Curriculum for Compassion

This chapter discusses the central question of whether a discipline and the faculty leaders associated with that discipline can focus on nurturing compassion and working towards social justice—in students and in their institutions—through the designing of a curriculum that puts an intersectional analysis of social inequalities front and center. As four sociology faculty from a midwestern state university, the authors discuss how our personal backgrounds and identities influence their pedagogy and their leadership in the institution. They see these two goals—of cultivating compassion within themselves, among students, and across institutional dialogue—as equally important parts of a fuller conversation on working towards social justice, equity, and inclusion. The goal in this chapter is to present a model for university leadership and educators that can identify the multiple levels of interlocution needed in institutions in order to foster a welcoming and compassionate environment for all.

2019 Hans O. Mauksch Address Teaching: The Body in Question

I presented the 2019 Hans O. Mauksch address at the American Sociological Association annual meeting in New York City on August 13, 2019. In this address, I explore how sociology faculty perceive their physical bodies in relationship to teaching. After reviewing the literature, I surveyed a national sample of sociology faculty from diverse institutional contexts to find out how aware they were of their bodies in the classroom. I also asked questions related to how aging, chronic illness, and other health issues might affect the utilization of their bodies in teaching. Finally, a third area of research emphasized whether or not sociology faculty saw teaching as performative, and if yes, in what ways. This article is adapted from that address.

THE USE OF CODE SWITCHING BY LECTURERS IN TEACHING PROCESS AT UNIVERSITY OF MUHAMMADIYAH SORONG

Abstract(The Use of Code Switching by Lecturers in Teaching Process at University of Muhammadiyah Sorong| Code Switching is a process of language which intentionally or unintentionally people talk affected by situation and topic with inserted other language when speaking their language. There were three main problems of this research (1). How often do the lecturers make code switching in the learning process? (2). What are types of code switching that used by lecturers in the learning process? (3). What are the factors cause the lecturers used code switching in the learning process? The method of this research was descriptive gualitative. To gain the data, this research used a recording device, field notes, and a guestionnaire. After analyzing the data, it concluded that all of the lecturers used code switching in the teaching learning process more than 244 occurrences of code switching and more 86.67Y”6 responded agree that they often did code switching when teaching. They did code switching based on their material and orally. The writer also found the English codes with added Indonesian prefix and suffix likes dismoothkan, diprint out, utilizingnya, etc. Then, freguently of the codes were Fisheries Faculty 111 of occurrences (45.49”o) Engineering Faculty 59 (24.180), Law of Faculty 25 (10.25Y9), Sociology Faculty and Administrative Science 25 (10.25Y6) and the remaining 24 occurrences (9.84”6) are Agriculture Faculty. About 54 statements that shown as situational code switching and nine statements were metaphorical code switching. And ten out 15 factors that the lecturers agree from statements contained in the guestionnaire and five factors were disagreed.

To the anniversary of Y.A. Mizis

We devote this article to the anniversary of a talented, purposeful person who has a vast life experience along with scientific and pedagogical experience, a professor of General and Russian History Department of the Derzhavin Tambov State University, Yury Aleksandrovich Mizis. Y.A. Mizis thanks to his poise, benevolence and exactingness, energy, and organizational skills, not only earned universal respect, but also made an enormous contribution to the life and devel-opment of the department, and the entire History, World Policy and Sociology Faculty.

The Use of Code Switching by Lecturers in Teaching Process at University of Muhammadiyah Sorong

Code-switching is a process of language which intentionally or unintentionally people talk affected by situation and topic with inserted other language when speaking their language. There were three main problems of this research (1). How often do the lecturers make code-switching in the learning process? (2). What are types of code-switching that used by lecturers in the learning process? (3). What are the factors cause the lecturers used code-switching in the learning process? The method of this research was descriptive qualitative. To gain the data, this research used a recording device, field notes, and a questionnaire. After analyzing the data, it concluded that all of the lecturers used code-switching in the teaching-learning process more than 244 occurrences of code-switching and more 86.67% responded agree that they often did code switching when teaching. They did code switching based on their material and orally. The writer also found the English codes with added Indonesian prefix and suffix likes dismoothkan, diprint out, utilizingnya, etc. Then, frequently of the codes were Fisheries Faculty 111 of occurrences (45.49%) Engineering Faculty 59 (24.18%), Law of Faculty 25 (10.25%), Sociology Faculty and Administrative Science 25 (10.25%) and the remaining 24 occurrences (9.84%) are Agriculture Faculty. About 54 statements that shown situational code-switching and nine statements were metaphorical code-switching. And ten out 15 factors that the lecturers agree from statements contained in the questionnaire and five factors disagreed.

The Use of Code Switching by Lecturers in Teaching Process at University of Muhammadiyah Sorong

Code Switching is a process of language which intentionally or unintentionally people talk affected by situation and topic with inserted other language when speaking their language. There were three main problems of this research (1). How often do the lecturers make code switching in the learning process? (2). What are types of code switching that used by lecturers in the learning process? (3). What are the factors cause the lecturers used code switching in the learning process? The method of this research was descriptive qualitative. To gain the data, this research used a recording device, field notes, and a questionnaire. After analyzing the data, it concluded that all of the lecturers used code switching in the teaching learning process more than 244 occurrences of code switching and more 86.67% responded agree that they often did code switching when teaching. They did code switching based on their material and orally. The writer also found the English codes with added Indonesian prefix and suffix likes dismoothkan, diprint out, utilizingnya, etc. Then, frequently of the codes were Fisheries Faculty 111 of occurrences (45.49%) Engineering Faculty 59 (24.18%), Law of Faculty 25 (10.25%), Sociology Faculty and Administrative Science 25 (10.25%) and the remaining 24 occurrences (9.84%) are Agriculture Faculty. About 54 statements that shown as situational code switching and nine statements were metaphorical code switching. And ten out 15 factors that the lecturers agree from statements contained in the questionnaire and five factors were disagreed.

Intellectual capital and research trajectories of the teachers of the Sociology Faculty of the Santo Tomas University (Bogota, Colombia)

This article, through a simple exercise in bibliometrics, analyzes the intellectual capital and draws the research trajectories of the 21 teachers who were part of the Sociology Department of the Santo Tomas University (Bogota, Colombia) in the first half of the year 2018. The conclusions show us a team of young researchers, which deals with 124 fields of study and in which the qualitative methodology prevails.

Methodology of Creating “Knowledge Pills” in the Context of Educational Needs of Students

Changes in the forms of education, which can currently be observed, are connected to multimedia. One of the new teaching methods based on IT and worth mentioning, are Knowledge Pills (KP) – short multimedia tips, enabling students to strengthen their professional competences. KPs are also a form of effective e‑learning. Appropriate methodology used in the process of KP creation allows for the increase of interest and motivation in participants of courses. It also gives better alignment of educational materials, which can lead to improving the effectiveness of teaching. The article presents methodologies for KP preparation used in selected organizations. Based on a survey conducted among the students of several courses at the Economy and Sociology Faculty of the University of Lodz, we highlight areas of particular importance for effective preparation of educational materials in the form of Knowledge Pills, corresponding to the students’ expectations.

IMPLICATION OF CONFLICT OF OWNERSHIP REGIONAL ASSETS IN THE EXPANSION OF BAU-BAU CITY IN THE TERRITORY OF EX BUTON SULTANATE

The article entitled "The Conflict of Ownership Regional Asset Between Government of Buton Regency and Government of Bau-Bau Municipal " is part of my thesis in the Department of Sociology Faculty of Political and Social Sciences Gadjah Mada University. The conflict of two regional governments began when Kotif Bau-Bau was upgraded to Bau Bau City, where almost all of district's assets Buton regency's (premier) are within in the Bau-Bau City as the New Autonomous Region. This research apply qualitative approach using case study aiming to elaborate the context of the conflicts regional asset and their implications on both local governments, Buton Regency and Bau-Bau City. The results showed that the context of the conflict of ownership of regional assets was triggered by the difference of opinion on the contents of Law Number 13 Year 2001 related to the control of regional asset that is in the area of Bau-Bau City as the New Autonomous Region. The is no conclusive solution to the conflict that began in 2001, The effects of such conflicts are apparent in public services, Local Original Income, and social segregation.Konflik antara dua pemerintahan daerah ini, berawal ketika Kotif Bau-Bau ditingkatkan statusnya menjadi Kota Bau Bau, di mana hampir seluruh aset daerah kabupaten Buton (kabupaten induk) berada dalam wilayah Kota Bau-Bau selaku Daerah Otonomi Baru. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan studi kasus yang bertujuan untuk menguraikankonteks konflik aset daerah dan implikasinya terhadap kedua pemerintah daerah, Kabupaten Buton dan Kota Bau-Bau. Hasil penelitian menunjukkan bahwa konteks konflik kepemilikan aset daerah dipicu oleh perbedaan pendapat atas isi Undang-Undang Nomor 13 Tahun 2001 terkait penguasaan aset daerah yang berada di wilayah Kota Bau-Bau sebagai Kota Baru, Daerah Otonom Baru. Tidak ada solusi konklusif untuk konflik yang dimulai pada tahun 2001, Dampak dari konflik tersebut terlihat pada layanan publik, Pendapatan Asli Daerah, dan pemisahan sosial.Keywords: Conflict, Asset, Autonomy and Bau-Bau City