scholarly journals ENSINO E FORMAÇÃO EM JORNALISMO: POR QUE INSISTIR NO ENSINO DE SOCIOLOGIA?

2019 ◽  
Vol 3 (3) ◽  
pp. 146-164
Author(s):  
Joselinda Maria Rodrigues ◽  
Francisco Gilson Rebouças Porto Junior
Keyword(s):  
Social Sciences ◽  
Bologna Process ◽  
Teaching Sociology ◽  
The Social ◽  
New Curriculum ◽  
Before And After ◽  
The Bologna Process

O ensino de sociologia nos cursos de comunicação e jornalismo tem sido criticado, removido e perde espaço nos espaços formativos. Nesse cenário, a pesquisa qualitativa e documental, base desse artigo, sobre o ensino de sociologia, aconteceu entre 10 docentes, 05 de universidades brasileiras e 05 de universidades portuguesa.  Procedeu do exame dos projetos pedagógicos dos cursos de comunicação e jornalismo de 02 universidades brasileiras e 05 universidades portuguesas; da pesquisa dos programas da disciplina sociologia para verificar se o enfoque que é dado nos três campos das ciências sociais se devia a especificidades das próprias universidades e se sofriam interferências internas e externas,  e da verificação da metodologia de ensino da sociologia cruzando as bibliografias utilizadas, antes e depois das novas Diretrizes Curriculares de Jornalismo (no Brasil) e do Processo de Bolonha (em Portugal), com o objetivo de entender as escolhas bibliográficas de autores clássicos e contemporâneos.     Palavras-chave: Ensino. Sociologia. Comunicação. Jornalismo.     ABSTRACT   The teaching of sociology in the courses of communication and journalism has been criticized, removed and loses space in the training spaces. In this scenario, the qualitative and documentary research, the basis of this article, in the teaching of sociology, was carried out among 10 professors, 05 from Brazilian universities and 05 from Portuguese ones. Proceeded to examine the pedagogical projects of communication and journalism courses of 02 Brazilian universities and 05 Portuguese universities; of the research of the programs of the sociology discipline to verify if the approach that takes place in the three fields of the social sciences was due to the specificities of the universities themselves and if they suffered internal and external interferences and the verification of the methodology of teaching of sociology crossing the bibliographies used, before and after the new curriculum Journalism Guidelines (in Brazil) and the Bologna Process (in Portugal), in order to understand the options literature of classical and contemporary authors.   Keywords: Teaching. Sociology. Communication. Journalism.  

Social work education and the Bologna Process

2012 ◽  
Vol 57 (6) ◽  
pp. 566-575 ◽  
Author(s):  
Chaime Marcuello-Servós
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Systems Thinking ◽  
Social Work Education ◽  
Bologna Process ◽  
The Past ◽  
The Social ◽  
Instruments And Techniques ◽  
Work Education ◽  
The Bologna Process

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.

scholarly journals Evaluation of pain in outpatient diagnostic hysteroscopy with gas

2010 ◽  
Vol 8 (1) ◽  
pp. 24-28
Author(s):  
Daniela Barreto Fraguglia Quental Diniz ◽  
Daniella de Batista Depes ◽  
Ana Maria Gomes dos Santos ◽  
Simone Denise David ◽  
Salete Yatabe ◽  
...  
Keyword(s):  
Social Sciences ◽  
Carbon Dioxide ◽  
Vaginal Delivery ◽  
Carbon Dioxide Gas ◽  
Verbal Scale ◽  
Experienced Pain ◽  
The Social ◽  
Before And After ◽  
Study Power ◽  
Diagnostic Hysteroscopy

ABSTRACT Objective: To evaluate the intensity of pain reported by patients undergoing outpatient diagnostic hysteroscopy. Methods: Exam performed with a 5-mm lens hysteroscope, vaginal speculum, tenaculum and uterine distention with carbon dioxide gas. Before and after the examination, patients were interviewed to define, in a verbal scale from 0 to 10, pain values that they expected to feel and that they experienced after the end, and also if they would repeat it if indicated. Data were analyzed using Statistical Package for the Social Sciences 15.0, statistic significance was defined as p < 0.05 with a study power of 95%. Results: Fifty-eight patients were included with mean age of 50.9 years, with 32.8% at postmenopause and 6.9% nulliparous. Among those with previous deliveries, mean parity was 2.21 and at least one vaginal delivery had occurred in 63.8%. Only 24.1% of patients knew how the exam would be done, 62.1% needed an endometrial sample and the result was considered satisfactory in 89.7%. The means of expected and experienced pain were similar (6.0 versus 6.1), and 91.4% of women would repeat the hysteroscopy if necessary. The only factor associated with less pain after the exam was previous vaginal delivery, with a decrease of pain score from 7.1 to 5.5 (p = 0.03). Mean pain was significantly lower in those who agreed to repeat the exam (5.8 versus 9.4; p = 0.003). Conclusions: Outpatient diagnostic hysteroscopy with gas can be associated with moderate but tolerable discomfort and satisfactory results.

scholarly journals The (mis)uses of life histories. The linguistic turn, life histories and (women’s) life stories

1999 ◽  
Vol 5 (12) ◽  
pp. 133-151
Author(s):  
Claudia de Lima Costa
Keyword(s):  
Social Sciences ◽  
Life Histories ◽  
Life Stories ◽  
Personal Narratives ◽  
Cultural Scripts ◽  
Linguistic Turn ◽  
The Social ◽  
Before And After ◽  
Women's Lives

This paper retraces the debates on life-histories before and after the linguistic turn in the social sciences, and, more specifically, in the anthropological tradition. It stresses how poststructuralist feminist methodological, theoretical, and political appropriations of personal narratives represent a significant textual intervention in the gendered social-cultural scripts of women’s lives.

scholarly journals What Does It Take to Build a Social Dimension Strategy? A Cross-Country Comparative Analysis of Romania and Austria

2020 ◽  
pp. 161-176
Author(s):  
Simona Torotcoi
Keyword(s):  
Lifelong Learning ◽  
Learning Strategy ◽  
Bologna Process ◽  
Social Dimension ◽  
Life Long Learning ◽  
Start Up ◽  
The Social ◽  
Slow Progress ◽  
To Come ◽  
The Bologna Process

Abstract Unlike other action lines of the Bologna Process, slow progress has been made towards making the social dimension an implementable policy. The social dimension had to overcome a significant start-up difficulty. It entered the Bologna Process with no clear definition, guidelines or projection of concrete policy measures. In 2015, with the adoption of the Strategy for the Development of the Social Dimension and Lifelong Learning in the EHEA to 2020, participating countries were asked to come up with concrete national plans to address the participation of underrepresented groups in higher education. This paper looks in depth at two country cases that attempted to create the necessary conditions for such strategies, Austria and Romania, and asks what are the successful conditions for building a social dimension and lifelong learning strategy in line with the Bologna requirements? The common point for these countries is that both of them attempted to build a social dimension and life-long learning strategy, however, one of the countries came up with a strategy, yet other national strategies and policies were in contradiction with what the strategy promoted, whereas in the second country no strategy was developed beside the involvement of the main stakeholders. The data for the analysis comes from interviews conducted in November 2017 with stakeholders involved in the formation of these strategies, ranging from student representatives to educational experts, and governmental representatives.

scholarly journals Humboldt Meets Bologna: Developments and Debates in Institutional Writing Support in Germany

1969 ◽  
Vol 23 (1) ◽  
Author(s):  
Felicitas Macgilchrist ◽  
Katrin Girgensohn
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Coming Of Age ◽  
Bologna Process ◽  
Writing Pedagogy ◽  
Transferable Skills ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Key Competencies ◽  
The Bologna Process

This article outlines the coming of age of writing pedagogy in German institutions of higher education and explores the role of the ‘Hausarbeit’ in contemporary universities. Traditionally, the 6,000-12,000 word Hausarbeit was the mainstay of academic writing in all university courses in the social sciences and humanities in Germany. This assignment was tied into dominant discourse (‘Humboldt discourse’) in which the main point of higher education was to cultivate future independent scholars. Since 1999, the increasing predominance of ‘Bologna discourse’ has led to the radical restructuring of higher education across Europe. This discourse emphasizes internationalization, transferable skills and key competencies, i.e. the point of higher education is not primarily to cultivate independent scholars but flexible, creative and enterprising future professionals. With indications that the Hausarbeit could disappear in the Bologna process, we argue not only that it can be saved but also that it has a significant role to play in developing the new competencies. This will only happen, however, if students receive institutional writing support, and if writing curricula in Germany rise to the new challenges.Key words: writing centres, discourse, Bologna reforms, writing pedagogy, Hausarbeit

Obraz współczesnej akademickości w Polsce

2016 ◽  
Vol 14 (14) ◽  
pp. 30-38
Author(s):  
Andrzej Chodubski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
European Union ◽  
Information Society ◽  
Bologna Process ◽  
Traditional Values ◽  
The European Union ◽  
Scientific Communities ◽  
The University ◽  
The Bologna Process

It is indicated in the lecture that higher education (universities) is one of the fundamentalentities that change the image of cultural and civilizational life. Nowadays, its existence in Poland is based on the European Union projects, including rules of so called the Bologna process. Changes in theimage and development of the Polish academicism that have been taking place, became subject of deep criticism made by scientific communities, as well as broad publicopinion. In the process of these changes a clash between traditional values and information society creation was revealed. A particularly critical attitude towards the present development of academicism at the University is presented by representatives of humanities and social sciences.

scholarly journals Informaciniai Europos aukštojo mokslo erdvės socialinio aukštojo mokslo matmens plėtotės aspektai

2013 ◽  
Vol 63 ◽  
pp. 65-81
Author(s):  
Marija Stonkienė
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Social Dimension ◽  
National Data ◽  
Strategic Objective ◽  
The Social ◽  
Training Policy ◽  
The Bologna Process ◽  
And Training ◽  
The Eu

Straipsnyje analizuojami kuriant Europos aukštojo mokslo erdvę keliamo strateginio tikslo – užtikrinti aukštojo mokslo socialinio matmens plėtotę – informaciniai aspektai. Informacinių socialinio aukštojo mokslo matmens aspektų svarbą pabrėžia tai, kad ES švietimo ir mokslo politika grindžiama atvirojo koordinavimo metodu. Informaciniai socialinio aukštojo mokslo matmens aspektai analizuojami atliekant ES politinių strateginių dokumentų, Bolonijos proceso dokumentų ir Bolonijos proceso pažangos ataskaitų duomenų tyrimą. Analizė parodė, kad vis daugiau dėmesio skiriama informaciniams socialinioaukštojo mokslo matmens aspektams, nepakanka informacijos apie socialinį aukštojo mokslo matmenį, stinga nacionalinių duomenų, kyla nepalyginamumo problemų. Analizuojant Bolonijos proceso ataskaitas pastebėta besiplečianti informacinė socialinio aukštojo mokslo matmens aprėptis.Reikšminiai žodžiai: Europos aukštojo mokslo erdvė, Bolonijos procesas, socialinis aukštojo mokslo matmuo, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens standartai, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens rodikliai, socialinio aukštojo mokslo Europosaukštojo mokslo erdvėje matmens rodiklių duomenys.Information aspects of the social dimension of higher education in the European higher education areaMarija Stonkienė Summary This paper deals with the informational aspects of ensuring the social development of higher educa­tion – the strategic objective in creating the Euro­pean higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU educa­tion and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

scholarly journals STUDENT LEADERS ON BOLOGNA PROCESS IMPLEMENTATION – ADVANTAGES, SHORTCOMINGS AND PERSPECTIVES

TEME ◽  
2021 ◽  
pp. 043
Author(s):  
Jelena Gajic ◽  
Marina Savkovic ◽  
Dušan Borovčanin
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Student Leaders ◽  
Social Dimension ◽  
Willingness To Accept ◽  
Higher Education Reforms ◽  
Process Implementation ◽  
The Social ◽  
Weak Points ◽  
The Bologna Process

Almost two decades after the implementation of the Bologna Process in higher education around the world, the question of the applicability, justification and effectiveness of reforms implemented globally arises. The aim of this paper is to explore the attitudes, optimism versus pessimism, more precisely student representatives’"mood" regarding the implementation of the Bologna Process and Bologna tools. The overall sample consists of student representatives from 17 European Higher Education Area countries. The results of the research should be a step towards further higher education reforms, or, more precisely, a proposal to modify the existing plans, bearing in mind the different conditions and characteristics of the countries where they are implemented and their willingness to accept the reforms. The results indicate that mobility, diploma supplements and quality assurance are the most positive aspects of BP and employability, the social dimension and the financing model of higher education are weak points of BP.

scholarly journals Bringing the world back in: Revolutions and relations before and after the quantum event

2020 ◽  
Vol 51 (5) ◽  
pp. 414-433 ◽  
Author(s):  
Jairus Grove
Keyword(s):  
Social Sciences ◽  
International Relations ◽  
Paradigm Shift ◽  
Quantum Physics ◽  
First Generation ◽  
Philosophical Inquiry ◽  
The Social ◽  
Before And After ◽  
Disciplinary Expertise ◽  
Quantum Event

Quantum physics is being positioned as a new archive for addressing major theoretical problems in the field of international relations. Two of the major proponents of engaging quantum thinking within international relations, James Der Derian and Alexander Wendt, have argued that quantum thinking offers the possibility of a major paradigm shift in the field. Before we determine quantum’s revolutionary potential, the persistent and most pressing question for me is how to position quantum thinking among other kinds of and claims to knowledge. I want to horizontalize where different kinds of knowledge sit within the renewed attention to quantum theory. Rather than just horizontalize or flatten ontology, I want to see what happens when we place scientific and philosophical inquiry in dialogue, and what that conversation does to the authority and value of quantum thinking for the social sciences. The article reconstructs the dialogue between the first generation of quantum physicists and the philosophers who informed them. Rather than make an explicit argument about the philosophical debt of physics, I argue that a broad and highly interdisciplinary set of questions drove both fields well beyond the specific areas of expertise of any of these thinkers. I believe this adventure of ideas followed by physicists, philosophers, and social theorists alike offers us a way forward as the complexity of our contemporary global challenges confront us now with the necessity to think well beyond our disciplinary expertise.

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