Roman Port Societies

In Chapter 5 distinctions were made (especially) between social institutions, social groups, and organisations, and a detailed account of organisations, and especially the “actions” of organisations provided. I now want to look in more detail at social institutions and social groups. We begin with social institutions.

The Brotherhood of SH Terate (PSHT) and Brotherhood of SH Tunas Muda Winongo(PSHTW) is a martial art with noble teaching values ​​derived from the heritage of the Indonesian people that we must develop and we preserve to produce qualified cadres, who can be a good example in organizing, behaving, behaving in the life of the nation and state. So the community of identity conflicts claim each other the truth of the most original ideology SH carrier that often occurs in the Faithful Heart of Terate brotherhood and the Faithful Brotherhood of Tunas Muda Winongo will not happen again. As the results of the research that we have done, to prevent the problem from spreading, through the hard work of the Government, Security Apparatus, Religious Leaders, Community Leaders, Leaders of the Brotherhood of Terate and Brotherhood SH Winongo has formed a social institution which is a pattern that emerges as a consequence of individuals living together. When an individual faces a shared problem, a standard and guideline is made on how to behave, Horton and Hunt state that an institution is a norm system to achieve a goal or activity that is seen as important, or formally, a set of habits and behavior revolves around a basic human activity (Horton, Paul B., Chester L. Hunt, 1996: 244). Soerjono Soekanto then gave the closest understanding of social institutionsas a social institution. As conveyed by Koentjaraningrat regarding social institutions, social institutions are expected to be more responsive and able to anticipate various social problems. In particular, social institutions with the strength of their social capital will encourage the development of the response of the local community to the problems that arise from the development of increasingly complex social changes. This was also stated by Nuryana that social capital was able to provide a variety of positive outcomes for the interests of institutions and social groups (Nuryana, 2002: 23). Subsequently through solidarity and socialization in the formation of personalities and optimization of monitoring and communication with PSH social groups Winongo's Terate and PSHT are expected to aim to strengthen social resilience of the community through the coaching of SHs to create harmony and commitment together in harmony, safe, comfortable, peaceful and peaceful in HARKATIBMAS. Specific objectives of this study Describe the process of socialization in personality formation, describe the mechanism of monitoring and evaluation and describe the development of the application of the teaching values ​​of PSH Terate and PSHT Winongo to social groups. This research was conducted in Magetan Regency, Madiun Regency and Madiun City while the sampling was taken by purposive sampling method. The data obtained is analyzed using Interactive methods through data reduction, data presentation and data verification. In line with the Merdeka Madiun University Strategic Plan in producing findings / methods / theories / policies, especially in the field of Applied University Research based on findings-based strategic plans to produce invasions, both methods, new theories or new policies that have never existed before, then targeted outcomes are, Journal Publications, National Seminars, ISBN and Copyright Textbooks. Keywords : social groups, socialization, solidarity, communication, social security DOI : 10.7176/PPAR/9-6-11 Publication date :June 30 th 2019

This article presents the results of a study examining the sociological aspects of school events dedicated to the 80th anniversary of victory in the Great Patriotic War. The authors used E. Erikson's theory of socialisation, J. G. Mead's significant other theory, J. Urry's ideas on social and physical space and "mobility capital," as well as P. Nora's historical concepts of "places of memory" and commemorations as the theoretical and sociological basis for their analysis. Based on a content analysis of interviews with Nizhny Novgorod school principals conducted in April of this year, 12 factors were identified that reflect the formats of patriotic education for schoolchildren, as well as the specifics of events during the 80th anniversary of Victory Day (general frameworks for patriotic education, permanent patriotic education structures, in-school cultural events, specifics of school formats, the role of teachers, the school museum as a special space, engaging veterans in schools, district and city formats, family memory research, the Immortal Regiment as an all-Russian event, thematic trips, and inter-country interaction). A sequence of places of memory at different levels was constructed: school – district – city – all-Russian – international. Places of memory ensure the inclusion of schoolchildren in the social and physical space of the corresponding level and the development of their mobility capital. Inclusion in social space occurs through the formation of a group identity (school student, city, district, or country resident) and interaction with social institutions (education, family, professional institutions). The family, as a social group and institution, acts as a kind of mediator in the student's interaction with other social institutions, and family memory reflects and concretises historical memory. The importance of emotional characteristics in the patriotic education process is noted: emotional identification with significant social groups, the experience of empathy, and a subjective interpretation of historical events. An analysis of the lexemes comprising these factors allowed the authors to interpret festive school events as an integral part of patriotic education for schoolchildren, consistent with the current challenges of the socialisation process (overcoming crises characteristic of school age, forming a group of generalised others as the basis of social identity) and contributing to the growth of mobility capital. The study is part of a longitudinal study of the historical memory of the Great Patriotic War, conducted by sociologists in Nizhny Novgorod in collaboration with universities of the Volga Federal District from 2005 to 2025.

The process of socialization associated with the development of the social nature of an individual or social group is gaining importance for modern society. The main direction of socialization within sociology is the person as the main element of society. However, given that the socialization of the individual is determined by the nature of society itself, its characteristics and needs, we can say that the process of socialization is inherent not only personal but also other spheres of society. Although we will not deny that the anthropologization of social relations brings to the fore the sociologization of the individual as the main element of social communication. In this regard, the study of the peculiarities of the process of socialization of social interaction, factors, conditions and differences that accompany socialization is becoming increasingly important. Since the process of socialization is associated with a system of information exchange between members of society, the need to reflect and consolidate various social interests, the importance of finding social compromise, it is fair to say that socialization encompasses socio-political communication, in which law plays an important role. The study of the legal aspect of socialization is the theoretical basis for increasing the social role of law, the effectiveness of its regulatory action and ensuring public order. In our opinion, important aspects of socialization of compromise are its characteristics as a means of communication, features of manifestation within social institutions of different levels and substantiation of ways to increase the effectiveness of social functions of legal compromise and means of socialization in law. Compromise at the categorical level can be considered within the three directions of research related to its relationship with the category of conflict. We are talking about organic-structural, conflict-radical and anthropological-communicative directions. The first direction of research reflects society and the forms of its organization as coherently functioning systems. Here the category of "compromise" dominates over the category of "conflict". The second direction of research is characterized by the fact that the category of "compromise" is considered as a special manifestation of the category of "conflict", the latter is dominant in the field of public relations. Regarding the third area of ​​research, the problem of compromise and conflict within this concept is considered at the level of relationships between people, whether macro (state) or micro (group of people). At the same time, compromise and conflict are studied as equivalent interacting categories of public life. A legal compromise has legal consequences, as the result of the agreement of the wills of the parties is the imposition on them of obligations to exercise mutual will. Moreover, the violation of a legal compromise is the basis for the legal liability of the parties. Legal compromise, due to its mediation by legal norms, acquires the attribute of binding and enforced measures. Characteristic of the social action of law is the reflection of its existence at different levels of social interaction, ranging from the individual, social groups, society as a whole. A legal compromise is no exception. Social institutions create an objective reality for a person, that is, it is his social world, in which the appropriate social order is established. At the same time, social institutions are both subjectively and objectively a reality. In view of this, compromise in the behavior of subjects is manifested differently depending on the level of social institution. In simple social institutions (interpersonal, intragroup), the conflict and compromise of the behavior of subjects usually depends on subjective factors that are influenced by objective reality by operating in a single space of other social institutions. In turn, in social institutions of a complex level (intergroup and state, world system) compromise is necessarily "tied" to the order objectively established in such institutions. Thus, compromises always arise between two subjects and are carried out in the corresponding interaction. At the same time, compromises at the state level, in addition to the relationship between its subjects, are necessarily characterized by a constant connection with society through the functioning of legal requirements enshrined in the relevant sources of law.

The intuitive starting point of the book is the distinction between thinking and acting as a private person versus as a group member. People may view things from their own personal viewpoint and base their thinking and acting on this “I-perspective”. They can then be said to operate as private persons, in the I-mode, even when they are engaged in social action with others. Alternatively, they may adopt the perspective of their social group and view things from a full “we-perspective”, that is, from the group's point of view that is constituted and shared by its members. Then they can be said to operate in the we-mode. The most central thesis of the book is that collective intentionality is an essential ingredient in sociality and that especially we-mode collective intentionality is important. Social life and social institutions cannot be properly understood or explained in terms of I-mode concepts only, and in certain respects the we-mode can even be seen as primary when compared to the I-mode.The book develops a systematic theory of sociality giving special emphasis on phenomena of collective intentionality, such as joint intentions, collective commitment, collective action, and group beliefs. The theory is used to investigate such topics as social institutions, cooperation, cultural evolution, and group responsibility. We-mode intentionality is compared with various forms of I-mode intentionality, and it is argued that the we-mode is irreducible to the I-mode. Yet the present book defends a naturalistic view of the social world. Accordingly, it is argued that the we-mode is an adaptation based on the co-evolution of genetic and cultural factors.The present book offers new ideas and conceptual tools for philosophers and social scientists interested in the conceptual and philosophical foundations of social theorizing.

It’s difficult to imagine any social community without marginal phenomena – marginal groups, people, social roles, displays of marginal consciousness and behavior. In every society individuals, social and ethnic groups and social strata act as bearers of marginal qualities. In other words, marginality is a social-cultural and social-psychological phenomenon, which has always been an indivisible part of different historical societies of various social types. In this sense, the study of the phenomenon of anomie, considered in the context of marginality, is especially important. The importance of problems of anomic identities increases especially in transforming societies, where in the result of political, economic, social and cultural reconstructions oncestable social structures are changed. Their elements – the social institutes, social groups and individuals appear in intermediate and transitional situations. In a sense, anomie becomes one of the main characteristics of marginality in transforming societies.

Realisation of Social Needs of Students in the Field of Education in Ukraine

Persius - Guy Lee, William Barr: The Satires of Persius. The Latin Text with a Verse Translation by G. Lee, Introduction and Commentary by W. Barr. (Latin and Greek Texts, 4.) Pp. x + 177. Liverpool: Francis Cairns, 1987. £18.50 (paper, £6.50). - Volume 39 Issue 1

Sociology: Making Sense of the Social World

This article reviews research showing the importance of an archaeology of communities for Mesoamerica. Methodologically, the community is situated between the scales of household and polity, which permits researchers to have new insights into the broader social and political dynamics through which these other social institutions were constituted and changed over time. As a paradigm, this approach treats communities as emergent social institutions in which local identities were constituted as a consequence of shared quotidian and extraordinary practices. Because they often were important nodes within regional political and economic structures, communities also become the key arenas for the negotiation of relationships and affiliations that linked its members with other social groups, institutions, and networks.

Problem and purpose. Trust in educational institutions acts as a social value, the presence of which provides confidence of participants of educational communities in the reliability and correctness of the system functioning, is a predictor of sustainable educational motivation, the presence of which has a high value in the "knowledge society", promotes social integration, active citizenship and personal development. This determines the relevance of diagnosing the level of trust in school as a social institution. The aim of the study: to consider the phenomenon of trust culture in school education as a social value to identify growth points in the realisation of the mission of school education aimed at the development of the individual and society. Materials and methods of research. The study used methods of theoretical analysis of the problem of trust in educational institutions and methods of empirical analysis of Russians' subjective perceptions of trust in school as a social institution (sociological survey using an online questionnaire). The survey was conducted using a nationwide sample, the opinions of 825 respondents were analysed. The study used the methodology used to measure trust in mass surveys, in which respondents are asked a question about trust in a social institution in the form: "Do you think the majority of respondents trust or distrust a social institution?" using a ranking scale from "completely trust" to "completely distrust". KEYWORDS Results. The study revealed that 56,6% of respondents believe that most parents trust modern schools, 74% trust or rather trust the school where their child is or was studying. Differences in assessment of trust in school as a social institution in different social groups have been found. Women (57,8%) trust school as a social institution to a greater extent than men (55,2%), young people (66,2%), residents of small towns (59,0%), respondents with secondary (63,8%) and higher (60,8%) education. The level of subjective well-being is a significant predictor of school trust culture. The share of those who trust the school in the group with a high level of subjective well-being is 64,5%, it decreases in the group with an average level of subjective well-being to 47,2%, and in the group with a low level of subjective well-being to 36%. It is confirmed that respondents who express a higher level of institutional trust in the school are more likely to participate in various types of charitable activities in favour of the school, financial and active participation in its development, assistance in various forms, and, in general, willingness to participate in school affairs. trust, culture of trust, educational institutions, school education Conclusion. The results of the study have shown that the potential of the culture of trust as a factor of socialisation contributes to the formation of educational communities. It is shown that the significance of the mission of school education is to create an environment in which basic trust in complex institutional systems is formed, maintained and developed, and trust acts as a social value, reducing the risks of uncertainty and the costs of social exchange in institutionalised systems.

Practices of branding, promotion, and persona have become dominant influences structuring identity formation in popular culture. Creating an iconic brand identity is now an essential practice required for politicians, celebrities, global leaders, and other public figures to establish their image within a competitive media landscape shaped by consumer society. This dissertation analyzes the construction and circulation of Vivienne Westwood, Barack Obama, and Pope Francis as iconic brand identities in contemporary media and consumer culture. The content analysis and close textual analysis of select media coverage and other relevant material on key moments, events, and cultural texts associated with each figure deconstructs the media representation of Westwood, Obama, and Pope Francis. The brand identities of Westwood, Pope Francis, and Obama ultimately exhibit a unique form of iconic symbolic power, and exploring the complex dynamics shaping their public image demonstrates how they have achieved and maintained positions of authority. Although Westwood, Obama, and Pope Francis initially were each positioned as outsiders to the institutions of fashion, politics, and religion that they now represent, the media played a key role in mainstreaming their image for public consumption. Their iconic brand identities symbolize the influence of consumption in shaping how issues of public good circulate within public discourse, particularly in regard to the economy, health care, social inequality, and the environment. Westwood, Obama, and Pope Francis are also texts used to promote the institutions they represent, and it is this aspect of their public image that illuminates the inherent contradictions between individual and institution underlying their brand identities. Interrogating the iconic identities of Westwood, Obama, and Pope Francis reveals how it is the labour and strategy behind the brand that creates meaning in consumer culture. Westwood, Obama, and Pope Francis are important figures for analysis because their iconic brand identities transcend the foundations of fashion, politics, and religion, and more significantly, demonstrate how branding as a promotional strategy is not unique to any particular realm or institution but a technique utilized by public figures regardless of the celebrity or elite status associated with their position.

The paper presents an overview of the main tendencies in modern discourse studies in German-speaking circles, further referring to the problem of communicative self-presentation strategies used by the participants in virtual conflict discourse and their usage in certain conflict situations. The linguistic, sociological and psychological aspects of conflict communication play an important role in the research of discourse in German-language discourse studies. The research groups such as the Vienna circle and the Duisburg school of discourse analysis integrated theories on conflict discourse, inter alia the hegemony theory developed by E. Laclau and Ch. Mouffe or the theory of conflict discourse of J. Habermas into their research, focusing mainly on the problem of racism and right extremist discourse in the German-speaking public sphere. The modern research includes also sociolinguistic and psycholinguistic aspects of racist discourse research. Scientific works published in the last ten years focus mainly on problems of hidden racism within public and social institutions and racist discourse within teenager groups. The study of different sociological and psychological factors of communicative behavior are aimed at reconstructing social crises and forecast of future tendencies in order to avoid further cases of discrimination in society. With the growing importance of media as source of knowledge and instrument of influence, virtual communication becomes an integral part of discourse formation and articulation. On the one hand, such special features of the Internet, as spontaneity of communication, anonymity of the users, as well as the unlimited number of potential participants, provide a free choice of instruments of self-presentation. On the other hand, however, they involve certain limitations of the communication process itself: such features as social status, social or physical power can no longer be source of influence on the opponent. Thus, participants of conflict discourse have to defend their own and their social group's positive image by choosing suitable communicative strategies of self-presentation and presentation of the opponent. Positive self-presentation in conflict discourse includes a strong division of communicative space into oppositional categories, such as ME (US)-YOU (THEY), GOOD-BAD or RIGHT-WRONG, where the ME (US) group is credited with positive qualities such as good, intelligent, experienced, rightful etc, whereas such negative qualities, as bad, stupid, inexperienced, wrong are attributed to the opponent group. The analysis of such self-presentation strategies and categorization processes allows making conclusions about the mental aspects of discourse practices in separate social and ethnocultural groups basing on psycholinguistic features of intercultural and interpersonal conflict discourse.

The polemical style of the article is due to the appearance in the sociological literature of ideas that emphasise the enduring nature of the existence of the nomenclature as a class, inherent in both the Soviet and modern Russian state. Also, no less controversial are the ideas that reduce the function of the nomenclature exclusively to a certain mechanism for the nomination of cadres, based on the increased responsibility of party organisations for the ideological and economic policies carried out by economic bodies. The article offers a sociological and cultural-historical explanation of the nature and essence of the nomenclature as a social institution and social group inherent exclusively in the Soviet statе. The author emphasises the concrete-historical nature of this phenomenon, conditioned by the specific ideological, economic, political and social conditions of the Soviet state at the dawn of its formation and formation. The article reveals the main function of the nomenclature as a social institution, the main purpose of which was to implement and develop a new system of relations, principles and ideals of Marxism, embodied in the Soviet project. It is argued that the implementation of this goal was carried out by solving two main tasks: first, the comprehensive development of the productive forces, which was realised through the organisation of a planned economic system and the mobilisation principle of economic construction. Secondly, the preservation of the principles of interaction, the ideals and values of communist ideas, not only as a matter of course, but also, if possible, as a matter of fact. This was carried out through an ideological monopoly, which was based on a certain interpretation of Marxism and a system of agitation and propaganda built on it. The success of the nomenclature in solving these problems is emphasised. However, the article is not an apologetics of the Soviet nomenclature, since it shows the reasons for not only the «rise», but also the «fall» of the nomenclature as a power-management structure of the Soviet society. The main conclusion of the idea presented in the article is to prove the transitory nature of the existence of the nomenclature as a social institution, due to the specific economic, ideological, political and social conditions of the Soviet state, with the fall of which such a social group as nomenclature also went into oblivion. It is argued that in the new Russian state, built on completely different economic and ideological principles, the need for such a social institution has disappeared.

The rule of unreason: Analyzing (anti‐)democratic regression