive impact on stakeholder’s (for example; employees, customers, investors) attitudes and behaviors toward business. The main aim of this study is to determine opinions and perceptions of students who study management license toward corporate social responsibility. The research data is gathered from final year students of Alanya Alaaddin Keykubat University, Faculty of Management with a used scale. 251 surveys are used in the research. The findings obtained from research have put forth that management faculty students who are future manager candidates are in opinion and perception of covering respectively economic, philanthropic, legal and ethical responsibilities in their decision-making activities. In addition, the students have listed the company’s four most important stakeholders as community, customers, employees and shareholders. Also corporate social responsibility has been emerged by students as a definition of benefit society, compliance with ethical values, volunteer activities and respect for social values.

There are close relationships between the cultural structures of societies and residential areas. The place where the society chooses to live and the ways it is organized is an expression of the cultural structure. Traditional houses are accepted as the most obvious indicator of this situation. One of the ways of preserving cultural sustainability today is to read the design principles of these houses correctly. Culture is about what kind of environment people live in and how they live. Human behaviors are based on cultural references. Religion, view of life and perceptions of the environment are both dialectically shaped culture and shaped by culture. Culture is about where and how human meets his needs throughout his life. It can be said that culture is one of the basic factors that direct human behavior and life. Therefore, the cultural embedding of sustainability thought is important in shaping the world in which future generations will live. Regarding various cultures in the literature; the structure of the society, their way of life and how they shape their places of residence, etc. there are many studies. The riches that each culture possesses are considered to be indisputable. These important studies are mostly based on an in-depth analysis of that culture, concentrating on a single specific culture. In this study, it is aimed to make a more holistic analysis by examining more than one culture. Thanks to this holistic perspective, it is thought that it will be possible to make inferences that can be considered as common to all societies. This study, which especially focuses on Asian and African societies, is the tendency of these societies to maintain their cultural structure compared to other societies. The reflections of cultural practices on residential spaces are examined through various examples. The dialectical structure of Berber houses, integration of Chinese houses with natural environmental references, Toroja houses associated with the genealogy in Indonesia, etc. examples will be examined in the context of cultural sustainability in this study. With this holistic approach, where the basic philosophy of cultural sustainability can be obtained, important references can be obtained in the design of today's residences. This paper was produced from an incomplete PhD dissertation named Evaluation of Cultural Sustainability in the Application of House Design at Yildiz Technical University, Social Sciences Institution, Art and Design Program

This brief summarises key considerations concerning cross-border dynamics between Tanzania and Uganda in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya and South Sudan. The current outbreak is of the Sudan strain of Ebola (SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The current outbreak began in Mubende, Uganda, on 19 September 2022, approximately 240km from the Uganda-Tanzania border. It has since spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. At the time of writing, there had been no cases of Ebola imported from Uganda into Tanzania. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, previous ethnographic research in Tanzania, and informal discussions with colleagues from the Tanzania’s Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC), Tanzania National Institute for Medical Research (NIMR), Uganda Red Cross Society, Tanzania Red Cross Society (TRCS), International Organization for Migration (IOM), IFRC, US CDC and CDC Tanzania. The brief was developed by Shelley Lees and Mark Marchant (London School of Hygiene & Tropical Medicine) with support from Olivia Tulloch (Anthrologica) and Hugh Lamarque (University of Edinburgh). Additional review and inputs were provided by The Tanzania Red Cross and UNICEF. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).

This report is written by students in the Ethnic and Migration Studies Master’s Programme, part of the Research Institute in Migration, Ethnicity, and Society (REMESO) at Linköping University, based on the Norrköping campus. REMESO is an internationally renowned institute that pursues research in migration and ethnic relations. The Master’s Programme is highly sought after, with students coming from all over the world to attend. Their interest in how migration transforms the world and how it influences other social phenomena has fuelled their work in this publication. In their first year of studies, students take the course Critical Cases in Ethnic and Migration Studies, led by Erik Berggren as course coordinator and Kenna Sim-Sarka. The course is designed for students to apply the theoretical knowledge and experiences gained throughout the first year’s courses to produce articles beyond an academic audience for the broader public. Each REMS report is based around a specific theme, with previous themes including migration and Covid-19, migration and Ukraine, and migration and democracy. The REMS report is one of the many ways in which we, as students, are trained to identify and analyse issues related to migration, integration, and diversity and to make research accessible to a wider audience. This year’s overarching theme is Migration and Culture, sparked by recent developments in Sweden’s and Norrköping’s politics of decreasing and cutting funds for cultural activities. Arts and culture are both areas of expression for migrant communities and people on the move, as well as those fighting against racism, discrimination, and exclusion. The current debate on “Swedish culture” and on a “Swedish cultural canon” recalls monolithic understandings of culture as a natural and immutable construct, contributing to the polarisation of views rather than the multiplication of perspectives and conceptions of it. Like culture, which can be visualised as a tapestry created from different threads, different contributions, woven together to form something complex, this report is also a collection of varied articles, united by a common theme. Some articles in this report look at the accessibility of culture in Sweden and its transmission through all kinds of mediums, such as TV programmes; others engage artists or “social artists” who care about issues like migration and the fight against racism and discrimination, and some focus on specific aspects of culture and arts, such as language, food, and music. The first-year students of EMS, 2024.