scholarly journals COMMUNITY SOCIAL-CULTURAL ENVIRONMENT BETWEEN SOCIAL RESIDENCES FUTURE SPECIALIST

2021 ◽  
Author(s):  
Lilit Iskoyan ◽  
Miqaelyan
Keyword(s):  
Professional Socialization ◽  
Professional Competencies ◽  
Cultural Environment ◽  
Structural Components ◽  
Social Formation ◽  
Working Definition ◽  
The Social ◽  
Definition Of ◽  
The University

The article examines the influence of the social and cultural environment of the university on the social formation of future specialists. The essence of the concept of the social and cultural environment of the university is characterized. A general characteris-tic of the structural components of the social and cultural environment is given. The influence of the social and cultural environment on the social formation of future spe-cialists is substantiated, which proceeds in several directions and stages: the content of these directions and stages is characterized. A working definition of the socio-cultural environment of a university has been formed with which a university graduate interacts and which is a combination of objec-tive and subjective factors that contribute to their successful mastering of professional competencies, the formation of professional socialization and the social formation of students.

The Roman Retail Revolution

2018 ◽  
Author(s):  
Steven J. R. Ellis
Keyword(s):  
Interdisciplinary Approach ◽  
Vital Role ◽  
Archaeological Material ◽  
Roman World ◽  
The Social ◽  
History Of ◽  
Food And Drink ◽  
Bodies Of Evidence ◽  
Definition Of ◽  
The University

Tabernae were ubiquitous among all Roman cities, lining the busiest streets and dominating their most crowded intersections, and in numbers not known by any other form of building. That they played a vital role in the operation of the city—indeed in the very definition of urbanization—is a point too often under-appreciated in Roman studies, or at best assumed. The Roman Retail Revolution is a thorough investigation into the social and economic worlds of the Roman shop. With a focus on food and drink outlets, and with a critical analysis of both archaeological material and textual sources, Ellis challenges many of the conventional ideas about the place of retailing in the Roman city. A new framework is forwarded, for example, to understand the motivations behind urban investment in tabernae. Their historical development is also unraveled to identify three major waves—or, revolutions—in the shaping of retail landscapes. Two new bodies of evidence underpin the volume. The first is generated from the University of Cincinnati’s recent archaeological excavations into a Pompeian neighborhood of close to twenty shop-fronts. The second comes from a field survey of the retail landscapes of more than a hundred cities from across the Roman world. The richness of this information, combined with an interdisciplinary approach to the lives of the Roman sub-elite, results in a refreshingly original look at the history of retailing and urbanism in the Roman world.

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

Introduction Holism against Reductionism

2016 ◽  
Author(s):  
Joseph E. Davis
Keyword(s):  
Social Determinants ◽  
Historical Context ◽  
Clinical Encounter ◽  
Contemporary Society ◽  
Ethical Perspective ◽  
Working Definition ◽  
The Social ◽  
Disease Causation ◽  
Or Practice ◽  
Definition Of

The Introduction sets out the major themes of the book. These include medicine’s role in the moral and cultural agendas of contemporary society, challenges to the biomedical model represented by new regimes of disease and disorder, and the limitations of principlist bioethics for moving in a more holistic direction. In the working definition of the book, “reductionism” suggests a mechanistic and narrowly somatic understanding of disease, monocausal theories of disease, and an exclusive preoccupation with cure to the neglect of prevention. Meanwhile, “holism” refers to a contextual understanding of disease causation, intervention, or practice. A systemic concern with the whole organism, a focus on the interconnected effects of the larger environment, and ethical concerns with the clinical encounter, can all be characterized as holistic. The Introduction situates the struggle between these perspectives in historical context, and calls for a renewed focus on the social determinants of health and a more holistic ethical perspective.

scholarly journals Professional Discourse as Social Practice

2017 ◽  
Vol 9 (1) ◽  
pp. 108 ◽  
Author(s):  
Silvia Blanca Irimiea
Keyword(s):  
Social Practice ◽  
Professional Socialization ◽  
Social Constructionist ◽  
Institutional Discourse ◽  
Social Practice Theory ◽  
Professional Discourse ◽  
Identity Creation ◽  
The Social ◽  
Definition Of ◽  
Shed Light

Professional discourse (PD) has come under close scrutiny for the last two-to-three decades. The discipline termed ’professional discourse’ developed side by side with the related fields of organizational discourse, workplace discourse, institutional discourse, and more recently, corporate discourse, all related to or rather subservient to specific forms of communication. From the earliest studies and continuing today, communication-related studies have been interdisciplinary, drawing on sociology, psychology, anthropology, linguistics, and any discipline that could shed light on human behaviour in particular settings. It is the purpose of the present article to show the link between professional discourse and social practice and to link it to sociological theories. The study goes out from a presentation of PD (Gunnarson 1997), the differences between the terms ‘institutional discourse’ and ’professional discourse’ as proposed by Sarangi and Roberts (1999: 15-19), Koester’s definition of ’institutional discourse’, Gotti’s notion of ’specialist discourse’, Drew and Heritage’s (1992:3) notion of ’institutional talk’. The characteristics of PD are viewed in terms of the functions it may perfom and draw on Chiappini and Nickerson (1999), Linell (1998), Mertz (2007), and Kong (2014). Social practice and social practice theory, on the other hand, build on the tenets of Bourdieu (1989), Giddens (1984), Schatzki (2002), Reckwitz (2002), Jackson (2005) and Holtz (2014). While discourse, in general, has been viewed from the social structuration perspective by SFL and CDA scholars, the PD relationship to social practice followed the social constructionist appfoach. PD is explicated through the role discourse plays in professional socialization and identity creation (Kong 2014, Smith 2005). Other notions, such as Wenger’s (1998) ’community of practice’, ’shared repertoire’ are discussed in relation to the use of PD as well. Finally, possible directions for further research inquiry are put forward.

scholarly journals Professional Discourse as Social Practice

2017 ◽  
Vol 3 (4) ◽  
pp. 108
Author(s):  
Silvia Blanca Irimiea
Keyword(s):  
Social Practice ◽  
Professional Socialization ◽  
Social Constructionist ◽  
Institutional Discourse ◽  
Social Practice Theory ◽  
Professional Discourse ◽  
Identity Creation ◽  
The Social ◽  
Definition Of ◽  
Shed Light

Professional discourse (PD) has come under close scrutiny for the last two-to-three decades. The discipline termed ’professional discourse’ developed side by side with the related fields of organizational discourse, workplace discourse, institutional discourse, and more recently, corporate discourse, all related to or rather subservient to specific forms of communication. From the earliest studies and continuing today, communication-related studies have been interdisciplinary, drawing on sociology, psychology, anthropology, linguistics, and any discipline that could shed light on human behaviour in particular settings. It is the purpose of the present article to show the link between professional discourse and social practice and to link it to sociological theories. The study goes out from a presentation of PD (Gunnarson 1997), the differences between the terms ‘institutional discourse’ and ’professional discourse’ as proposed by Sarangi and Roberts (1999: 15-19), Koester’s definition of ’institutional discourse’, Gotti’s notion of ’specialist discourse’, Drew and Heritage’s (1992:3) notion of ’institutional talk’. The characteristics of PD are viewed in terms of the functions it may perfom and draw on Chiappini and Nickerson (1999), Linell (1998), Mertz (2007), and Kong (2014). Social practice and social practice theory, on the other hand, build on the tenets of Bourdieu (1989), Giddens (1984), Schatzki (2002), Reckwitz (2002), Jackson (2005) and Holtz (2014). While discourse, in general, has been viewed from the social structuration perspective by SFL and CDA scholars, the PD relationship to social practice followed the social constructionist appfoach. PD is explicated through the role discourse plays in professional socialization and identity creation (Kong 2014, Smith 2005). Other notions, such as Wenger’s (1998) ’community of practice’, ’shared repertoire’ are discussed in relation to the use of PD as well. Finally, possible directions for further research inquiry are put forward.

Innovative educational university environment: essence and structural components analysis

2020 ◽  
pp. 15-24
Author(s):  
Nataliya A. Kotova
Keyword(s):  
Professional Training ◽  
Structural Components ◽  
Cluster Approach ◽  
Pedagogical Innovation ◽  
University Environment ◽  
Personal Qualities ◽  
Components Analysis ◽  
Innovative Economy ◽  
Definition Of ◽  
The University

We present a detailed analysis of the essence and structural components of the university innovative educational environment. An essence analysis of the innovative educational university environment contains information about the purposeful process of its formation in both substantive and organizational aspects. This aspect depends on the goals and expected results that contribute to the formation of students’ not only professional knowledge, but also personal qualities necessary in an innovative economy. An analysis of the structural components of the innovative educational university environment is considered taking into account the influence of the ideas of synergetics, the cluster approach and pedagogical innovation studies. We give a detailed description of the substantial changes in the structural components of the innovative educational university environment, upon consideration of which we propose a new structural component - innovative resultative. We present the author’s definition of the innovative educational university environment. We substantiate the special influence of the innovative educational university environment on students, which helps to increase not only the level of professional training of students, but also the development of their personal qualities, which are in demand in the conditions of an innovative economy.

A Sociology of Luck

2020 ◽  
Vol 38 (3) ◽  
pp. 193-216 ◽  
Author(s):  
Michael Sauder
Keyword(s):  
Social Construction ◽  
Present Article ◽  
Social World ◽  
Real Effects ◽  
The Past ◽  
Working Definition ◽  
Theoretical Inquiry ◽  
The Social ◽  
Research Questions ◽  
Definition Of

Sociology has been curiously silent about the concept of luck. The present article argues that this omission is, in fact, an oversight: An explicit and systematic engagement with luck provides a more accurate portrayal of the social world, opens potentially rich veins of empirical and theoretical inquiry, and offers a compelling alternative for challenging dominant meritocratic frames about inequality and the distribution of rewards. This article develops a framework for studying luck, first by proposing a working definition of luck, examining why sociology has ignored luck in the past, and making the case for the value of including luck in sociology’s conceptual repertoire. The article then demonstrates the fertile research potential of studying luck by identifying a host of research questions and hypotheses pertaining to the social construction of luck, the real effects of luck, and theoretical interventions related to luck. It concludes by highlighting the distinctive contributions sociology can make to the growing interdisciplinary interest in this topic.

Democracy

2008 ◽  
Vol 41 (1) ◽  
pp. 233-234
Author(s):  
Kristen Parris
Keyword(s):  
New York ◽  
Cambridge University ◽  
Contemporary World ◽  
Working Definition ◽  
Charles Tilly ◽  
Accurate Definition ◽  
The Social ◽  
Essentially Contested Concepts ◽  
Definition Of

Democracy, Charles Tilly, New York: Cambridge University Press, 2007, pp. xi, 227.The ideal of democracy is rarely challenged openly in the contemporary world, yet it remains one of the social science's essentially contested concepts. Despite a large and growing literature on the topic, there is little consensus on how we are to decide when a particular regime qualifies as a democracy or not. In his ambitious and forceful new book, Charles Tilly argues that this lack of a clear and accurate definition of democracy is of considerable consequence. Lucid explanations of democratization, political standing of regimes, related foreign policy decisions and the quality of people's lives are all at stake. Tilly devotes his first chapter to building a working definition of democracy before putting forward a cogent explanatory framework for understanding how and why democracies emerge and why they sometimes disappear and to demonstrate what difference it makes.

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