Journal articles 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. 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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. 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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. 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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.

This paper describes the first decade of crowdfunding (CF) experiences carried out in the Spanish university environment from the perspective of social responsibility and determines the impact of their campaigns in solving social problems. To do so, the literature, from traditional patronage practices to current models of micro crowdfunding in the digital environment, allow framing crowdfunding by putting the focus on the relationship of universities with their audiences and the agents involved in the campaigns they launch from 2012 to the present, as part of their purposes with society. To achieve the objectives, a content analysis of the 56 CF campaigns, launched by a dozen Spanish public universities, was carried out. The study concludes that the fluctuations in the evolution and development of university crowdfunding (UCF) and the scarce existence of their own platforms have not yet allowed its consolidation as a tool of their University Social Responsibility (USR). In addition, UCF campaigns in Spain place value on research at the service of society, moving away from philanthropy to exercise social responsibility, although they are generally focused on their internal audiences, so their social impact is limited.

In the fall semester of 2007 Professor Allison Blakely visited the Netherlands, a country that he studied extensively for his acclaimed book on racial imagery, Blacks in the Dutch World: The Evolution of Racial Imagery in a Modern Society (Indiana University Press, 1994). His other work on the black experience in Europe, Russia and the Negro: Blacks in Russian History and Thought (Howard University Press, 1986), won the American Book Award in 1988. Professor Blakely published numerous articles in a myriad of national and international journals. Blakely is currently Professor of European and Comparative History and George and Joyce Wein Professor of African-American Studies at Boston University. In 2006 he was elected president of the Phi Beta Kappa Society, and in the spring of 2008 he will be a visiting fellow at Harvard University's W.E.B. Du Bois Institute.

Mastering of the “sociology” major by domestic students takes place in accordance with the curricula approved by the management of each university, taking into account the normative documents of the Ministry of Education and Science of Ukraine. Therefore, modern applicants (students) are initially inclined to functionalism and systemic theory in sociology, offering to study the works of the classics of sociology of the end of the 19th century – the beginning of the 20th century. However, the applicants will later learn about theoretical polyparadigmism in modern sociology and the possibility to choose not only classical concepts for the implementation of their scientific developments. This possibility was a consequence of the fact that changes were taking place in the paradigm of system theory. This influenced the evolution of sociological theorizing. Therefore, the above now affects the choice of applicants, post-graduate students and doctoral students of the basic concept for their sociological explorations, in order to avoid accusations of ignorance of modern sociological theory. The situation, as a rule, has two contradictory sides. So, on the one hand, there are classical instructions or settings for scientists to carry out their cognitive procedures (for example, diagnosis, classification, stratification, typology, or systematization in general). On the other hand, alternative post-classical foundations have already been proposed, which are rather only outlined in most textbooks and textbooks on sociology, and therefore deserve in-depth study in order to reveal their diverse potential (heuristic, diagnostic, methodological, etc.).

An interview with Theda Skocpol took place at Harvard University in December 2017. Professor Skocpol is the Victor S. Thomas Professor of Government and Sociology at Harvard University. Skocpol is the author of numerous books and articles well known in political science and beyond, including States and Social Revolutions, Protecting Soldiers and Mothers, Diminished Democracy: From Membership to Management in American Civic Life, and The Tea Party and the Remaking of Republican Conservatism (the latter coauthored with Vanessa Williamson). Skocpol has served as President of the American Political Science Association and the Social Science History Association. Among her honors, she is an elected member of the American Academy of Arts and Sciences, the American Philosophical Society, and the National Academy of Sciences, and she was awarded the Johan Skytte Prize in Political Science. She was interviewed by Eric Schickler, the Jeffrey & Ashley McDermott Professor of Political Science at the University of California, Berkeley. The following is an edited transcript; a video of the entire interview can be viewed at https://www.annualreviews.org/r/theda-skocpol .

IntroduzioneNato, il 24 giugno del 1917, e cresciuto in Canada, David Easton ha completato la sua formazione universitaria all'Università di Toronto (B.A. nel 1939, M.A. nel 1943). La sua successiva carriera accademica è legata a tre delle più importanti università americane, Harvard, Chicago e la University of California. Nel 1947 ha conseguito il Ph. D. ad Harvard, dove era teaching fellow dal 1944. Per quasi un quarto di secolo è stato uno dei più eminenti scienziati politici della University of Chigago (1947-1982), dove divenne full professor nel 1955 e fu nominato Andrei MacLeish Distinguished Service Professor nel 1969. Nel 1981 entrò a far parte del Department of Politics and Society della University of California ad Irvine, dove insegna ancora oggi. Non è possibile, nei limiti di quest'articolo, ricapitolare tutte le sue cariche accademiche, partecipazioni a comitati editoriali, o i suoi incarichi come consulente politico. Basti dire che è stato Presidente della American Political Science Association (1968-89), e membro e vicepresidente della American Academy of Arts and Sciences (1985-88). David Easton ha ricevuto tre lauree ad honorem (dalla McMaster University, dal Kalamazoo College e dalla Free University of Berlin).

Networks have been discussed extensively in different ways within social and cultural theory as well as in economic scholarship. Author ofNetwork Power, David Singh Grewal, participates in a popular discourse by describing globalization as a series of networks of power in contemporary society. In the same year that his book was published, Grewal writes a response to these theories of a globalized “flat” society in an article for the UK newspaper,The Guardian.Entitled “The World Isn't Flat – It's Networked,” the preface reads: “Globalisation does not 'flatten opportunity in the world: rather it forces everyone to conform to an underlying standard, specifically that of the already privileged nation.” A young scholar, Grewal holds a J.D. from Yale Law School and is currently Ph.D. student at the Department of Government at Harvard University.

The pattern of ethnic relations and religion among university students is always the focus of understanding Malaysian unity and ethnic relation. This study explores the study of unity by recalling the concept of solidarity put forward by Durkheim. Unity as the main concept needs to be reinterpreted by studying the social realities and social history in Malaysia. Unity happens in the long life of harmony since the 1969 ethnic riots until now, but Malaysia still faces social tensions and fights between ethnic and religious in society. Unity is still considered fragile and just a dream. The concept of social cohesion is expressed as a social phenomenon that needs to be studied as the atmosphere is harmonious but colored with social tension. The multi-culture of Malaysian come from its relationship with east civilization before pre-colonial and the British colonization. The differences between ethnicity and religion in social order cause tension and conflict among the groups. Yet development in the last four decades has changed the social landscape where multi-ethnic societies have turned into a socially diverse society. University students are targeted as respondents in understanding the concepts and patterns of social cohesion among them. Studies show that social cohesion among students is developed. The dimension and item analysis show that there are ethnic and religious differences, but the differences are relatively small. It is suggested that follow-up studies in identifying the form and understanding of the relationship of social cohesion on campus should be conducted through qualitative and ethnographic research design in obtaining data to strengthen ethnic relations in the university. Input from this follow-up study finding will strengthen social cohesion among students that can help governance and university development is well managed by identifying the social gap.

Daniel T. Rodgers, Atlantic Crossings. Social Politics in a Progressive Age (Cambridge, MA: Harvard University Press, 1998), 634 pp., $36.95, ISBN 0-674-05131-9.Axel R. Schäfer, American Progressives and German Social Reform, 1875–1920 (Stuttgart: Steiner, 2000), 252 pp., €37.00, ISBN 3-515-07461-9.Nancy Stieber, Housing Design and Society in Amsterdam. Reconfiguring Urban Order and Identity, 1900–1920 (Chicago: University of Chicago Press, 1998), 386 pp., $45.00, ISBN 0-226-77417-1.Christian Topalov, ed., Laboratoires du nouveau siècle. La nébuleuse réformatrice et ses réseaux en France, 1880–1914, (Paris: Éditions de l'École des Hautes Études en Sciences Sociales, 1999), 574 pp., €38.00. ISBN 2-7132-1323-1.

This research focuses on relationship between Xenocentrism and societal bonds amid female university students, with an enhanced concentration on the impacts of traditional and ethnic background & geographic landscapes effecting their relations. It is process influenced by superiority deliberation for foreign cultures over one’s own identity. Thus, its influence on societal bonds and relationships amid young adults remains an area of attention. The study comprised of mixed-methods approach, combining survey data from 30 female university students considering in-depth interviews. The phenomenal Xenocentrism is correlated with the social capital in a sense that people adopt Xenocentric behaviors to impress societal relationship and to create a dominating approach. This research promotes a knowledge of complex relationships amid ethnic identity, cultural diversity, societal bonds, superiority considerations and Xenocentrism approves within the young adults of society. The findings could be implemented at all micro & macro levels. From a single individual to a larger community for educating, increasing awareness, trends setting and policymaking to offer the cross-cultural understanding and diversity in higher education settings & within each stratum of society.

The correspondence between P.A. Sorokin, head of the Harvard Centre for the Study of Creative Altruism, and L. von Wiese, president of the German Society for Sociology and publisher of a respected sociological journal, from 1945–1949 is instilled with worldview reflections and a search for a way out of the post-war moral dead-end for European civilization. This publication was prepared with support from the Russian Foundation for Basic Research, project No. 20-011-00451, CGES Saint Petersburg and Bielefeld Universities, Grant No. 1 from 5.02.2021, on authorization from the German Federal Archives (Bundesarchiv, BAarch B320/39) and the Pitirim A. Sorokin Collection, University Archives & Special Collections, University Library at the University of Saskatchewan, Saskatoon, Canada. Response letters from L. von Wiese to P.A. Sorokin are quoted in footnotes with numbering in Latin numerals. Footnote icons written in Arabic numerals refer to off-text notes.

The postwar correspondence between P.A. Sorokin, head of the Harvard Centre for the Study of Creative Altruism, and L. von Wiese, President of the German Society for Sociology and publisher of a respected sociological journal from 1950 to 1966, describes their cooperation on issues of general sociology and in the search for practical ways of humanizing the postwar world. It covers notable events in P.A. Sorokin's scientific biography: his conflict with T. Parsons, L. von Wiese's role in its alleviation, Sorokin's creative plans and their implementation, the work of the Research Center for the Study of Creative Altruism, and evidence of recognition of Sorokin's work in West German society. This publication was prepared with support from the Russian Foundation for Basic Research, project №20-011-00451, CGES Saint Petersburg and Bielefeld Universities, Grant №1 from 05.02.2021, on permission from The Pitirim Sorokin Foundation, the German Federal Archives (Bundesarchiv, BAarch B 320/39) and the Pitirim A. Sorokin Collection, University Archives & Special Collections, the University Library at the University of Saskatchewan, Saskatoon, Canada. Letters written by L.vonWiese as a response to P.A.Sorokin are quoted in footnotes with numbering in Latin numerals. Footnote icons written in Arabic numerals refer to notes that supplement the main text.

Policy discourses about the third mission of universities in the knowledge economy have placed the question regarding the relation between university and society again high on the agenda. The aim of this article is to reconsider the university’s third mission, in the widest sense of its relations with society, and to do so through the lens of the common. The starting point of this reconsideration is the story of the Palestinian experimental university Campus in Camps and their practices of studying the camp, giving way to a series of social and spatial transformations within the camp and its neighbouring area. The relation between university and society comes forward not as given or institutionally settled but as enacted within practices, more particularly within practices of study.

The main purpose of this article is to provide an in-depth review of Andrew Feenberg’s Technosystem: The Social Life of Reason (Cambridge, MA: Harvard University Press, 2017). To this end, the analysis is divided into two parts. The first part gives an overview of its thematic structure and elucidates its key arguments. The second part discusses its most controversial aspects and grapples with its principal weaknesses and limitations. By way of conclusion, the article argues that Feenberg’s book demonstrates the pivotal role that the technosystem plays in shaping contemporary society.

The article shows the connection between higher education and the country's competitiveness. The competitiveness of a country depends on its human capital. Human capital is determined by the key factors - the level of education of the population, scientific potential, experience of successful projects. The authors argued that the role of human capital formation belongs to the modern university. The modern university is faced with the need to find new ways to integrate with the environment of modern economic society, to be competitive. For Ukraine's competitiveness to increase, Ukraine's higher education must be included in the system of economic relations. Public policy should accelerate the process of cooperation between universities and corporations. The modern mission of the university is teaching, research, the interaction between education, science, business, local communities, and other communities. When the three components of the mission come together, higher education fulfills the goal of modern society. This is the mission of forming an innovative economy. Modern universities are turning into platforms that generate new knowledge, ideas, technologies, strategies of social development. In this regard, public administration of higher education, especially public universities, is a factor in increasing the competitiveness of the society. Therefore, public policy should focus on those areas where the state has the main role. This is the development of education and science. The role of the state is to create and maintain conditions for the development of educational, scientific, scientific, and technical, innovative activities of universities, academies, institutes, colleges, as well as the creation of public-private partnerships in higher education.

This forum includes five commentaries focusing on a much-acclaimed book by Roderick MacFarquhar and Michael Schoenhals, Mao's Last Revolution, published by Harvard University Press. The book provides a meticulous account of the Cultural Revolution in China, from 1966 to 1976. MacFarquhar and Schoenhals assess the roles of Mao Zedong and other senior Chinese officials and discuss what was happening in all regions of China during this period of terror and upheaval. Five leading experts on Chinese politics and society discuss the book's many strengths but also raise questions about some specific interpretations and omissions. The forum includes a reply by MacFarquhar and Schoenhals to the commentaries.

In this research, were analyzed the collective memory and social representations of women who are former rectors of the Public State Universities of Bahia, about the relations of power and gender in university management. The methodology of is qualitative research, through semi-structured interviews and observation, the material obtained was analyzed with Content Analysis. We can mention clashes, debates, support, focused on academic formation and the provision of services to society. As results of this study, it was observed that relations of power and gender in universities follow the logic of patriarchal society, with the difference that the knowledge, sometimes, inhibits or hides stigma and discrimination.

This study examines psycholinguistic structure of autobiographical and traumatic narratives representing positive emotional and stressful traumatic life events. The research applied the cross sectional, between subjects design utilizing the independent variables of external agent they, space and time and dependent variable of word number in traumatic narratives for multiple regression analysis. The approval letter to recruit the participants through SONA system in 2015–2016 academic year was obtained from Institutional Review Board of Oklahoma State University (USA). 64 undergraduates of nonclinical setting, females (n=37), males (n=27), mean age was 19.43 (SD=1.37) were recruited. PTSD-8: A Short PTSD Inventory assesses PTSD, the Linguistic Inquiry and Word Count (LIWC) analyzes traumatic and autobiographical narratives in terms of linguistic units and psychological meaningful categories. The results indicate that there are significant differences between pronoun they as external agent of proposition and psychological categories of negative emotions and anxiety in traumatic and autobiographical narratives. The frequency of these categories is higher in traumatic narratives compared with autobiographical narratives. External agent they, category of time and space taken together significantly contribute to word number in traumatic narrative. There is a negative correlation between focus on the past and word count, and positive correlation between social category and word count in traumatic narrative in nonclinical sample. To sum up, propositional structure of traumatic memory of individuals without PTSD is represented by external agent and context (place and time) taken together. Considering time as a significant negative predictor of creating traumatic narrative, temporal processing without overestimation of time is an important factor of avoiding PTSD. 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Sorokin, Pitirim Alexandrovich, born January 21,1889, in the small village of Turia in Russia [died 1968]. Student at the Teachers' Seminary in the province of Kostroma in Russia (1903–6), at the evening school in St. Petersburg (1907–9), at the Psycho- Neurological Institute in St. Petersburg (1910–14); Magistrant of Criminal Law (1915); Ph.D in Sociology (1922); Privatdozent at the Psycho-Neurological Institute (1914–16), at the University of St. Petersburg (1916–17); Professor of Sociology at the same university (1919–22); Professor of Sociology at the Agricultural Academy (1919–22), at the University of Minnesota (1924–30); Chairman of the Department of Sociology at Harvard University from 1930. Member of the Executive Committee of the All-Russian Peasant's Soviet (1917); Secretary to the Prime Minister [ Kerensky ] (1917); member of the Russian Constitutional Assembly (1918); sentenced to death and finally exiled by the communist administration (1922); emigrated to the United States (1923), naturalized (1930). Member of the American Academy of Arts and Sciences, the American Sociological Association; honorary member of the International Institute of Sociology of the Czechoslovakian Academy for Agriculture, of the German Sociological Society, and of the Ukrainian Sociological Society; President of the International Institute for Sociology (1936–37). Member of the Greek-Orthodox Church.

In this interview, Professor Moshe Szyf speaks with Storm Johnson, Commissioning Editor for Epigenomics, on his work to date in the field of social epigenetics. Szyf received his PhD from the Hebrew University and did his postdoctoral fellowship in genetics at Harvard Medical School, joined the Department of Pharmacology and Therapeutics at McGill University in Montreal in 1989 and is a fellow of the Royal Society of Canada and the Academy of Health Sciences of Canada. He is the founding codirector of the Sackler Institute for Epigenetics and Psychobiology at McGill and is a Fellow of the Canadian Institute for Advanced Research Experience-Based Brain and Biological Development program. Szyf was the founder of the first pharma to develop epigenetic pharmacology, Methylgene Inc., and the journal Epigenetics. The Szyf lab proposed two decades ago that DNA methylation is a prime therapeutic target in cancer and other diseases and postulated and provided the first set of evidence that the social environment early in life can alter DNA methylation, launching the emerging field of social epigenetics.

The purpose of the study was to identify innovative approaches to activities in the system of state-church relations in social service (education) within the framework of interaction between an Orthodox Monastery and the Russian State Social University. The interaction between St. Nicholas Chernoostrovsky Convent and Russian State Social University (RSCU) has developed from conceptual foundations to the formation of a training system for Orthodox media. This article is the first to identify innovations: implementation of a modular, continuous model for the development of orphans in modern society, combining the efforts of secular and spiritual education; unification of philosophy and worldview, both religious and cultural, in the context of the digitalization of society and pandemic restrictions; formation of a multi-vector model of education with simultaneous development in several professional (church) directions and (or) an increase in social significance; use of hybrid forms of preparation and conduct of classes in a secular and church educational environment. The strong point of the article is a systematic approach to the study of the problem and the identified innovations, which make it possible to improve social service in the context of the digitalization of society and the COVID 19 pandemic. The use of the results obtained by other researchers can serve to develop the system of state-church relations in social service (education) of different faiths.

The author, a cultural anthropologist, Professor Emeritus, Social Research Center, American University in Cairo, and a member of UNESCO's International Bioethics Committee and Egypt's National Bioethics Committee, after completing her Ph. D studies at Cornell University, has been for 25 years Professor and Director of the Social Research Center, American University in Cairo, while also acting as Senior Fellow, Population Center, Harvard University; Senior Visiting Associate, Population Program, California Institute of Technology; Research Project Director, United Nations Research Institute for Social Development, Geneva. Parallel to the above, she has been consultant for, and member of numerous international evaluation missions and expert committees of the UN Economic and Social Department, the UN Population Division, UNFPA, UNESCO, UNICEF, WHO and FAO. She has also been Secretary General of the Organization for the Promotion of Social Sciences in the Middle East; member of the Smithsonian Center for the Study of Man and of the Board of the International Union for Ethnological and Anthropological Sciences; member of the World Society for Ekistics (WSE),of which she was Vice-President for four years. The various distinctions awarded to Dr El-Hamamsy for her overall scientific achievements include the Distinguished Alumni Award of the American University in Cairo and the President Award of the American Anthropological Association. The text that follows is a slightly edited and revised version of a paper presented at the WSE Symposion "Defining Success of the City in the 21st Century," Berlin, 24-28 October, 2001.

The study is intended to describe the newly emerging wave of cyber security threats under the conception of Surveillance Capitalism, which was initially defined by a Harvard university professor, ShoshanaZuboff. The idea of Zuboff emphasizes the use of various formats of data collected from different android software applications that can help regulate the political, social, and economic orientations of the targeted nations. The relevance of Surveillance Capitalism in the nuclearized subcontinent portrays a different picture of the South Asian strategic environment in which New Delhi and Islamabad are the archival nations. The Indian offensive policies obsessed with AntiPakistani behavior have launched a massive campaign on the mainstream social media platforms generally, and Twitter particularly. The use of countless fake social media accounts containing inaccurately maintained material for propagating purposes has become a major offensive tool of New Delhiagainst Islamabad. The Indian strategic community, preoccupied with the critical elements of internal Pakistan issues, is trying to mislead social media users by spreading manipulating facts about the critical nature of civil-military relations in Pakistan. Therefore, the paper's central theme revolves around the strategic dimension of Zuboff’s concept of Surveillance Capitalism and its application to the decades-long Pakistan-India rivalry under the shadows of social media accounts generally and Twitter particularly.

Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.

Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.

Objectives In this study, we measured the social capital level of C university students, recognized the lack of social capital for college students, and suggested directions for efforts to accumulate social capital. Methods For this purpose, by conducting a survey (question 17 questions) to measure social capital level for stu-dents at C university in the province, we grasped the actual condition of social capital through the analysis accord-ing to grade, gender, and major. Interviews were conducted to analyze what C university students think is in-sufficient social capital and what they should strive to accumulate social capital, and based on this, directions for C university students to make efforts to form social capital were presented. Results Through a survey and interview survey of 112 students from C university located in the province, based on the results and contents of analyzing social capital level, insufficient social capital, and the points to work on social capital accumulation, the direction for the social capital formation that C university students think was presented. Conclusions In order to accumulate social capital of college students, it is necessary to raise students' awareness of social capital, to supplement social capital that they think is insufficient, and to raise the level of social capital by constant efforts to accumulate social capital. Since social capital accumulation is formed in social relations, ed-ucation for improving the social relations capacity that college students should have as members of society is needed.

As scholars of higher education regularly point out, American universities face a fundamental tension between access and exclusion. On the one hand, as publicly supported institutions operating in a democracy, they are charged with promoting social mobility and sharing knowledge that can improve society. On the other, they are tasked with identifying and supporting elites—those talented, ambitious, and hardworking individuals who deserve the most money and accolades. In his 1993 History of Education Society presidential address, “Race, Meritocracy, and the American Academy during the Immediate Post-World War II Era,” historian James Anderson describes one way in which northern white colleges and universities coped with this tension after World War II. During this time, Fred Wale, director of education for the Julius Rosenwald Fund, compiled a list of 150 outstanding black scholars with degrees from schools like the University of Chicago, Harvard, Columbia, and the University of Michigan; extensive teaching experience at historically black colleges and universities (HBCUs); and highly regarded publication records. Wale sent his list to hundreds of university presidents, encouraging them to consider these qualified candidates for faculty appointments. His efforts made minimal impact: between 1945 and 1947, only twenty-three of the scholars on Wale's list were offered permanent faculty positions at northern white universities.

The Masters (MSc) in Science Communication at Dublin City University (Ireland) draws on expertise from several disciplines in human and physical sciences. The programme takes a broad view of communication that includes the various kinds of interaction between institutions of science and of society, as well as the diverse means of exchanging information and ideas. Nearly 200 students from a wide variety of backgrounds have completed the programme since its start in 1996, and they work in many different types of employment, from information and outreach services, to science centres, to publishing and journalism. Through the programme, and in the dissertation in particular, students are encouraged to reflect critically on the place and performance of science in society, and on relations between the cultures of natural sciences and of humanities and social sciences.

The human nature does not live in isolation from people, but circumstances require life to communicate with others and cooperate with them, while communicating with others and cooperate with them, either to leave the person a good impact for the rest of the people, or to leave a bad impact, if left a good impact helped him to Spend his work quickly and with less effort and vice versa. Thus, adapting individuals and groups to social reality is important and an indispensable necessity for the common good. This is the case for any organization. It does not live in isolation from the public and the surrounding society. It needs it and needs it. There must be good relations between them, and each knows the importance of the role played by society. Without the good connections between the organizations and the surrounding public or the surrounding society, they can not guarantee peace and stability, and the larger the distance between them and their audience and society, the more urgent it becomes to know the views of thousands or millions of individuals and groups. And then explain them to them in order to gain their trust and respect and support and this is what the Department of Public Relations does. Public relations, scientific insight is a social phenomenon based on its activities to interactive processes, in order to find the psychological effects related to the motives and human needs of the human personality and its components, and the trends of individuals and their different tendencies and methods of measuring these trends and ways of influencing them, so they are based mainly on the recruitment of elements These elements are scientific research, planning, coordination, communication, and evaluation, to achieve certain effects in the patterns of behavior of a particular audience, with the aim of achieving predetermined goals. Which is sometimes known as the engineering of behavior, which means a method or method the American scientist Skinner in 1955 to launch this label with the intention of similar with the technical methods used by engineers, the purpose is to subject these methods and use in the management of human behavior and control or control behavior. Public relations are an important aspect of the work of institutions at the present time and are more specific in government institutions because of the enormous burdens and responsibilities of the community, as well as the need for good relations between the organization and the public by informing them of the facts, information, objectives, policies, programs and plans of the organization. And to convince the public of the importance of the efforts of government institutions to serve the citizens

Online social networking (OSN) is an activity performed through social network sites (SNS) such as Facebook, Twitter, WhatsApp, and Instagram. OSN has become a dominant interaction mechanism within contemporary society. Online platforms are woven inextricably into the fabric of individuals’ everyday lives, especially those of young adults. We present a mixed-methods study—conducted at the University of the Free State in Bloemfontein—that analyzes how students reflect on their everyday experiences of OSN. The key theoretical frameworks guiding this research are phenomenology, existentialism, and reflexive sociology. These theoretical lenses collectively assist in broadening our understanding of the students’ experiences that reveal the complexities associated with their interactions and social relations via SNS. From their narratives we learn how the students make sense of their engagements on SNS, how these engagements have an impact on their social interactions, and how OSN affects their self-presentation.

The purpose of the paper is twofold. Firstly, to formulate a definition of University social responsibility (which takes into account social expectations towards this institution and its internal determinants as well). The final result of this research is the definition built on two concepts. On one hand, it is a stakeholder policy, on the other hand, a whistleblower policy. These are the criteria of responsibility, that is to say, rules which make the institution transparent and open to social criticism. Secondly, the article tends to establish whether a university in Poland (treated as a dominant institution of knowledge) is rightly seen as an irresponsible partner of civil society. Form the business ethics perspective the university is the more responsible, the more intensive are its relations with the social environment represented by stakeholders and whistleblowers. When they do not play their parts properly, the relations must be considered dysfunctional. Additional explanation of this problem is provided by the theory of management. In a use of the concept of the final customer, public opinion can find out if it—really—is the main interlocutor of the university. Social partners of this institution focus their attention on politicians and public administration taken as the alternative final customer of the academic product.

<em>The competition among Higher Education is getting tougher. They need to do their best in order to maintain their existence and getting more students coming to their institutions. One way to achieve that goal is through carrying out Corporate Social Responsibility (CSR) programs or University Social Responsibility (USR) for university. This study tries to investigate the implementation of ‘Cycle Relations’ model in CSR to increase the intake of Higher Education. This study involved seven Higher Educations and nineteen High schools in Central Java. In collecting the data, it used a depth-interview method with all the related parties in this study. The result showed that most of the Higher Education institutions have implemented Corporate Social Responsibility program in various ways. Their target audience included the high schools, society, and parents. From the model implementation, it showed that the CSR program did have an impact towards the intake in their institution. However, one important thing to consider is that the role of the teachers at schools was quite significant in influencing the students to choose which university to go. This reflects that although the Higher Education institution have planned and carried out CSR programs according to what the target audiences’ need, it does not guarantee that it will have direct impact towards their intake because the influence of teacher is quite significant. It may have a bigger impact in long term as the target audiences know the quality and contribution of the Higher Education institutions.</em>

TThe paper focuses on issues of building students’ mindsets at leading British and US universities according to global universities’ ratings and serving as elite training centers for international organizations. The major research question aims to uncover the key ideology that shaped the Anglo-Saxon higher education system. The ideology that shaped the AngloSaxon higher education system is evident through the design of Social Sciences and Humanities programs at British and US universities, targeting world leaders and global organization employees. The research method employed was contentanalysis of a range of international studies devoted to educational pathways of leaders,leadership training programs,structure and contents of the two eminent undergraduate Oxford University 3-year courses: Philosophy, Politics and Economics (BA), Global Governance and Diplomacy (M. Sc.), an interdisciplinary program Human, Social and Political Sciences (HSPS) offered at the University of Cambridge, as well as missions of a select world leading universities (the case of Harvard). The authors conclude that graduates of European and US university programs tend to identify themselves as “exceptional” and privileged Euro-Atlantic actors of international relations, which, in turn, largely influence the current state of global affairs.