Relevant bibliographies by topics / Humanities and Social Sciences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Humanities and Social Sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 September 2023

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Journal articles on the topic "Humanities and Social Sciences"

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Hyeon-Suk, Kang,, and Shin, Hye-Won. "RECONSTRUCTION OF SOCIAL SCIENCE AND HUMANITIES THROUGH NARRATIVE." Humanities & Social Sciences Reviews 7, no. 5 (September 28, 2019): 134–40. http://dx.doi.org/10.18510/hssr.2019.7517.

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Purpose: The purpose of this paper is to present new directions and research strategies through critical analysis of the academic tendencies of existing social science and humanities. The narrative theory of human experience is adopted as a theoretical rationale for critical analysing existing social sciences and humanities. Since the 1970s and 1980s, the academic tendencies of the humanities and social sciences have been transformed into the narrative turn. We focus on the new integrity of humanities and social sciences in light of the narrative theory that approaches the totality of human life. The narrative theory for academic inquiry makes use of the position of Bruner, Polkinghorne, Ricoeur Methodology: We reviewed the literature related to the research topic and took an integrated approach to the philosophical analysis of core claims. Main Findings: As a result, the narrative theory has a characteristic approach to human life and experience as a whole, and it is possible to integrate by narrative ways of knowing. Implications/Applications: Based on this narrative theory, existing humanities and social sciences need to be reconstructed into narrative science. And a narrative method or narrative inquiry is useful as its specific inquiry method. As a narrative science, humanities and social sciences can be implemented by the integration of human experience and narrative epistemology. It has the advantage of integrating the atomized sub-sciences into the narrative of human experience according to this new method. Also, in-depth research on concrete exploration strategies is expected in the future.
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Makeeva, Elena. "Teaching humanities and social sciences: from traditional approach to blended learning." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 700–709. http://dx.doi.org/10.18844/prosoc.v4i1.2640.

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Ali-Zade, Alexander. "MIXED METHODS - METHODOLOGICAL PROPOSAL TO THE SOCIAL SCIENCES." Studies of Science, no. 1 (2020): 4–26. http://dx.doi.org/10.31249/scis/2020.00.01.

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The article is devoted to the issues of modern research methodology in the humanities and social sciences. It examines the growing interest of the research community and methodologists of science in the field of humanities and social sciences in the use of mixed research methods - a combination of quantitative and qualitative analysis. It is concluded that the current interest of researchers in the use of mixed methods possibly indicates the formation in the humanities and social sciences of a new research paradigm based on the development of the methodology of mixed methods as an independent methodology.
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Waardenburg, Jacques. "Humanities, Social Sciences and Islamic Studies." Islam and Christian–Muslim Relations 1, no. 1 (January 1990): 66–88. http://dx.doi.org/10.1080/09596419008720925.

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Carstens-Wickham, Belinda. "Linking physics, humanities, and social sciences." Physics Teacher 39, no. 2 (February 2001): 98–101. http://dx.doi.org/10.1119/1.1355168.

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D’haen, Theo. "Worlding the Social Sciences and Humanities." European Review 24, no. 2 (April 18, 2016): 186–99. http://dx.doi.org/10.1017/s106279871500054x.

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Under the impact of globalization, the study and teaching of the social sciences and humanities is rapidly changing. In many ways, what we see is a growing transfer of research, knowledge, and method from the West to other parts of the world, and in the first instance China. This development is steered by far-reaching changes in the organization of higher education in both the West and in this case China, changes that in themselves have to do with changing economic conditions, and the political decisions following from them, as the result of globalization. In the final part of this article I focus upon how this works out in one particular field or discipline in the humanities: world literature.1
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Pickersgill, Martyn, Sarah Chan, Gill Haddow, Graeme Laurie, Devi Sridhar, Steve Sturdy, and Sarah Cunningham-Burley. "The social sciences, humanities, and health." Lancet 391, no. 10129 (April 2018): 1462–63. http://dx.doi.org/10.1016/s0140-6736(18)30669-x.

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Frank, Donald G., and Christine Kollen. "Humanities and Social Sciences Librarians in the Science-Engineering Library." Science & Technology Libraries 9, no. 3 (July 11, 1989): 63–71. http://dx.doi.org/10.1300/j122v09n03_07.

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Ejderyan, Olivier, Flurina Schneider, Basil Bornemann, and Andreas Kläy. "How social sciences and humanities can contribute to transformative science." GAIA - Ecological Perspectives for Science and Society 28, no. 2 (January 1, 2019): 160–62. http://dx.doi.org/10.14512/gaia.28.2.15.

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Dienstag, Joshua Foa. "On Political Theory, the Humanities, and the Social Sciences." Perspectives on Politics 14, no. 4 (December 2016): 1083–89. http://dx.doi.org/10.1017/s1537592716003054.

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Sometimes political theorists like to imagine that they are lonely humanists misplaced in social science departments. In fact, political theory was created as part of a political science composed of both humanistic and social-scientific elements. Rather than trying to locate political theory somewhere between the humanities and the social sciences, we should instead dismantle the boundary between the two and create a unified discipline of questioning that embraces both kinds of inquiry.
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Dissertations / Theses on the topic "Humanities and Social Sciences"

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Bellés, Calvera Lucía. "Mulilingual education: A contrastive analysis in Humanities, Social Sciences and Health Sciences." Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14110.2021.481594.

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This study seeks to present a comparative analysis of metadiscoursal features produced in CLIL lectures and seminars offered in the fields of Soft Sciences and Hard Sciences. As for the methodology, the data were retrieved from several research instruments: audio-recorded interviews, transcripts of CLIL seminars and lectures, observation rubrics, students’ questionnaires and placement tests. The findings in the area of Soft Sciences indicate that the linguistic devices found in teacher discourse seem to be more predominant in the fourth-year module delivered in the History degree. It has also been illustrated that metadiscoursal features are more numerous in Hard Sciences, where communicative exchanges occur at a higher rate. This investigation sheds some light on the relevance of interpersonal markers in multilingual practices delivered in higher education. Evidence may be used in future teacher training programmes in order to support meaningful CLIL experiences.
Este estudio pretende presentar un análisis comparativo de los rasgos metadiscursivos producidos en las clases y seminarios AICLE ofrecidos en las áreas de Ciencias Blandas y Ciencias Duras. En cuanto a la metodología, los datos se obtuvieron a partir de varios instrumentos de investigación: entrevistas grabadas en audio, transcripciones de seminarios y conferencias AICLE, rúbricas de observación, cuestionarios y pruebas de nivel.Los hallazgos en el área de Ciencias Blandas indican que los recursos lingüísticos encontrados en el discurso del profesor parecen ser más predominantes en el módulo de cuarto curso impartido en la licenciatura de Historia. También se ha puesto de manifiesto que los rasgos metadiscursivos son más numerosos en Ciencias duras, donde los intercambios comunicativos se producen en mayor proporción. Esta investigación arroja algo de luz sobre la relevancia de los marcadores interpersonales en las prácticas de interacción multilingüe que se dan en la educación superior. Las pruebas pueden utilizarse en los futuros programas de formación del profesorado con el fin de apoyar experiencias significativas de AICLE.
Programa de Doctorat en Llengües Aplicades, Literatura i Traducció
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Shrikumar, Aditi. "Designing an Exploratory Text Analysis Tool for Humanities and Social Sciences Research." Thesis, University of California, Berkeley, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616576.

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This dissertation presents a new tool for exploratory text analysis that attempts to improve the experience of navigating and exploring text and its metadata. The design of the tool was motivated by the unmet need for text analysis tools in the humanities and social sciences. In these fields, it is common for scholars to have hundreds or thousands of text-based source documents of interest from which they extract evidence for complex arguments about society and culture. These collections are difficult to make sense of and navigate. Unlike numerical data, text cannot be condensed, overviewed, and summarized in an automated fashion without losing significant information. And the metadata that accompanies the documents – often from library records – does not capture the varied content of the text within.

Furthermore, adoption of computational tools remains low among these scholars despite such tools having existed for decades. A recent study found that the main culprits were poor user interfaces and lack of communication between tool builders and tool users. We therefore took an iterative, user-centered approach to the development of the tool. From reports of classroom usage, and interviews with scholars, we developed a descriptive model of the text analysis process, and extracted design guidelines for text analysis systems. These guidelines recommend showing overviews of both the content and metadata of a collection, allowing users to separate and compare subsets of data according to combinations of searches and metadata filters, allowing users to collect phrases, sentences, and documents into custom groups for analysis, making the usage context of words easy to see without interrupting the current activity, and making it easy to switch between different visualizations of the same data.

WordSeer, the system we implemented, supports highly flexible slicing and dicing, as well as easier transitions than in other tool between visual analyses, drill-downs, lateral explorations and overviews of slices in a text collection. The tool uses techniques from computational linguistics, information retrieval and data visualization.

The contributions of this dissertation are the following. First, the design and source code of WordSeer Version 3, an exploratory text analysis system. Unlike other current systems for this audience, WordSeer 3 supports collecting evidence, isolating and analyzing sub-sets of a collection, making comparisons based on collected items, and exploring a new idea without interrupting the current task. Second, we give a descriptive model of how humanities and social science scholars undertake exploratory text analysis during the course of their work. We also identify pain points in their current workflows and give suggestions on how systems can address these problems. Third, we describe a set of design principles for text analysis systems aimed at addressing these pain points. For validation, we contribute a set of three real-world examples of scholars using WordSeer 3, which was designed according to those principles. As a measure of success, we show how the scholars were able to conduct analyses yielding otherwise inaccessible results useful to their research.

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Bartoszuk, Karin, Cecelia McIntosh, and Brian Maxson. "Integration and Synergy of Research and Graduate Education in Science, Humanities, and Social Science." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6174.

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Alam, M. Y. "Ethnographic encounters and literary fictions : crossover and synergy between the social sciences and humanities." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6295.

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Over the past 14 years, working independently and with other original thinkers, I have produced works that have on two fronts contributed to the evolving understanding of ethnic relations in contemporary Britain. The first is around social/community cohesion, media and representation as well as counter-terrorism policy as explored through the social sciences. The second domain covering the same themes is couched within the humanities, in particular, the production of literary fiction.
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White, Howard D., Sebastian K. Boell, Hairong Yu, Mari Davis, Concepción S. Wilson, and Fletcher T. H. Cole. "Libcitations: A Measure for Comparative Assessment of Book Publications in the Humanities and Social Sciences." H. W. Wilson, 2009. http://hdl.handle.net/10150/105823.

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Bibliometric measures for evaluating research units in the book-oriented humanities and social sciences are underdeveloped relative to those available for journal-oriented science and technology. We therefore present a new measure designed for book-oriented fields: the â libcitation count.â This is a count of the libraries holding a given book, as reported in a national or international union catalog. As librarians decide what to acquire for the audiences they serve, they jointly constitute an instrument for gauging the cultural impact of books. Their decisions are informed by knowledge not only of audiences but also of the book world, e.g., the reputations of authors and the prestige of publishers. From libcitation counts, measures can be derived for comparing research units. Here, we imagine a matchup between the departments of history, philosophy, and political science at the University of New South Wales and the University of Sydney in Australia. We chose the 12 books from each department that had thehighest libcitation counts in the Libraries Australia union catalog during 2000â 2006. We present each bookâ s raw libcitation count, its rank within its LC class, and its LC-class normalized libcitation score. The latter is patterned on the item-oriented field normalized citation score used in evaluative bibliometrics. Summary statistics based on these measures allow the departments to be compared for cultural impact. Our work has implications for programs such as Excellence in Research for Australia and the Research Assessment Exercise in the United Kingdom. It also has implications for data mining in OCLCâ s WorldCat.
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Falchi, Riccardo. "Entrepreneurial process in humanities and social sciences: a different nature for academic spin-offs and startups?" Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/19657/.

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The dissertation examines the entrepreneurial process in the soft sciences field. Since the main difference between hard and soft sciences is in the codification of knowledge, the understanding of why and how a soft science finding can be traded might open the doors to new kinds of entrepreneurship. After the global crisis of the last decade, many disequilibrium situations have arisen. In particular, in the Western World, it has involved the personal and societal spheres where iniquity and injustice conditions have spread. An increasing attention to ethical themes, joint with environmental problems, led to a diffusion of social entrepreneurship in all its facets. So, after framing cultural and educational entrepreneurship inside commercial and social entrepreneurial concepts, the dissertation shows the main frameworks developed by academics and scholars on these specific fields. Two cases of academic entrepreneurship in humanities and social sciences are presented to support these theoretical frameworks. By a side they emphasize the differences between academic startups and spin-offs, while on the other hand they provide cues for an examination of the commercialization of products developed starting from low-codified knowledge.
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Papoulias, Constantina. "The making of a cultural psyche : memory between the humanities and the social sciences in post-war America." Thesis, University of East London, 2002. http://roar.uel.ac.uk/3557/.

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This thesis problematises the symbolic centrality of 'memory' in American intellectual culture. It critically examines the claim of cultural studies' work to have transformed memory and, with it, the understanding of subjectivity from a space internal to the individual, to a process emerging in the space of social interactions. I suggest that much current work in cultural studies is constituted through the appropriation of 'the psychological', as this domain has been established in the social sciences, despite cultural studies' explicit denunciations of such social scientific legacies. I claim that this appropriation, in fact, continues the process of domestication of psychoanalytic concepts of subjectivity, a process initiated in the domain of the American social sciences in the immediate post war years. To support this claim, I consider the earlier (1950s-1960s) investments of cognitive psychologists, sociologists and psychoanalysts in 'memory' as a retrospective construction of a past experience according to present contingencies. I focus on how these disciplines have conceptualised the forces shaping what is remembered, and how such conceptualisations reveal particular assumptions about social relations, about temporality and about the limits between self and other. To this end, I explore the links between the methodologies employed in work on the psychology of memory, child development and the sociology of communication, and the models of subjectivity that have been produced in these fields. In addition, I turn to the more recent employment of 'social memory' as a key term in American cultural history (1980s-1990s). Starting with the claim that social memory studies have taken the place of work on social reproduction, I explore the interdisciplinary exchanges that have informed this substitution. In particular, I claim that sociological, anthropological and psychological understandings of memory have effected a reshaping of the terrain of the psyche away from the psychoanalytic conceptualisation of the unconscious and use the work of psychoanalyst and philosopher Jean Laplanche to illuminate the political and epistemological stakes of such a reshaping.
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Thiveos, Ekaterina. "Lower secondary students’ perspectives towards Humanities and Social Sciences (HASS) at three Catholic Education Western Australia (CEWA) schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2357.

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Humanities and Social Sciences (HASS) is one of eight mandated learning areas in the Australian Curriculum and its adaptation for Western Australian (WA) schools, the Western Australian Curriculum and Assessment Outline. This learning area has undergone considerable change over the past 20 years, with little accompanying research. In 2000, a single case study examined lower secondary students’ (Year 8 to Year 10) attitudes to a previous version of the curriculum that used different nomenclature, Social Studies, in one metropolitan co-educational Catholic Education Western Australia (CEWA) school (Thiveos, 2000). The results of that research established that students valued and were moderately positive towards Social Studies; however, their liking for the subject area declined by 13.3% over the course of lower secondary schooling. At that time, Social Studies was ranked eleventh out of 14 school subjects and its low status was attributed to teacher-centred delivery of the curriculum and limited learning activities (Thiveos, 2000). Those results are now outdated and do not take into account the multitude of curricular, pedagogical and assessment developments over the two decades since, therefore motivating the current research. This mixed methods research investigated lower secondary students’ (Year 7 to Year 10) perspectives towards the HASS learning area and identified the factors influencing those perspectives at three metropolitan co-educational CEWA schools. One of the participating schools was also the original case study in the historical research, allowing for comparisons with the current research. The two other schools enlarged the sample of students that enabled generalisation of the findings to other, similar CEWA schools. A survey of 1,425 lower secondary students involved the completion of a Student Perspectives of Humanities and Social Sciences (SPHASS) questionnaire that measured their perspectives of teaching and learning in HASS, the frequency of learning activities in HASS and the status of HASS and other school subjects by means of subsequent descriptive and inferential statistical analysis. Students’ feedback in semistructured focus group interviews with each year level at the three sample schools, in combination with their responses to two open-ended questions in the SPHASS questionnaire, were coded to identify emergent themes in the data. Analysis of the quantitative and qualitative data measured overall responses across the three CEWA schools, with a particular focus on gender (male and female) and age (year level) differences. The findings revealed a positive perspective towards teaching and learning in HASS at the three CEWA schools; however, this declined by 3.8% from Year 7 to Year 10. HASS was ranked the eighth most popular subject out of 15 surveyed, and of the four mandated HASS subjects (Civics and Citizenship, Economics and Business, Geography and History), History was the most preferred and Civics and Citizenship the least preferred, with students signifying a negative view of the subject. Furthermore, there were significant differences in students’ liking for HASS based on gender (male and female) and age (year level), with males and Year 8 students the most positive, and Year 9 students the least positive. The inclusion of Year 7 students in secondary school had a positive impact on students’ perspectives of HASS, contradicting the findings of earlier research (Moroz, 1995) and signalling a much-improved status for the HASS learning area. Students considered the HASS classroom a positive learning environment; valued and considered HASS useful; were positive about their abilities and success in HASS; and indicated strong parental support for the learning area. The centrality of the teacher was a major finding of this research. Students had positive views of their HASS teachers; however, were more enthusiastic about interactive, collaborative and studentcentred pedagogical approaches in lessons. Despite recent reforms to the HASS curriculum, advancements in digital technology and the endorsement of 21st century pedagogical practices, teachers at the three CEWA schools appeared to rely upon teacher-centred pedagogical practices, particularly the use of textbooks. Although the integration of Information and Communication Technology (ICT) was more prevalent in HASS classrooms compared to two decades ago, it became evident that teachers missed opportunities to integrate digital technology effectively and meaningfully into student learning. This research concluded that curriculum, teachers, the learning environment, students and parents were all factors that influenced students’ perspective of HASS at the three CEWA schools. The insights gained have significant implications for administrators and teachers at these schools and beyond, to decision makers in other education sectors and school contexts. To impact and improve students’ perspectives of HASS further, this research found that teacher practice, and particularly the choice of student-centred teaching and learning activities, is necessary.
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Sweet, Christopher Pennington. "Science and educational research." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018495/.

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At present the most powerful and influential groups in education see the solution to matters of educational concern as mainly falling within the province of an educational research which is fundamentally scientific. This thesis sets out to examine whether this assumption can be substantiated and, in the possible scenario that it cannot, to look at an alternative form of educational research. It begins with the philosophical arguments which support the view that educational research, where it is empirical, should be mainly scientific and continues by looking at what contemporary educational researchers have said about the nature of educational research. The role philosophy of education might take in this context is also examined. The thesis continues by looking at the prescribed methodology of educational research and examines the philosophical assumptions of such a methodology. It continues by looking at the major assumption of scientific endeavour which is that it is nomological. The conclusions drawn from the aforegoing are that, for various philosophical reasons, the notion that educational research can be founded on scientific method and applied through a process parallel to engineering is fallacious and needs to be reviewed. A review of the philosophical situation with regard to understanding human beings as would be necessary to understanding them in an educational context is undertaken in the fourth chapter. This marks the beginnings of an alternative, non-scientific, framework for educational research. A case is made for the thesis that individual actions are understood properly against a background of information which includes beliefs, intentions and historical circumstances. Consideration is then given as to how this might be put in such a way as to be of practical use in the deliberation of how to tackle educational issues. The final chapter outlines how a possible substantive piece of educational research might look.
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Halbersma, Joseph. ""What's the catch?" Testing theories regarding the implications of recent federal initiatives for the social sciences and the humanities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103770.

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There has been subtantial academic concern over what is deemed to be the negative implications of the recent "reinvestment" phase of federal research funding (1999 to 2008). For the social sciences and humanities, however, nuch of this concern is not substantiated with any actual data. This thesis examines five of these proposed theses (or "fears") and finds that only one can be supported by actual evidence. The remaining four concerns are thus premature or erroneous. The first thesis centers around total dollar funding amounts and argues that federal funding is either dwindling for the social sciences and humanities or has decreased in proportion to other disciplines. Using publicly available data this is found to be false and in conflict with the actual trends occurring during this period. The second thesis argues that federal funding initiatives specifically target business or industrial-related research, to the detriment of the public good. This fear is qualified and then dismissed through an analysis of private sector R&D expenditures, commercialization activity, and new initiatives developed during this period. Related to the above, the third thesis posits that federal funding has become "targeted," or directed away from basic research and towards specific (applied) fields of federal interest. Using public data this is shown to be false. Thesis four constitutes the only fear which is substantiated in this analysis. Scholars have argued that recent funds have cultivated a certain level administrative control over the direction of faculty research, primarily for the purposes of increasing funding success. This trend is examined in detail in chapter 3 using interview data with research officials at Canadian institutions. The final thesis argues that the value of social sciences and humanities grant success is growing for both universities and faculty and has led to a corresponding increase in competition, hierarchy, and differentialization between Canadian institutions. After examining this argument in chapter 4, this hypothesis is found to be in serious need of qualification. The work concludes by noting that the net effects of funding fluctutations on research activity for these disciplines are much less pervasive than most scholars recognize. It also argues that greater intellectual rigor is needed if future publications actually expect to help academics understand changes on this issue. Quantitative and qualitative changes in research funding do have serious implications for the research activity of the disciplines at large. Unfortunately, to date, these implications have neither been well described nor accurately represented by the scholars devoted to their exposition.
Il y a eu une inquiétude académique substantielle concernant ce qui est conçu comme des implications négatives sur la phase récente de 'ré-investissement' du financement federal pour la recherché (1999 à 2008). En ce qui concerne les sciences sociales et les humanités, cependant, cette inquiétude n'est pas appuyée par des véritables données. Cette thèse examine cinq de ces cas proposés (ou 'craintes') et découvre qu'un seul peut être appuyé avec des véritables preuves. Les quatre autres inquiétudes sont donc prématurées ou erronées. Le premier cas entoure les montants totaux de dollars finacés et soutient que le financement fédéral est soit à la baisse pir les sciences sociales et les humanités ou a baissé en proportion avec les autres disciplines. En utilisant des données disponibles au public, cela est faux et en conflict aves les tendances actuelles durant cette période. Le deuxiéme cas soutient que le financement fédéral cible spécifiquement la recherche des entreprises ou reliées aux industries, au détriment du bien public. Cette crainte est qualifiée et ensuite écartée par une analyse du secteur privé, des dépenses de recherche et développement, des activités de commercialisation et des nouvelles initiatives développées durant cette période. Reliée au cas précédent, le troisième cas avance que le financement fédéral est devenu 'ciblé' ou est dirigé ailleurs qu'à la recherche de base et vers des domaines spécifiques (appliqués) qui intéressent le fédéral. En utilisant les données publics, cela est faux. Le quatriéme cas établit la seule crainte que est appuyée dans cette analyse. Les érudits ont argumenté que les fonds récents ont cultivé un certain contrôle au niveau administratif sur les directions des recherches des facultés, surtout dans le but d'augmenter les réussites du financement. Cette tendance est examinée en détail dans le chapitre 3 en utilisant des données d'entrevues avec les directeurs de recherche aux ainstitutions canadiennes. Le cas final veut que la valeur de la réussite des octrois pour les sciences sociales et les humanités s'améliore pour les universitiés et les facultés et a mené à augmentation correspondante dans la compétition, l'hiérarchie et la différentiation entre les institutions canadiennes. Après avoir examiné cet argument au chapitre 4, cet hypothèse a un besoin sérieux de qualification. Le travail conclut en notant que les effets nets des variances dans le financement sur les activités de recherche piur ces disciplines sont beaucoup moins pénérants que les érudits le reconnaissent. Il soutient aussi qu'une plus grande rigueur intellectuelle est requise si les publications futures vont aider les érudits à comprendre les changements dans ce domaine. Les changements quantitatifs et qualitatifs dans le financement des recherches ont des implications sérieuses sur l'activité de recherche en général. Malheureusement, jusqu'à date, ces implication n'ont été ni bien décrites, ni bein représentées précisément par les érudis dévoués à leur exposition.
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Books on the topic "Humanities and Social Sciences"

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A. Gerits & Son (Firm). Bulletin.: Social sciences, humanities. Amsterdam, NE: A. Gerits & Son b.v., 2003.

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Afam, Ebeogu, and Nwokochah Uzoma, eds. Issues in humanities & social sciences. Okigwe, Nigeria: Fasmen Communications, 1998.

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Christensen, Steen Hyldgaard, Anders Buch, Eddie Conlon, Christelle Didier, Carl Mitcham, and Mike Murphy, eds. Engineering, Social Sciences, and the Humanities. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11601-8.

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Glynne, Watkin, Wanklyn M. D. G, Wylie Vivien, World Wide Fund for Nature (Great Britain), Councilfor Environmental Education, and Great Britain. Department of the Environment., eds. Taking responsibility : humanities and social sciences. London: Pluto Press in association with WWF UK, 1995.

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Mike, Oddih, Elebo Ifeoma, and Nnamdi Azikiwe University, eds. Humanities. Enugu: John Jacob's Classic Publishers Ltd., 1998.

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Relating humanities and social thought. New Brunswick, N.J., U.S.A: Transaction Publishers, 1990.

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Sciences, Humanities and Social. Humanities and Social Sciences examination papers 1996. Pontypridd: University of Glamorgan, 1996.

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Seising, Rudolf, and Veronica Sanz González, eds. Soft Computing in Humanities and Social Sciences. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24672-2.

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Sciences, Humanities and Social. Humanities and Social Sciences examination papers 1996. Pontypridd: University of Glamorgan, 1996.

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Sciences, Humanities and Social. Humanities and Social Sciences examination papers 1996. Pontypridd: University of Glamorgan, 1996.

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Book chapters on the topic "Humanities and Social Sciences"

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Gallagher, Michael J. "Cloud Computing in Social Sciences and Humanities." In Computational Social Sciences, 289–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95465-3_15.

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Cassidy, Angela. "Communicating the social sciences and humanities." In Routledge Handbook of Public Communication of Science and Technology, 198–213. 3rd ed. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2021. http://dx.doi.org/10.4324/9781003039242-12-12.

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Blundell, David, Ching-Chih Lin, and James X. Morris. "Spatial Humanities: An Integrated Approach to Spatiotemporal Research." In Computational Social Sciences, 263–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95465-3_14.

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Thomas, Keith, and Mauro Baranzini. "Session IV: History — Social Sciences." In Truth in Science, the Humanities and Religion~, 89–115. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9896-3_5.

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Johansson, Lars-Göran. "Explanation in the Humanities and Social Sciences." In Philosophy of Science for Scientists, 161–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26551-3_9.

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Altbach, Philip G. "The Humanities and Social Sciences in Asia." In The International Imperative in Higher Education, 149–52. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-338-6_32.

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Lesar, Irena, and Klara Skubic Ermenc. "Slovenian Pedagogy between Social Sciences and Humanities." In Reimagining Utopias, 245–59. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-011-0_15.

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Qin, Kun, Donghai Liu, Gang Xu, Yanqing Xu, Xuesong Yu, and Yang Zhou. "Geo-computation for Humanities and Social Sciences." In New Thinking in GIScience, 265–73. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3816-0_28.

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Margolis, Joseph. "Knowledge in the Humanities and Social Sciences." In Handbook of Epistemology, 607–45. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1986-9_17.

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Chen, Shu-Heng, and Tina Yu. "Big Data in Computational Social Sciences and Humanities: An Introduction." In Computational Social Sciences, 1–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95465-3_1.

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Conference papers on the topic "Humanities and Social Sciences"

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Hagen, Loni. "Teaching Data Science to Social Sciences and Humanities Students." In dg.o '20: The 21st Annual International Conference on Digital Government Research. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3396956.3396968.

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Mikelic Preradovic, Nives, Gaurish Thakkar, and Ivana Simeon. "LEARNERSOURCING IN HUMANITIES AND SOCIAL SCIENCES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0265.

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Ray, Joyce, Clifford Lynch, Brett Bobley, Gregory Crane, and Steven Wheatley. "Cyberinfrastructure for the humanities and social sciences." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1255175.1255217.

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El Makkouk, Mazen, Cláudia Daniele DE SOUZA, and Carlos Suárez Balseiro. "Adding humanities and social science publications to Wikidata: a contribution to the Open Science movement." In 27th International Conference on Science, Technology and Innovation Indicators (STI 2023). International Conference on Science, Technology and Innovation Indicators, 2023. http://dx.doi.org/10.55835/643c5781dc7d38a4a1546e27.

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This is a case study which describes and evaluates the process of creating Wikidata items for academic journals and articles published by the University of Puerto Rico in the humanities and social sciences, as part of an open science initiative. It suggests preliminary steps that can be taken to improve indexing and to register local geographic, disciplinary, and cultural contexts for humanities and social science journals on Wikidata. Finally, argues that these steps can promote a different way of evaluating scholarship in these fields, more appropriate to the humanities and social sciences but nevertheless promoting scholarly cooperation in a spirit consistent with the ethos of open science as perceived by the author.
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Serpa, Sandro. "Prospective in Social Sciences." In 3rd International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icshe.2020.03.06.

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Serpa, Sandro. "Prospective in Social Sciences." In 3rd International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icshe.2020.03.06.

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Schedifka, Therese. "RISK PERCEPTION IN DIGITAL SCIENCE COMMUNICATION OF THE SOCIAL SCIENCES AND THE HUMANITIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2414.

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Pawelkowicz, Sylwia. "HERITAGE SCIENCE � SYNERGY BETWEEN HUMANITIES AND SCIENCES. CASE STUDY OF GIERCZYN PARISH CHURCH." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.5/s26.007.

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Lindberg, Malin, Sventlana Gross, Milda Rönn, Lissa Nordin, Jan Sandred, Lars Wärngärd, and Catharina Nordberg. "Inclusive funding for enhanced impact of social sciences and humanities." In "Impact of Social Sciences and Humanities for a European Research Agenda Valuation of SSH in mission-oriented research". fteval - Platform for Research and Technology Policy Evaluation, 2019. http://dx.doi.org/10.22163/fteval.2019.372.

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Klyueva, Natalia. "COGNITIVE NEUROSCIENCE, SOCIAL SCIENCES AND HUMANITIES: FEATURES OF INTERDISCIPLINARY INTERACTION." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1090.sudak.ns2020-16/252.

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Reports on the topic "Humanities and Social Sciences"

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Buichik, A. G. ACHIEVEMENTS IN THE FIELD OF SOCIAL SCIENCES AND HUMANITIES IN THE RESTORATION AND CONSERVATION. Modern Science: Actual Problems of Theory and Practice №3, March 2019. http://dx.doi.org/10.18411/buichik-ag-doi-6.

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Collins, Ellen, Caren Milloy, and Graham Stone. Guide to Creative Commons for Humanities and Social Science Monograph Authors. Jisc Collections, July 2013. http://dx.doi.org/10.5920/oapen-uk/ccguide.

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Collins, Ellen, Caren Milloy, and Graham Stone. Guide to open access monograph publishing for arts, humanities and social science researchers. Jisc Collections, August 2015. http://dx.doi.org/10.5920/oapen-uk/oaguide.

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Nguyen, X. T., T. Bernasky, and T. L. Dang. Final Report: The Transforming Disability Knowledge, Research and Activism (TDKRA) project. Carleton University, October 2022. http://dx.doi.org/10.22215/ddsc.2022.301.

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This research report outlines the Transforming Disability Knowledge, Research, and Activism project (TDKRA) and concludes with a set of recommendations. TDKRA was a collaborative research and activism project funded by the Social Sciences and Humanities Research Council (SSHRC) between 2016-2020. The project aimed to address the gap in knowledge about the situation of women and girls with disabilities in three disadvantaged communities in Vietnam and to build potential for their activism. The main objective of the project was to engage girls and women with disabilities in knowledge production as a form of activism for their inclusion. It also aimed to connect research and activism to build a more transformative approach to inclusion and social justice in the global South.
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Conviviality-Inequality in Latin America, Maria Sibylla Merian Centre. Conviviality in Unequal Societies: Perspectives from Latin America Thematic Scope and Preliminary Research Programme. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2017. http://dx.doi.org/10.46877/mecila.2017.01.

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The Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America (Mecila) will study past and present forms of social, political, religious and cultural conviviality, above all in Latin America and the Caribbean while also considering comparisons and interdependencies between this region and other parts of the world. Conviviality, for the purpose of Mecila, is an analytical concept to circumscribe ways of living together in concrete contexts. Therefore, conviviality admits gradations – from more horizontal forms to highly asymmetrical convivial models. By linking studies about interclass, interethnic, intercultural, interreligious and gender relations in Latin America and the Caribbean with international studies about conviviality, Mecila strives to establish an innovative exchange with benefits for both European and Latin American research. The focus on convivial contexts in Latin America and the Caribbean broadens the horizon of conviviality research, which is often limited to the contemporary European context. By establishing a link to research on conviviality, studies related to Latin America gain visibility, influence and impact given the political and analytical urgency that accompanies discussions about coexistence with differences in European and North American societies, which are currently confronted with increasing socioeconomic and power inequalities and intercultural and interreligious conflicts.
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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, June 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.
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Yaari, Menahem, Elhanan Helpman, Ariel Weiss, Nathan Sussman, Ori Heffetz, Hadas Mandel, Avner Offer, et al. Sustainable Well-Being in Israel. The Israel Academy of Sciences and Humanities, June 2021. http://dx.doi.org/10.52873/policy.2021.wellbeing-en.

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Well-being is a common human aspiration. Governments and states, too, seek to promote and ensure the well-being of their citizens; some even argue that this should be their overarching goal. But it is not enough for a country to flourish, and for its citizens to enjoy well-being, if the situation cannot be maintained over the long term. Well-being must be sustainable. The state needs criteria for assessing the well-being of its citizens, so that it can work to raise the well-being level. Joining many other governments around the world, the Israeli government adopted a comprehensive set of indices for measuring well-being in 2015. Since 2016, the Israel Central Bureau of Statistics has been publishing the assessment results on an annual basis. Having determined that the monitoring of well-being in Israel should employ complementary indices relating to its sustainability, the Ministry of Environmental Protection, the Bank of Israel, the Central Bureau of Statistics, and Yad Hanadiv asked the Israel Academy of Sciences and Humanities to establish an expert committee to draft recommendations on this issue. The Academy's assistance was sought in recognition of its statutory authority "to advise the government on activities relating to research and scientific planning of national significance." The Committee was appointed by the President of the Academy, Professor Nili Cohen, in March 2017; its members are social scientists spanning a variety of disciplines. This report presents the Committee's conclusions. Israel's ability to ensure the well-being of its citizens depends on the resources or capital stocks available to it, in particular its economic, natural, human, social, and cultural resources. At the heart of this report are a mapping of these resources, and recommendations for how to measure them.
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Maron, Nancy, and Peter Potter. TOME Stakeholder Value Assessment: Final Report. Association of American Universities, Association of Research Libraries, and Association of University Presses, August 2023. http://dx.doi.org/10.29242/report.tome2023.

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The Association of American Universities, the Association of Research Libraries, and the Association of University Presses have published a final report assessing the success of their five-year pilot project to encourage sustainable digital publication of and public access to scholarly books. The associations launched the Toward an Open Monograph Ecosystem (TOME) project in 2018 to publish humanities and social science scholarship on the internet, where these peer-reviewed works can be fully integrated into the larger network of scholarly and scientific research. The project engaged a network of more than 60 university presses and ultimately produced more than 150 open-access scholarly works. The books cover a wide range of topics in many disciplines, including philosophy, history, political science, sociology, and gender and ethnic studies. The pilot was designed to last five years, and the sponsoring associations committed to assessing its value to its target audience at the end of that period. The report analyzes whether the community of authors, institutions, libraries, and presses that participated in the pilot found it helpful. Author Nancy Maron of BlueSky to BluePrint surveyed and interviewed authors and TOME contacts at participating institutions to assess how each benefited from the pilot—from increased global readership to stronger relationships among libraries, research deans, and faculty.
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Sims, Benjamin Hayden, and Christa Brelsford. Resilience: Concepts from Engineering, Ecology, and the Social Sciences. Office of Scientific and Technical Information (OSTI), December 2018. http://dx.doi.org/10.2172/1484612.

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