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Добірка наукової літератури з теми "Formal Sociology"

Автор: Grafiati

Опубліковано: 22 лютого 2025

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Статті в журналах з теми "Formal Sociology"

Vaughan, Ted R., and Jerald Hage. "Formal Theory in Sociology: Opportunity or Pitfall?" Social Forces 73, no. 4 (June 1995): 1621. http://dx.doi.org/10.2307/2580467.

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Wallace, Walter L., and Jerald Hage. "Formal Theory in Sociology: Opportunity or Pitfall?" Contemporary Sociology 24, no. 6 (November 1995): 834. http://dx.doi.org/10.2307/2076733.

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Greiffenhagen, Christian. "Review Essay: A sociology of formal logic?" Social Studies of Science 40, no. 3 (March 2010): 471–80. http://dx.doi.org/10.1177/0306312709357229.

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Cross, Katherine. "Toward a Formal Sociology of Online Harassment." Human Technology 15, no. 3 (November 29, 2019): 326–46. http://dx.doi.org/10.17011/ht/urn.201911265023.

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Fararo, Thomas J. "Cognitive Value Commitments in Formal Theoretical Sociology." Sociological Theory 18, no. 3 (November 2000): 475–81. http://dx.doi.org/10.1111/0735-2751.00112.

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Willer, David. "The prominence of formal theory in sociology." Sociological Forum 11, no. 2 (June 1996): 319–31. http://dx.doi.org/10.1007/bf02408370.

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Parsons, Talcott. "Simmel and the methodological problems of formal sociology." American Sociologist 29, no. 2 (June 1998): 31–50. http://dx.doi.org/10.1007/s12108-998-1027-6.

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Magerski, Christine. "Von der formalen Soziologie zur formalen Literatursoziologie: Georg Lukács." Internationales Archiv für Sozialgeschichte der deutschen Literatur 46, no. 2 (November 9, 2021): 546–66. http://dx.doi.org/10.1515/iasl-2021-0028.

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Abstract The paper reconstructs a crucial moment in the history of literary studies: the transference of formal sociology, as developed by Georg Simmel around 1900, into literary studies by his pupil, the young Georg Lukács. First, formal sociology will be explained in order to outline the ways in which Lukács adapts it. Then the formal method Lukács developed will be illustrated using the drama as an example. Finally, the paper will analyze Caroline Levine’s highly acclaimed study Forms (2015) in the context of the history of the formal method outlined, and briefly discuss the impasse in which this method currently finds itself.

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Munz, Peter. "The Poverty of Randall Collins’s Formal Sociology of Philosophy." Philosophy of the Social Sciences 30, no. 2 (June 2000): 207–26. http://dx.doi.org/10.1177/004839310003000203.

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Smith, Gregory W. H. "Snapshots ?sub specie aeternitatis?: Sinunel, Goffman and formal sociology." Human Studies 12, no. 1-2 (June 1989): 19–57. http://dx.doi.org/10.1007/bf00142838.

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Дисертації з теми "Formal Sociology"

Cai, Zhenyao. "The formal mentoring program and socialization outcomes: testing the assimilation process." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/111.

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Organizations use the formal mentoring program as a human resource intervention in the socialization of newcomers. Mentoring scholars have found that effective mentoring leads to various socialization outcomes of newcomers, partially because mentors, seen as organizational agents, can facilitate the learning process in the socialization. Despite this progress, several limitations can be found in the literature. First, it is largely unknown how mentoring influences socialization outcomes in addition to the learning process (e.g. assimilation process). Second, the assumption that mentors are organizational agents in the socialization has never been tested. Third, previous studies of mentoring mainly focused on the white-collar workers, calling into the question about the generality of the findings in the mentoring literature. To fill the research gaps, this study applied the belongingness theory as the theoretical basis to explain how mentoring functions influence socialization outcomes through assimilation process. Drawing on the belongingness theory, this study proposed a research model and tested the mediation effects of organization based self-esteem (OBSE) and person-organization fit on the relationship between mentoring functions and three socialization outcomes (i.e. affective organizational commitment, job satisfaction and organizational citizenship behavior). In addition, this study also tested the moderating effect of mentor’s organizational prototypicality on the relationship between mentoring functions and two mediation variables. Two-wave dyadic data have been collected from blue-collar workers in a manufacturing company. The results supported most of the hypotheses in the model. Specifically, OBSE and person-organization fit significantly mediated the relationship between mentoring functions and two socialization outcomes (i.e. affective organizational commitment and job satisfaction). Only person-organization fit significantly mediated the relationship between mentoring functions and organizational citizenship behavior (OCB). In addition, mentor’s organizational prototypicality significantly moderated the relationship between mentoring functions and two mediation variables. This study advanced our understanding on how mentoring influences socialization outcomes through assimilation process. It also contributed to the literature by testing the role of mentor’s organizational prototypicality as the boundary condition of mentoring-outcome link. Finally, data from blue-collar workers increased the generality of findings in mentoring literature. Limitations and suggestions for future research have been discussed at the end of the study.

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Davis, James Jordan. "Informal and Formal Legitimation of State-Sponsored Force in the Cherokee Trail of Tears." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306175761.

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Rival, Laura M. "Social transformations and the impact of formal schooling on the Huaorani of Ecuador." Thesis, London School of Economics and Political Science (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296227.

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Paintsil, Isaac. "Religiosity, Parental Support, and Formal Volunteering Among Teenagers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/197.

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Few countries can boast of having the culture of volunteering seen in the United States. In explaining this phenomenon, many empirical studies have found religiosity significant in predicting volunteering behaviors among young adults, adults, and the elderly. However, teens (13 – 17 years) have not attracted much attention from researchers, though they possess the time and resources most needed to volunteer. Using data from the National Study on Youth and Religion (NSYR) Wave 1, this study examines the relationship between volunteering and teens’ private (religious salience and religious experience) and collective religiosity (religious tradition, church attendance, and youth group participation). Parental variables and teen demographics are also tested using a three-stage ordinal logistic regression. Regarding individual religiosity, the results suggested a significant relationship between teens’ religious experiences and volunteering. In addition, parents can induce volunteering by encouraging their teens to volunteer and participate in religious youth groups.

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Hoff, Andreas. "Informal vs formal support mobilisation by lone mothers in Germany and the United Kingdom." Thesis, London School of Economics and Political Science (University of London), 2001. http://etheses.lse.ac.uk/1665/.

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This dissertation is concerned with the question of what role informal support networks play in the welfare mix of contemporary welfare states. Informal support is provided by family and friends on the one hand, and by voluntary organisations on the other. Using data from 116 semi-structured interviews with lone mothers, in the United Kingdom and Germany, the question of whether different welfare systems influence individual support mobilisation strategies is investigated. Lone mothers were selected because of their limited earning capacities which often result in a life in poverty and social exclusion - for them and for their children. It was shown in this research that informal and formal support alleviates these effects and the research project is guided by four main objectives: (1) to map ways in which lone mothers mobilise support from different sources; (2) to investigate whether lone mothers develop support mobilisation strategies in turning to formal and/or informal support sources; (3) to analyse whether differences in welfare state systems result in variances in informal support mobilisation behaviour; and finally, (4) to evaluate the role and importance of voluntary organisations as support providers for lone mothers. Empirical evidence is provided to demonstrate that informal support networks influence the utilisation of formal support. In contrast, variations in welfare state provision do not appear to have a significant impact on support mobilisation behaviour. Indeed, formal support mobilisation is a function of demographic characteristics, influenced by receipts from means-tested benefits and the extent of informal support. The utilisation of informal support was dependent on network structural and demographic variables, as well as reciprocity norms. The main finding of this research is that individual support mobilisation of lone mothers is determined by their specific circumstances, and not by their residence in different welfare states.

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HUNG, Sing Nam. "Exploring the changing relationship between formal carers, informal carers and carees during the elder-care process." Digital Commons @ Lingnan University, 2004. https://commons.ln.edu.hk/soc_etd/18.

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Анотація:

There are increasing studies looking at effects of caregiving to the frail elderly in Hong Kong. However, many studies often focus only on a single dimension of caregiving in either informal or formal carers without the focus on the elderly that receiving cares. Few studies have viewed elder caregiving as an integrative and dynamic approach, with limited examination and exploration on the caring processes and interactions between the formal and informal carers and elderly carees, and the reasons for this pattern. Thus a caregiving triad might be considered as consisting of the elderly caree, the formal and informal carer, and a tripartite model could be adopted to explore the interactions and interrelationship between the three parties. The present research aimed to explore the changing caring relationships among carers and carees in home-based setting; the meanings behind the different caring patterns amongst the formal informal carers as well as the elderly carees and; to provide suggestions and implications for providing better care services for elderly recipients in home-based setting. The methods used in the present study are mainly qualitative in approach, with in-depth interviews and focus group discussion. In order to ensure the credibility of the research, triangulation of various data sources is used to provide fuller picture and understanding of the research findings. Since this is an exploratory study, a small sample was used (N=18). In order to get a deeper understanding of the caregiving process and patterns, in-depth interviews with elderly people, their family caregivers and the formal caregivers were conducted in this study. The interviews were guided by a theoretical framework with interview guidelines. Thematic analysis was used to explore the caring relationships and pattern. A total of 6 cases with 18 people (6 elderly people, 6 family caregivers and 6 formal caregivers) were successfully interviewed from June to September 2003. The present study found that between the informal and formal carers, substituting and complementing effect are the most obvious through the interaction pattern. The substituting effect mainly comes from the perception of quality services by the informal carers and they think that professional and advanced care services are better to be provided by formal carers. Regarding the complementing effect, it is found that sharing of tasks between the formal and informal carers are common through the research. Informal carers might share tasks to formal carers when they did not have time to do. Tangible supports are more often supported by formal carers and both formal and informal carers would provide intangible support. On the side of carers and carees, both formal and informal carers are found to interact in a form of reciprocal and obligation. The continuation of care of informal carers is mainly due to the martial relationship and filial piety. The caring meanings of formal carers are varies, including the economic reward, gratification and job satisfaction and also the caring can benefit their personal growth and development. The findings shed some light on the roles played by the three parties. It was necessary for all parties to cooperate in striving for the best quality of care. Hence more information of the perceived roles and expectations among the three parties should be further explored in order to get the optimal caring patterns. Since the optimum form of the caring relationships depends very much on the community resources available and also on the values upheld by the three parties, to achieve the greatest satisfaction of them and enhancing their quality of life, it is advisable to conduct further study on their expectations towards the caring tasks, process, and relationship while advocating their empowerment in the continuum of care.

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Dodson, Robert B. "The Effectiveness of Principal Training and Formal Principal Mentoring Programs." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2217.

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The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like. The quantitative study was conducted using a survey developed from the SREB's 13 critical success factors that have been developed to determine what makes a successful, effective principal. Each factor was developed into a question about whether or not Northeast Tennessee principals perceive that they were adequately prepared to be successful principals in their principal preparation programs and if they received any training through a mentoring program on these same 13 factors once they received their principalship. The overall results indicated that few principals participated in a formal mentoring program and those who did received a marginal amount of assistance on the critical factors identified by the SREB. The results also showed that, overall, the respondents indicated that they received more adequate leadership training during their principal preparation programs on the SREB's factors in their classroom experience than they did through their hands-on experience; although, respondents did not give particularly high marks to either experience. Furthermore, respondents who belong to a cohort scored their training higher than those who did not belong to a cohort, and those who received a degree higher than a master's degree reported a higher level of training than did their peers with only master's degrees on some of the SREB's critical success factors.

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Thomas, R. Bradford. "Discovering why adults do not participate in formal adult education." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019468.

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Institutions of formal education have a survival interest in the question of why most adults do not participate in more formal adult education. This study, using a descriptive approach, gathered evidence from 16 adults (8 males and 8 females) who had not participated in formal education in the past 10 years. The evidence gathered was used to answer the question, How do adults, who have not participated in formal education as adults, describe their reasons for not participating? The evidence was gathered from multiple individual interviews and two focus groups.Much of the previous research in discovering why adults did not participate in formal education has been done from the perspective of the participating adult. An examination of this previous research identified job related reasons as the prominent reasons adults gave for participation in formal education. Barriers/deterrents to participation were most often identified as lack of time and money; however, the study presented here found neither money nor time reported as important reasons for nonparticipation in formal education for adults.The informants in this study answered the question clearly. They did not participate in formal education for adults because they found no need for, or value in, additional formal education. Furthermore, they had no interest in exploring potential benefits.Some research on participation in formal adult education shows some adults who participated, did so for social reasons. The informants in the study presented here may have avoided formal education for social reasons, that is, a fear of failure in that context. All informants were satisfied with the way they learned needed skills and/or knowledge. Previous formal education, schooling, was not recognized as an important contributor to the informants' current or future adult lifestyles. Schooling, as described by the informants, was not credited with providing them with understanding, knowledge, and/or skills required to find employment or to support or enhance their adult lifestyles.Hands-on, and less often reading, were the methods employed by the informants and their peers. There seemed to be a threat to their self esteem if they were involved in formal adult education to gain skill and/or knowledge.
Department of Educational Leadership

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BROWN, ROBERT ALEXANDER. "EXPLORING THE USE OF FORMAL AUTHORITY IN POLICE-CITIZEN ENCOUNTERS." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053540458.

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Rodrigues, Tanya. "Non-Formal Education and Street Youth Empowerment: Pedagogy and Practice of Two Brazilian Non-Governmental Organizations." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28578.

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Historically, many initiatives designed to assist marginalized populations in Brazil have emerged through civil society. More specifically, for the case of children and adolescents, it has been grassroots and non-governmental organizations (NGOs), at the local and national level, that have played a crucial role in not only defending the rights of destitute children and adolescents but also in creating programs to serve the needs of this vulnerable population. In this light, my aim through two ethnographic case studies is to investigate how the pedagogical approaches and non-formal education (NFE) programs provided by two NGOs foster the potential educational sites for today's street youths in Sao Paulo, Brazil, to become empowered socially, culturally, economically and politically. The two cases also serve as a point of entry to understand these urban youths as a subculture.

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Книги з теми "Formal Sociology"

J, Ray Larry, ed. Formal sociology: The sociology of Georg Simmel. Aldershot, Hants, England: E. Elgar, 1991.

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Abha, Chaturvedi, and Chaturvedi Anil 1948-, eds. The Sociology of formal organizations. Bombay: Oxford University Press, 1995.

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1932-, Hage Jerald, ed. Formal theory in sociology: Opportunity or pitfall? Albany: State University of New York Press, 1994.

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J, Fararo· Thomas. Generating images of stratification: A formal theory. Dordrecht: Kluwer Academic·, 2002.

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1988), Cursos de Verano en San Sebastián (7th. Pedagogía social y educación no escolar: VII Cursos de Verano en San Sebastián = VII. Udako Ikastaroak Donostian. [San Sebastián?]: Servicio Editorial, Universidad del Paíis Vasco, 1989.

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Thomas, Rauschenbach, and Hans-Uwe Otto. Die andere Seite der Bildung: Zum Verhältnis von formellen und informellen Bildungsprozessen. Wiesbaden: VS Verlag für Sozialwissenschaften, 2004.

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François, Karen. Foundations of the formal sciences: Bringing together philosophy and sociology of science. London: College Publications, 2011.

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Maria da Glória Marcondes Gohn and Renata Sieiro Fernandes. Não-fronteiras: Universos da educação não-formal. São Paulo: Itaú Cultural, 2007.

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Conference on Pre-school Education (1966 Chicago). Early formal education: Current theory, research, and practice. Edited by Hess Robert D, Bear Roberta Meyer 1942-, and Social Science Research Council. Committee on Learning and the Educational Process. New Brunswick, N.J: AldineTransaction, 2009.

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Fontana, Andrea. The interview: From formal to postmodern. Walnut Creek, CA: Left Coast Press, 2006.

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Частини книг з теми "Formal Sociology"

O’Donnell, Gerard. "Informal and Formal Education." In Mastering Sociology, 61–70. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10247-1_6.

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O’Donnell, Gerard. "Informal and formal education." In Mastering Sociology, 69–77. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13434-2_6.

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O’Donnell, Gerard. "Informal and Formal Education." In Mastering Sociology, 59–68. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17914-5_6.

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Ekland-Olson, Sheldon, and Jack P. Gibbs. "Formal Theory Construction." In Science and Sociology, 67–90. New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315170565-6.

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Saunders, Bruce. "Intervention in Formal Organizations." In Clinical Sociology: Research and Practice, 169–94. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1217-2_10.

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Mohr, John W., and Craig M. Rawlings. "Formal models of culture." In Routledge Handbook of Cultural Sociology, 85–94. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks | Earlier edition published as: Handbook of cultural sociology.: Routledge, 2018. http://dx.doi.org/10.4324/9781315267784-10.

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MacKenzie, Donald. "Formal Methods and the Sociology of Proof." In Workshops in Computing, 115–24. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-3756-6_6.

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Tsilipakos, Leonidas. "Historicism and formal theory in cultural sociology." In Historical Understanding and Ethics in Social Science, 79–110. London: Routledge, 2025. https://doi.org/10.4324/9781003529149-5.

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Ballantine, Jeanne H., Jenny Stuber, and Judson G. Everitt. "Conflict or Cooperation? Formal Roles Within the Educational System." In The Sociology of Education, 265–303. 9th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023715-7.

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Kalberg, Stephen. "The uniqueness and rise of Logical-formal law." In Max Weber's Sociology of Civilizations, 318–44. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003047186-22.

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Тези доповідей конференцій з теми "Formal Sociology"

MacKenzie, Donald W. "Computers and the Sociology of Mathematical Proof." In 3rd BCS-FACS Northern Formal Methods Workshop. BCS Learning & Development, 1998. http://dx.doi.org/10.14236/ewic/nfm1998.13.

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Salavera, Carlos. "Translation And Validation Into Spanish Of The Formal Thought Disorder Scales." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.31.

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Fero, Martin, Ivana Novotná, and Martina Porubčinová. "Work Competencies for Industry 4.0 Developed by Non-formal Education." In Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.26.

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Миняжев, Т. Р. "The Problem of Teaching the Sociology of Religion in Higher Education." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.61.56.045.

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Анотація:

в статье рассматривается проблема преподавания курса социологии религии в высшей школе на примере Московского педагогического государственного университета. Представлены две перспективы преподавания курса: формальная и неформальная, каждая из которых предполагает определенный формат работы со студентами. Основной акцент делается на значении этнографического метода. Представленные результаты эмпирического исследования подчеркивают важность курса социологии религии для студентов-социологов. The article examines the problem of teaching a course in sociology of religion in higher education, using the example of the Moscow Pedagogical State University. Two perspectives of teaching the course - formal and informal - are presented. Each perspective assumes a certain way of work with students. The main emphasis is placed on the importance of the ethnographic method. The presented results of the empirical study emphasize the importance of the sociology of religion course for sociology students.

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Gorghiu, Laura Monica. "ASSESSMENT RESULTS OF EDUCATIONAL RESOURCES USED IN LEARNING SCIENCES IN NON-FORMAL ACTIVITIES." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.016.

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GEORGESCU, Ștefan-Dominic, and Ionuț-Emilian ANASTASIU. "THE INTERVIEW AS A QUALITATIVE RESEARCH INSTRUMENT." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/05.14.

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The paper describes the interview as an essential instrument in the social field research. Therefore, the main purpose of the interview is to obtain certain information about one or more research issues. Sociological theorists have argued that there are three fundamental types of interview: the standardized (formal or structured) interview, the un-standardized (informal or non-directive) interview, and the semi-standardized (guided-semi-structured or focused) interview. The semistandardized interview has a pronounced qualitative side, its area of use being extremely varied, in this sense including both the field of human resources - the employment interview, the performance measurement interview, etc. - as well as that of sociology, anthropology, ethnology or psychology.

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Moreno Moreno, María Pura. "A propósito del documental “Arquitectura Emocional 1959”: elaborar un artículo de crítica." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12269.

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This communication deals with the methodology, elaboration and results of a first immersion in architectural research and criticism by students of the fourth year of the Degree in Architecture: an opportunity to explore bibliographic and archival tools, and in parallel an exercise of critical essay that It will serve for the preparation of their future TFGs. The documentary "Emotional Architecture, 1959" by Elías León Siminiani was the perfect excuse to conceive the statement of this teaching experience that mobilized skills such as: the exercise of criticism, knowledge of theories of form, composition and composition. typology, or of the disciplines that condition the analyzed architecture itself, such as sociology, politics, economics or technology. The conflict between information obtained and reflective knowledge valued in the group writing of a text in scientific article format will frame some conclusions that justify the experiment. Esta comunicación aborda la metodología, elaboración y resultados de una primera inmersión en la investigación y la crítica arquitectónica de los alumnos de cuarto curso de Grado de Arquitectura: una oportunidad para explorar herramientas bibliográficas y archivísticas, y en paralelo un ejercicio de ensayo crítico que servirá para la confección de sus futuros TFGs. El documental “Arquitectura Emocional, 1959” de Elías León Siminiani sirvió de excusa para concebir el enunciado de esta experiencia docente que movilizó habilidades para adquirir competencias como: el ejercicio de la crítica, el conocimiento de teorías de la forma, la composición y la tipología, o de las disciplinas que condicionan la propia arquitectura analizada como la sociología, la política, la economía o la tecnología. El conflicto entre información obtenida y conocimiento reflexivo, puesto en valor gracias a la redacción grupal de un texto en formato artículo científico, enmarcará unas conclusiones que justifican el experimento.

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Felea, Cristina, and Liana Stanca. "WIKI TOOLS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES - IT AND LANGUAGE PROFICIENCY AS PREDICTORS OF ONLINE PARTICIPATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-265.

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The major societal changes brought about by the Internet, particularly in the past decade, have played an important role in the rethinking of the teaching/learning process and of students' and teachers' roles in higher education. The authors have been studying various aspects of a blended learning programme for studying English for Academic Purposes they have implemented at Babes-Bolyai University, the Faculty of Sociology and Social Work (2009-present). As a result of technology advance in all areas of life and its increasing presence in teenagers' life (by means of formal and informal education), we can assume that undergraduate freshmen's IT skills levels will allow them to adopt easily the online component. Similarly, we can assume students are also fairly proficient in a foreign language, in our case English, due to the generous provisions of foreign language study offered by Romanian primary and secondary education One of the authors' pilot studies showed that there is a relatively strong correlation between students' profile - (self-reported) higher level of English, previous experience in use of Web 2.0, willingness to work collaboratively - and an increased degree of participation in online activities. The present study aims to verify this correlation across three academic years by means of a questionnaire-based statistical analysis and corroborate the results with the presumed higher levels of IT and foreign language skills of current student cohorts. The authors conclude that IT and language proficiency are good predictors and, in order to implement successfully the online component, further training and support for IT use for learning and language development are needed.

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Zarabadi, Ladan. "Appropriation of Space – Perpetuation of Patriarchy: A Feminist Critique on Public Space Design in Iran." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.149.

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This research uses a feminist lens to examine Iranian urban public parks designed for use by women only. The purpose of this paper is to reveal translations of patriarchal cultural values from an architectural micro scale to an urban macro scale and question the (over) contextualization of these parks’ design. Although this is a multifaceted topic that also merits ethnographic analysis, this particular paper primarily examines the physicality of the space. I draw on Henri Lefebvre’s theory of production of space, Stephen Graham’s urban militarization, and Jürgen Habermas’s and Nancy Fraser’s views of public spheres to theorize women-only parks’ existence as a hegemonic production of space. I argue that despite the Iranian government’s claim that the purpose of these women- only parks is to provide women a safe and free public space, this type of urban public space actually appropriates the design logic of courtyard houses, materializes patriarchal culture, and perpetuates patriarchal values in an urban configuration. In other words, women-only parks in Iranian cities are an embodiment of patriarchal culture in which gender segregation is used as a strategy to fulfill Islamic values and disguise patriarchal dispositions into a false sense of spatial and gender justice. This qualitative and interdisciplinary research uses a mixed method approach (alternating between formal and discursive analyses as needed) and multiple sources of data. Data collected on-site from women-only parks in Tehran (including photos and videos) serves as the primary source for this analysis. I also use reports from online news agencies and social media, as well as previously published interviews conducted by sociology scholars.

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Schultz, Anne-Catrin. "Telling Stories from Academia, Design, Construction, and Life – Carlo Scarpa through the Voices of his Collaborators." In 2023 ACSA/EAAE Teachers Conference, 349–55. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.51.

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The Italian architect Carlo Scarpa has received attention from scholars and critics throughout the 20th century and the beginning of the 21st Century. Explorations frequently focus on the poetry apparent in his projects, on his strong interest in expanding the local craftsmanship of the Veneto region, and on the tectonic dimensions of his details. Scarpa’s work processes and reinterprets several 20th-century tenden¬cies without fitting into any of them exclusively. Research related to Scarpa’s design process goes far beyond analyzing his buildings and exhibitions or the archives of his drawings. A substantial amount of knowledge about Carlo Scarpa’s design methods is found in the stories of the people who were involved in the process. Personal stories shared by Scarpa himself and experiences published by his collaborators, clients, and contractors document the complex evolution of the continuous formal and constructive research he engaged in. He was eager to find tectonic and material expression of architectural elements not for one specific project but for all of them in parallel. According to the principles of “Storytelling Sociology,” the stories provide shared narratives and expanded knowledge about Carlo Scarpa. They could be part of architectural anthropology, the study of the science of humanity around the design and building process. Colleagues and craftspeople can speak to work habits, drawing tech¬niques, and atmospheres in the studio and on the construction site. The stories reveal voices typically not heard or listened to, giving a stage to the contractors, the engineers, or young architects on the team. This paper traces patterns of the design and construction process, identified in stories from academia, practice, and construction focusing on the observations and memories of the people involved. Expanding architecture history and theory research by another mode of representation, story¬telling offers a different type of knowledge around Scarpa’s work and provides insights into an ongoing generative process that was embedded in everyday context and life.

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Звіти організацій з теми "Formal Sociology"

Schneider, Carsten. Introduction to QCA (Qualitative Comparative Analysis) with R. Instats Inc., 2023. http://dx.doi.org/10.61700/85r1sesxjhke3469.

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This seminar introduces applied set-theoretic methods for the social sciences, focusing on Qualitative Comparative Analysis (QCA). This method is used in fields as diverse as political science, public policy, international relations, sociology, business and management, organizational studies, and even musicology. This seminar will enable participants to produce a publishable QCA of their own. To achieve this, the seminar provides both the formal set-theoretical underpinnings of QCA as well as the technical and practical research skills necessary for performing a QCA. All applied components of the seminar are performed in the R software environment, using RStudio and R packages QCA and SetMethods. An official Instats certificate of completion is provided at the conclusion of the seminar, along with 2 ECTS Equivalent points.

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Schneider, Carsten. Introduction to QCA (Qualitative Comparative Analysis) with R. Instats Inc., 2022. http://dx.doi.org/10.61700/umqeben6y0b41469.

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This seminar introduces applied set-theoretic methods for the social sciences, focusing on Qualitative Comparative Analysis (QCA). This method is used in fields as diverse as political science, public policy, international relations, sociology, business and management, organizational studies, and even musicology. This seminar will enable participants to produce a publishable QCA of their own. To achieve this, the seminar provides both the formal set-theoretical underpinnings of QCA as well as the technical and practical research skills necessary for performing a QCA. All applied components of the seminar are performed in the R software environment, using RStudio (Cloud) and R packages QCA and SetMethods. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, each seminar offers 2 ECTS Equivalent points.

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Panchenko, Liubov F., Andrii O. Khomiak, and Andrey V. Pikilnyak. Using Twitter in Ukrainian sociology majors training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3863.

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The article deals with the problem of using cloud technologies in the training of sociology students in Ukraine. The popularity of Twitter in Ukraine is analyzed. The possibilities of using Twitter as a learning tool in classroom are discussed. List of recommended tweeters, including Ukrainian resources as well as resources related to population censuses is proposed. The article offers examples of student activities for Social Statistics and Demographics courses. The article demonstrates that new forms of student’s activity related to data analysis introduced by academics and practitioners (building art objects and storytelling based on data; shared data collection by citizens through mobile devices, “play with data” modern data visualization services) can be realized with Twitter resources and can help overcome the barriers that arise while studying quantitative methods.

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