Relevant bibliographies by topics / Education, History of|Sociology, Social Structure and Development

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

Academic literature on the topic 'Education, History of|Sociology, Social Structure and Development'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Education, History of|Sociology, Social Structure and Development"

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Staniforth, Barbara. "The Auckland MA Sociology (Option II- Social Welfare and Development): A social work qualification gone but not forgotten." Aotearoa New Zealand Social Work 30, no. 2 (2018): 42–56. http://dx.doi.org/10.11157/anzswj-vol30iss2id313.

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INTRODUCTION: The University of Auckland MA in Sociology (Option II–Social Welfare and Development) (“the Programme”) was a qualifying social work programme that admitted students from 1975 to 1979. This article describes this programme and some of the issues that led to its short-lived tenure.METHODS: Semi-structured interviews were conducted with 12 staff and students who had been involved with this programme. One person, involved in the accreditation of the Programme was also interviewed, and one person provided feedback in an email. Information was also obtained through archived University
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Yashchuk, Sergiy. "Organizing the Education Process in France: The Experience of Regional Institute of Social Work Aquitaine, Bordeaux." Comparative Professional Pedagogy 9, no. 1 (2019): 81–87. http://dx.doi.org/10.2478/rpp-2019-0010.

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AbstractThe article analyzes the stages of organizing the education process in social schools in France based on the example of Regional Institute of Social Work Aquitaine, Bordeaux. It is found that the Institute pays specific attention to the basic courses: professionalization and methodology; social and solidarity economy; professional approach to service; social connections and exclusion; legal approaches; project development and management; sociology of education; human development; psychopedagogy of animation project; family law; social protection and social security; research methodolog
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Et al., Kayumov Kahramon Nozimjonovich. "Factors for the Development of Social Infrastructure of Small Towns Today." Psychology and Education Journal 58, no. 2 (2021): 341–49. http://dx.doi.org/10.17762/pae.v58i2.1847.

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This article mainly focuses on the factors of development of the social infrastructure of small towns, the history of the study. At the same time, it also explores the policies for the effective integration of small towns into the structure of the environment, cultural life, aesthetic, historical, scientific, social or spiritual values used in the past, present and future generations, and the effective development of social infrastructure.
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Wang, Donna. "The development and administration of collaborative social work programs: challenges and opportunities." On the Horizon 23, no. 1 (2015): 46–57. http://dx.doi.org/10.1108/oth-08-2014-0028.

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Purpose – The purpose of this exploratory research was to document the history, structure and administration of current collaboratives, as well as overall challenges and benefits. Little is known about how and why collaborative graduate social work programs were started, how they operate or what are the challenges and benefits. Design/methodology/approach – Six case studies were conducted through semi-structured interviews of a purposive sample of key personnel from collaborative programs. Findings – Findings revealed that each collaborative program grew from existing undergraduate social work
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ZAKIEVA, Rafina R., and Sergei V. KOZIN. "SOCIOLOGICAL EDUCATION OF THE POPULATION OF THE USSR IN LATE 1950 - EARLY 1980." PRIMO ASPECTU, no. 3(43) (September 28, 2020): 20–24. http://dx.doi.org/10.35211/2500-2635-2020-3-43-20-24.

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In this article, the authors analyzed relevant publications devoted to the formation of "revival" of domestic sociology, as well as the role of what place sociology occupied in science, society, education, History, Economics, etc. In addition, the time period of Soviet sociology of the late 1950s-early 1980s was covered. Within the framework of this article, a brief description of how the implementation of sociological education of the population of the USSR took place in that period is given. Going through the pages of Soviet sociology, the authors substantiate the fact that the sociology of
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Beadie, Nancy. "Toward a History of Education Markets in the United States." Social Science History 32, no. 1 (2008): 47–73. http://dx.doi.org/10.1017/s0145553200013924.

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The recent shift away from the idea of centrally planned public systems and toward market-based models of schooling opens new territory for scholarship in the history of education. What is the history of education markets? How has the structure of education markets changed over time? This article addresses these questions by surveying existing literature, with an emphasis on the early national and antebellum periods. In the process it brings new perspectives to standard narratives of the history of education in the nineteenth century, particularly regarding the development of state-based educa
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Beisenbayeva, Lyazzat, and Yücel Gelişli. "Comparison of social studies, Turkish Republic Revolution History and Kemalism, History of Kazakhstan and World History curricula in the secondary education in Turkey and the Republic of Kazakhstan." International Journal of Human Sciences 13, no. 1 (2016): 532. http://dx.doi.org/10.14687/ijhs.v13i1.3571.

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The aim of this study is to make a comparison between history topics in Social Sciences course, Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and History of Kazakhstan and World History courses in secondary schools in Kazakhstan. This study that has adopted qualitative research methods is a comparative educational research. Data has been collected through data analysis method. In the study, the curriculum of Social Sciences course and Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and the curriculum of
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Gorodyanenko, V. G. "Historiographic approaches and methods of sociological science." Науково-теоретичний альманах "Грані" 21, no. 10 (2018): 69–75. http://dx.doi.org/10.15421/1718031.

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The article presents various approaches and methods of historiographic research, shows the interrelation between history and historiography. The works depicting the historiographic analysis of important sociological categories and concepts are singled out. The subject, methods and tasks of historiographic studies of the knowledge of sociological science are characterized. Types and varieties of historiographic sources are indicated. The article definitely starts the sociological direction in historiography, highlights the degree of study of historiographic and source research problems. The his
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Parsa, Misagh. "Entrepreneurs and Democratization: Iran and the Philippines." Comparative Studies in Society and History 37, no. 4 (1995): 803–30. http://dx.doi.org/10.1017/s0010417500019964.

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The relationship between social structure and the emergence of democracy has long intrigued social scientists. In an early statement of the modernization perspective on this topic, Lipset (1960) postulated that a strong association exists between the degree of socioeconomic development and democracy. As economic development rose, so did wealth, income, and education, but income inequality declined, resulting in a population of moderate upper and lower classes and an expanding middle class, all of which favored the development of democratic political institutions. Subsequent quantitative studie
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Isa Anshori. "Study of Structuralism, Post-Structuralism and Network Actors and Their Relevance to Islamic Education." Halaqa: Islamic Education Journal 4, no. 1 (2020): 17–21. http://dx.doi.org/10.21070/halaqa.v4i1.175.

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Important developments related to the recent history of social theories, including the soci- ology of education, are revolutions that take place in linguistics and lead to the search for structures that underlie language. Structuralism, as the name of the revolution, later influenced various fields of social science, such as the anthropology of Levi-Strauss and Marxian theory, Structural Marxism. The most important post-structuralist is Michel Fou- cault. The latest theory derived from semiotics, structuralism, and post-structuralism is the actor-network theory, seeing social processes and hum
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Dissertations / Theses on the topic "Education, History of|Sociology, Social Structure and Development"

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Lattouf, Mirna. "The history of women's higher education in modern Lebanon and its social implications." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288958.

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Much has been theorized about the positive correlation between education and the change in women's status in society. Yet, in 1995, a United Nations report on women showed that although there has been much effort to eliminate discrimination based on sex, with greater opportunities and access to education, or formal learning, the most bias was due to socialization, or informal learning, as expressed through cultural values, norms and traditions. The report also showed that although governments claimed to be dedicated to erasing illiteracy and improving educational opportunities, they are very q
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Shorette, Kristen Elizabeth. "Institutional Foundations of Global Markets| The Emergence and Expansion of the Fair Trade Market across Nations and over Time." Thesis, University of California, Irvine, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589826.

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<p> This research examines the determinants of global market formation and expansion using the case of fair trade from its origins as a market based on idiosyncratic and informal direct sales networks to its formalization as a rationalized governance system. Fair trade is a central component of a growing field of markets based on the social and environmental conditions of production. Fair trade organizations establish and enforce alternative standards of production and distribution processes globally and provide the infrastructure for a market in which value lies in a product's utility and con
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Lemke, Joseph S. "Experienced Teachers' Construals of the Teacher's Role Across the Historical Process." Thesis, Long Island University, C. W. Post Center, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610432.

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<p> Understanding the role of the public school teacher and how that role has changed over recent history is critical to comprehending the nature of teaching and teachers in American schools. This 2-phase, hypothesis-generating study was undertaken to develop a deeper understanding of the role of the teacher and, in particular, the ways that role has remained stable or changed across the historical process. It explored how the role of the teacher is construed by current, experienced teachers through personal construct systems and through their shared enactments of a social construct system pro
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Noe, Sean R. "History of Parenting as Predictor of Delinquency, Moral Reasoning and Substance Abuse in Homeless Adolescents." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211312793.

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Hitchcock, David. "'A restraint of their debauchery': Poverty, power, and social policy in Augustan England, 1688-1723." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28438.

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"'A Restraint of Their Debauchery': Poverty, Power, and Social Policy in Augustan England, 1688-1723" examines the connections between ideas and definitions of poverty created by both elites and the poor, and social policy legislation and disbursement of relief. Specifically, Mackworth's failed 1704 omnibus reform bill, and Knatchbull's successful 1723 Workhouse Test Act are considered. Successive chapters are dedicated to historiography and methodology, the contemporary pamphlet debates over poverty, pauper self-definition in petitions to the state, and politics and policy during the early ei
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Vekiari, Konstantina. "The structure of social and cognitive development in Native American children." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288931.

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An important question in the area of child development is the nature of the relationship between social and cognitive development. Does cognitive development affect social competence, are there reciprocal effects between the two areas, or does social competence affect cognitive development? The present study investigated the direction of effect between social development and cognitive development in Native American children during early childhood. The study involved the secondary analysis of existing data from the Navajo Nation Transition Project. Data for one hundred and fifty-one children at
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Klugman, Joshua. "Status competition among schools and the consequences for students." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277992.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 4099. Adviser: Pamela B. Walters. Title from dissertation home page (viewed May 5, 2008).
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Williams-Newball, Takieya Iesha. "Domain, Community and Practice| An Empirical Investigation of the Relationship Between Communities of Practice and Professional Identity Among Veterinarians." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615768.

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<p> This exploratory study examined the relationship between communities of practice and professional identity. The purpose of the study was to quantitatively examine the extent to which there were relationships between Wenger's dimensions of community of practice (domain, community, and practice) and professional identity among veterinarians. This was accomplished by conducting a survey study using correlation analysis. The research question was as follows: To what extent are there relationships between Wenger's dimensions of community of practice (domain, community, and practice) and profes
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Harger, Brent. "Interpretations of bullying how students, teachers, and principals perceive negative peer interactions in elementary schools /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378353.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2009.<br>Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 4076. Adviser: Donna Eder.
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Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.

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Books on the topic "Education, History of|Sociology, Social Structure and Development"

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Dikun, Aleksandr. The dynasty of Sibiryak merchants and its role in the development of Eastern Siberia in the XVIII-early XX century. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1225271.

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The monograph highlights the main stages of the formation and development of the dynasty of Irkutsk merchants Sibiryakovs, the participation of its representatives in the life of the region in the context of modernization processes that took place in the country as a whole and in Siberia in particular. The multifaceted entrepreneurial, social, research and charitable activities of all generations of the Sibiryakovs in the Siberian region in the period from the XVIII to the XX century are considered within the framework of local history.&#x0D; The author analyzes the structure of the dynasty, t
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Marginalization of the Black male: Insights from the development of the teaching profession. 2nd ed. Canoe Press, 1994.

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Miller, Errol. Marginalization of the Black male: Insights from the development of the teaching profession. ISER, 1986.

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The government of childhood: Discourse, power and subjectivity. Palgrave Macmillan, 2014.

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Drucker, Peter F. The age of discontinuity: Guidelines to our changing society. Transaction Pubs., 1992.

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Drucker, Peter F. The age of discontinuity: Guidelines to our changing society. Transaction Publishers, 1992.

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Nations, United. The United Nations and the advancement of women, 1945-1996. Dept. of Public Information, United Nations, 1996.

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Alent'eva, Tat'yana, and Mariya Filimonova. The USA in Modern Times: Society, State and Law: Part 1: XVII-XVIII centuries. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/992900.

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The textbook examines the processes of the emergence and development of English colonies in North America in the XVII-XVIII centuries, as well as the process of formation and formation of the young American state. Considerable attention is paid to socio-economic processes, the study of which makes it possible to more fully consider political and legal trends and features. The political structure of the colonies is described in detail, and the colonial charters are analyzed. The article covers the first North American revolution, analyzes the political programs and activities of the first Ameri
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Sang-in, Chŏn, ред. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Nanam Chʻulpʻan, 2005.

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School desegregation in the twenty-first century: The focus must change. E. Mellen Press, 1997.

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Book chapters on the topic "Education, History of|Sociology, Social Structure and Development"

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Fredman, Pam. "To Cohere and Act as One: IAU—The Global Voice of Higher Education." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_2.

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AbstractKnowledge and knowledge development have always been essential for the survival and continuing development of humankind. As part of the human condition, people have always adapted to the particularities of local environments which in turn are influenced by global conditions and changes, such as climate change, disease, and armed conflict, among others. Knowledge has, throughout human history, been shared and transferred, and with time ever more extensively across regions and national borders. The basic idea that knowledge has no borders has always been and needs to continue to be a guiding light for higher education (HE). International mobility is part of this knowledge transfer and exchange as it augments our understanding of cultural, structural, and financial differences in the world, which must be considered collectively as our shared global responsibility for sustainable social development. These, as well as other perspectives, will be addressed in the following lines.
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Reimers, Fernando M. "In Search of a Twenty-First Century Education Renaissance after a Global Pandemic." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_1.

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Abstract The COVID-19 Pandemic renewed interest on the question of what goals should be pursued by schools in a world rapidly changing and uncertain. As education leaders developed strategies to continue to educate during the Pandemic, through alternative education arrangements necessitated by the closure of schools, the question of re-prioritizing curriculum became essential. In addition, the anticipated disruptions and impacts that the Pandemic would cause brought the question of what capacities matter to the fore. This chapter reviews the history of mass education and examines the role of the United Nations and other international organizations advocating for schools to educate the whole child and to cultivate the breath of skills essential to advance individual freedoms and social improvement. The chapter makes the case that the aspiration to cultivate a broad range of competencies is not only necessary to meet the growing demands of civic and economic participation, but also critical to close opportunity gaps. The development of a science of implementation of system level reform to educate the whole child is fundamental to close the growing gap between more ambitious aspirations for schools and the learning opportunities that most children experience and that are at the root of their low levels of knowledge and skills as demonstrated in international comparative assessments. Implementation strategies need to take into account the stage of institutional development of the education system, and align the components and sequence of the reform to the existing capacities and structures, while using the reform to help the system advance towards more complex forms of organization that enable it to achieve more ambitious goals. The chapter makes the case for examining the implementation of large scale reforms in countries at varied stages of educational development in order to overcome the limitations of the current knowledge base that relies excessively on the study of a narrow range of countries at similar levels of development, many of them with stagnant or declining performance of their students in international assessments of knowledge and skills. Effective implementation requires also coherence across the various levels of governance of the education system and good communication and collaboration across a wide spectrum of stakeholders. Such communication can be facilitated by a good theory of mind of how others view reform. A reform can be viewed through five alternative frameworks: cultural, psychological, professional, institutional and political, or through a combination of those, and each reform is based on elements reflecting one or several of those frames. Understanding these frames, can help better understand how others view change, thus facilitating communication and the development of a shared theory of change. The chapter concludes describing the methods of this study and introducing the six large scale reforms examined in the book.
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Ermolaeva, Yuliya V., Elena Y. Ivanova, Elena M. Kolesnikova, et al. "Professionalization Processes in the Context of Modernization of the Social Structure of Russian Society." In Russia in Reform: Year-Book [collection of scientific articles]. Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, Moscow, Russian Federation, 2020. http://dx.doi.org/10.19181/ezheg.2020.4.

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The object of abcomprehensive interdisciplinary research (Sociology, Economics, History, Psychology, Pedagogy, Management, Law, etc.) is about study the problems of social adaptation and functioning of various professional groups in the process of modernizing the social structure of Russian society and impact of social processes on their viability. The relevance of the research is due to the rapidly changing and increasingly complex processes of forming the professional structure of Russian society under the influence of external factors (instability of the world socio-political systems, the crisis of the world economy, the prospects for resolving contradictions between global and national ways of development of States, Informatization and digitalization of social communications, the increase in conflicts of interests between subjects of the labor process) and internal factors (features of the modern national labor market, disproportionality of the distribution of productive forces on the territory of Russia, demographic problems; changes in the motivational vector of the choice of professional trajectory of young people, ineffective reform of the system of secondary and higher education). The work carried out in 2019 is devoted to the study of changes in status positions and the implementation of cultural, political and educational capital by representatives of the engineering, pedagogical, medical community, environmentalists and online specialists in the context of changes in the social structure of abmodernizing society. The most significant areas of activity were: assessment of the quality and prospective role of engineering education as abtechnological basis for the effectiveness of modernization processes in the economy; considering proforientation events as part of government policy in abperspective of staffing modernization processes; analysis of the role of Informatization of computerization and digitalization as the realities of the developing information society, shaping new relations of production and specifics of communication in society at all stages of formation or extinction of occupational groups. The results of the research deserve the attention of specialists who study the social structure of society, can be useful for preparing abcourse of lectures on the sociology of professions and professional groups, as well as for managers at various levels involved in education, labor relations and information technology.
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Sinha, G. K. "Human Resource Development in Globalized Era." In Operations and Service Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3909-4.ch080.

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Human resources development is the process of increasing the knowledge, the skills, and the capacities of all the people in a society. In economic terms, it could be described as the accumulation of human capital and its effective investment in the development of an economy. In political terms, human resources development prepares people for adult participation in political processes, particularly as citizens in a democracy. From the social and cultural points of view, the development of human resources helps people to lead fuller and richer lives, less bound by tradition. In short, the processes of human resources development unlock the door to modernization. Education is essential for all and is fundamental to their all-round development, material and spiritual. Education has continued to evolve, diversify and extend its reach and coverage since the dawn of human history. Even Alfred Marshall emphasized the importance of education as a national investment and in his view the most valuable of all capital is that invested in human beings. Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the growing challenges with the changing times. In this regard, major initiatives/programmes taken by the Central as well as State governments. This paper deals with the changes in our education structure and system after independence of country like increment of literacy rate, growth of educational institution, enrolment ratio of girls, pupil teacher ratio in educational institutions, government's expenditure on education, structural change of education and vocationalisation of education.
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Stevenson, Robert B., Arjen E. J. Wals, Joe E. Heimlich, and Ellen Field. "Critical Environmental Education." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0006.

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This chapter considers an alternative socially critical perspective on environmental education, the emphasis of which is on the influence of cultural norms and structural features of society on people's environmental actions and the need for participatory approaches that engage citizens in creating and determining appropriate actions to realize their own vision of a sustainable urban environment. It describes emerging learning spaces, also known as “ecologies of learning,” that engage young and old urban citizens in participatory collaborative activities such as community gardening, critical place-based education in urban schools, and social media environmental interest networks. After providing a brief history of environmental education, the chapter discusses communicating information about and solving environmental problems. It then examines critical thinking about issues of quality of life and human-nature interrelationships before concluding with an overview of how to develop capacity for integrating environmentally, socially, and economically sustainable development.
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Amundsen, Arne Bugge, and Michael Rosie. "Religion in Scotland and Norway." In Northern Neighbours. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748696208.003.0009.

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Religion has played a key part in the development of both Scotland and Norway, in terms of local governance and the organisation of social structure and hierarchies, identity and popular history, yet both countries are now largely secularised. This chapter explores religious denominations and affiliations: Norway’s history of compulsory affiliation with the Lutheran Church, and Scotland’s religious pluralism, where political affiliations often served to reduce religious tensions. The markedly different relationship between Church and State; Scotland’s Reformation being a largely populist movement with conflict and open protest continuing for two centuries contrasting with Norway where few tensions arose and religion and state remained closely interwoven. Monarchical and political union had an impact on religious practise in both countries, with differing levels of ideological and administrative control being negotiated by Church authorities over education systems and welfare in local communities. The chapter touches upon the route of both countries out of and beyond Protestantism towards increasing secularisation, facilitated by the continuing renegotiation of the relationship between Church and State in both countries and the lessening of Church influence on areas such as education.
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Minow, Martha. "Social Science in Brown’s Path: Social Contact and Integration Revisited,." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0010.

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The architects of Brown v. Board of Education soldiered through long struggles and many obstacles, but even they would probably be surprised by the state of affairs emerging half a century following the decision. Brown influenced expanding use of social sciences by lawyers pursuing social change and especially educational reforms. The state of racial integration in education might be stunningly disappointing, but Brown has also produced unexpected dividends addressing historic educational disadvantages based on gender, disability, language, immigrant status, poverty, sexual orientation, and religion. This dual legacy of disappointment and promise raises profound questions about the priority the nation gives not just to equal opportunity but also to social integration, the movement of individuals from previously excluded or subordinated groups into the social mainstream where they can join others in pursuing opportunities and enriching society. Because this aspiration gained support from social science evidence in the Brown litigation itself, this chapter considers the strengths and limitations of social science research on social integration, including research launched in the wake of the Brown litigation. The boost Brown gave to the field of social psychology to advance racial equality has some irony, given the reliance by defenders of racial segregation on eugenics and other “scientific” theories of their day. The contribution of social psychology to the cause of racial justice is particularly contested, as many critics have contended that its use contributed to narrowing policy debates to a focus on psychological damage rather than structures of racial oppression and the role of community supports in academic success. It might even be fair to conclude that when it comes to racial relations in the United States, there is more success in the growth of the research field studying social integration than there is success in actual social integration. Hence, paying attention to contemporary social science in assessing how social integration affects academic achievement, social cohesion, individual development, economic and social opportunities, and civic engagement and democracy means remaining mindful of the limitations of research and continuing to subject its assumptions to scrutiny.
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Osipov, Petro, and Nataliia Bulyk. "TRANSLATION OF CLASSICS OF GERMAN POETRY IN UKRAINIAN." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-9.

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Translation issues have long been in the field of view of translators and philologists-researchers. The focus was on the definition of the translation process in view of its psychological and lexical-semantic features and its perception as a certain creative action. The translation process is always functionally and thematically defined and controlled. Its main purpose is to provide the necessary information and establish communication between people of different languages and cultures. Considering translation as an interlingual communication process, we address the question of what language operations should be performed to ensure the integration of source and target texts and at the same time eliminate their interlinguistic structural differences at the conceptual and stylistic levels. The dominant of any translation is its goal (skopos), because differences in the definition of translation goals cause, in turn, differences in interlingual translation strategies. The translator's understanding of the text presupposes his knowledge of the history of society, institutions, social conditions, religious beliefs, culturally and situationally determined patterns of speech activity and behavior of the "source culture", as well as knowledge of the syntax and semantics of the "source text" and their structures. Each translation creates a dynamic connection and is an intercultural transfer of the text insofar as it takes into account the culturally specific comparison of language, situation and object in question. From the standpoint of hermeneutics and from the point of view of translation, the difference of cultures means the difference between "source culture" and thus – the culture of "source language" and "target culture" and thus - the culture of "target language". The analysis focuses on the translation of the most famous poems of German classics. In J. Goethe, along with the ballad "Erlkönig" ("The Forest King"), it is his popular excerpts from the tragedy "Faust". The translation was made by famous writers B. Hrinchenko and M. Rylsky. F. Schiller's poetry is represented by his ballads "Pirnach" ("DerTaucher") and "Glove" ("DerHandschuh"). The latter was translated by the famous poet and translator M. Orest. Heine's works were translated into Ukrainian by such well-known writers as I. Franko, L. Pervomaisky and others.
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9

Himanshu, Peter Lanjouw, and Nicholas Stern. "India and Palanpur." In How Lives Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198806509.003.0004.

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The seven decades of the Palanpur study cover India’s life as an independent nation. The chapter highlights those changes in India’s economy and policy that relate, and are relevant, to our understanding of Palanpur’s development. Amongst the key events in India’s history that are of particular pertinence in Palanpur are the land reforms of the 1950s associated with zamindari abolition, the green revolution, diversification of employment into non-farm activities, with increasing incomes in rural areas, the slow expansion of education, rapid population growth, changing social, political, and demographic structures, transformation in communications, liberalization, and the opening of the economy. These changes in the overall economic environment have constituted crucial context for, and forces behind, the changes observed in Palanpur. The seven decades of data and close know ledge of Palanpur also help to illuminate the overall story of India’s development and locate it in a specific and human context.
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10

Martin, Randall. "Gunpowder, Militarization, and Threshold Ecologies in Henry IV Part Two and Macbeth." In Shakespeare and Ecology. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780199567027.003.0008.

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The disputed land-uses and cultivation practices represented in As You Like It responded to unprecedented changes in Elizabethan climate, population, and economic relations. Traditional modes of rural dwelling were no longer protected by virtue of their rural isolation or autonomy, but were becoming inescapably tied to national and global orders of competitive growth and resource exploitation. Perhaps the most disruptive of these modernizing turns was the development of gunpowder technologies and the armament industry. As in other western European countries, military culture became ubiquitous in England by the late sixteenth century as a result of innovations in gunpowder weapons and the formation of national armies. During the Middle Ages, low-tech weaponry and feudal mobilization had limited the social and environmental impacts of war. This situation began to change from the fifteenth century onwards with the development of far more deadly cannons, mines, and firearms. Influenced partly by the Erasmian ethics of his Humanist education (like Queen Elizabeth and King James in their attitudes to war), Shakespeare drew attention to gunpowder’s devastating effects on human and non-human animals and their environments in virtually all his history plays and several of his tragedies, even thoughmost of these references were anachronistic. By layering historical and contemporary viewpoints he registered changing material realities and cultural assumptions about the ecology of war: from self-regulating cycles of martial destruction and agrarian regeneration, to incremental technological mastery reliant on ever-increasing resource consumption. Traditional ideas about redeeming war through cultivation are captured by the Virgilian image of beating swords into ploughshares. It suggests that peacetime cultivation will heal wartime damage, and that periods of war and peace routinely alternate. The swordsinto-ploughshares trope also encodes temporal assumptions that the arc of catastrophe, in its political, ecological, and dramatic senses, is limited in scope and ultimately reversible. In this chapter I want to examine the emerging gunpowder regime putting pressure on this paradigm, and replacing it with modern structures of recoiling environmental risk and planetary push-back, represented in Henry IV Part Two and Macbeth respectively.
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Reports on the topic "Education, History of|Sociology, Social Structure and Development"

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Hendricks, Kasey. Data for Alabama Taxation and Changing Discourse from Reconstruction to Redemption. University of Tennessee, Knoxville Libraries, 2021. http://dx.doi.org/10.7290/wdyvftwo4u.

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At their most basic level taxes carry, in the words of Schumpeter ([1918] 1991), “the thunder of history” (p. 101). They say something about the ever-changing structures of social, economic, and political life. Taxes offer a blueprint, in both symbolic and concrete terms, for uncovering the most fundamental arrangements in society – stratification included. The historical retellings captured within these data highlight the politics of taxation in Alabama from 1856 to 1901, including conflicts over whom money is expended upon as well as struggles over who carries their fair share of the tax bur
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