Integrating Environmental Sustainability Into Introductory, Research Methods, and Social Psychology Classes

2011 ◽  
Author(s):  
Amara T. Brook
2014 ◽  
Vol 1073-1076 ◽  
pp. 1508-1518
Author(s):  
Da Zhi Gu ◽  
Jin Zhang

shantytown renovation is a significant livelihood project. So far, 9 years have passed since the launching of a national large-scaled shantytown renovation and certain experiences and lessons have been learnt. This paper has studied shantytown renovation project from theoretical perspective while combining with reality; meanwhile, this paper has narrowed down the scope of study by focusing on typical shantytown renovations in industrial and mining cities as representatives; finally, systematic and scientific research methods are applied to study landscape renovation and regeneration of shantytowns in the industrial and mining cities. Furthermore, experiences and laws are concluded by taking the shantytown renovation project of Tongling city (an ancient copper city in China) in Anhui province as an example so as to provide a new idea or direction for carrying out shantytown renovation activities in industrial and mining cities under the background of new-type urbanization.


2018 ◽  
pp. 30-70
Author(s):  
Lizabeth A. Crawford ◽  
Katherine B. Novak

2010 ◽  
Vol 64 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Svetlana N Khapova ◽  
Michael B Arthur

This is the opening article in a Human Relations special issue on ‘Interdisciplinary approaches to contemporary career studies’. After introducing a story of an ‘exceptional — but real’ career, we argue for an urgent shift toward greater interdisciplinary inquiry. We reflect on the story to describe differences in the way each of psychology, sociology, social psychology, and economics views the concept of career. We turn to explore what career researchers, representing each of the above social sciences, might not see on their own. In contrast, we highlight how social scientists can move toward a) appreciating the limitations of our separate approaches, b) introducing more appropriate research methods, c) maintaining a wider cross-disciplinary conversation, and d) better serving the client — the person — in our future research. We continue with a preview of the remaining five articles in this special issue, and propose that these can serve as stimuli for a wider conversation.


1991 ◽  
Vol 36 (12) ◽  
pp. 1114-1114 ◽  
Author(s):  
No authorship indicated

Author(s):  
P. I. Gnatenko

In the article the problem of the interconnection of social philosophy and social psychology is considered. The dialectic of their relationship is analyzed. Based on the work of domestic philosophers and psychologists, the author reveals the methodological nature of the principles of social philosophy to determine the essence of social psychology. The importance of the researches of G. Steintal, M. Lazar, V. Wundt, G. Lebon and G. Tarde for the development of social psychology as a scholar discipline is investigated. It is emphasized that social philosophy and social psychology are complementary. Social philosophy is based on the theoretical and methodological principles of analysis, and social psychology is the concrete factual material of individual and super-individual being, since empirical research methods occupy a significant place in social psychology, the role of which is much less in social philosophy. Social philosophy uses the theoretical and methodological principles of analysis, and social psychology is distinguished by the concrete factual material of individual and super-individual being. Empirical research methods occupy a significant place in social psychology, their role is much less in social philosophy.


Author(s):  
Natalia Dichek

In the context of the introduction in the second half of the XXth century the process of the individualization of teaching in secondary school a little-studied aspect is revealed – the contribution to this process of Ukrainian psychologists. The main directions of their research, methods and results of scientific experiments in the field of pedagogical psychology, psychology of personality, social psychology aimed to individualizing education (studying memory, individual differences in mental activity, creativity of students, their interests and abilities, identifying and developing giftedness and creative thinking, introducing the differentiation in education in primary school, the organization of psychological service in secondary school) are outlined. The analysis of such kind of Ukrainian scientists’ studies testified the expansion in the early 1990s of the spectrum of their work in the direction of ensuring the realization of individual needs and interests of schoolchildren. It was proved the gradual formation during the 1980s of a basis for establishing the paradigm of a personality-oriented education, which became one of the most important directions of the educational policy of independent Ukraine.


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