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Journal articles on the topic 'Humanities and Social Sciences'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 September 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Do, Thang Van. "Improving the applicability of social sciences and humanities." Science and Technology Development Journal 18, no. 1 (March 31, 2015): 98–107. http://dx.doi.org/10.32508/stdj.v18i1.1048.

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The more developed a society is, the higher role social sciences and humanities play. Knowledge of social sciences and humanities holds high value not only in elevating awareness and in making socio-cultural life more modern. Knowledge of this kind gradually accumulates into technology, service and produce so as to foster the fast and sustained development of the society. To avoid the risk of falling behind, to heighten the role of social sciences and humanities in social development in the context of integration, globalization, and development of knowledge economy, the applicability of social sciences and humanities to life must be enhanced.

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12

Augé, Marc, François Bédarida, Michel Berry, Pierre Bourdieu, Robert Boyer, Roger Brunet, Gilbert Dagron, et al. "French Humanities and Social Sciences in Crisis." Science 272, no. 5269 (June 21, 1996): 1725–26. http://dx.doi.org/10.1126/science.272.5269.1725.b.

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13

Weiss, Melanie Shell, and Mark Lawrence Kornbluh. "H-Net: Humanities and Social Sciences OnLine." History Teacher 31, no. 4 (August 1998): 533. http://dx.doi.org/10.2307/494315.

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14

Seidenwurm, David J., and Orrin Devinsky. "Neuroradiology in the Humanities and Social Sciences." Radiology 239, no. 1 (April 2006): 13–17. http://dx.doi.org/10.1148/radiol.2391050667.

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15

Auge, M., F. Bedarida, M. Berry, P. Bourdieu, R. Boyer, R. Brunet, G. Dagron, et al. "French Humanities and Social Sciences in Crisis." Science 272, no. 5269 (June 21, 1996): 1723c—1727. http://dx.doi.org/10.1126/science.272.5269.1723c.

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16

de Than, Claire. "Skills Assumptions in Humanities and Social Sciences." International Journal of Learning: Annual Review 17, no. 8 (2010): 217–26. http://dx.doi.org/10.18848/1447-9494/cgp/v17i08/47206.

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17

Hebert, Holly. "H-NET Humanities & Social Sciences Online." Public Services Quarterly 5, no. 3 (August 13, 2009): 196–97. http://dx.doi.org/10.1080/15228950903053981.

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18

Blinov, A. N. "Russian Foundation for Humanities and Social Sciences and Humanities in Russia." MGIMO Review of International Relations, no. 1(22) (February 28, 2012): 231–36. http://dx.doi.org/10.24833/2071-8160-2012-1-22-231-236.

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19

Alexander, Jeffrey C. "WHAT SOCIAL SCIENCE MUST LEARN FROM THE HUMANITIES." Sociologia & Antropologia 9, no. 1 (April 2019): 43–54. http://dx.doi.org/10.1590/2238-38752019v912.

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Abstract Identifying a shift away from a more humanistic approach in the sociology and political science practiced in the United States since the 1950s, Jeffrey Alexander seeks to recuperate an intellectual tradition of the social sciences that places the cultural meanings and subjective dimensions of social actions at the very centre of analysis, while simultaneously considering the structure nature of social life. Opposing the ‘great divide’ between social sciences and humanities, therefore, Alexander proposes, via his strong program of cultural sociology, a conception of sociology that considers social facts not as ‘things’ but as ‘texts,’ analysing how cultural meanings are socially rooted and structure social life.

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20

Kobylarek, Aleksander. "Science between and against disciplines in the social sciences and humanities." Journal of Education Culture and Society 6, no. 2 (January 1, 2020): 5–8. http://dx.doi.org/10.15503/jecs20152.5.8.

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The article describes the role of interdisciplinarity in the process of making science. Two patterns of research and development of discipline are presented: the closed pattern which concentrates on specialization and the open pattern which fosters interdisciplinary science. The key to success is always openness for new scientific experiences and communities. The conclusion of the article is a proposal for finding new scientific communities, which could be interested in new ideas, research and thoughts where interdisciplinary analyses are not acceptable to the local scientific community.

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21

He, Qian. "Research on some problems of Internationalization development of Chinese humanities and social sciences in the new period." International Academic Journal of Humanities and Social Sciences 1, no. 1 (February 17, 2023): 9. http://dx.doi.org/10.56028/iajhss.1.1.9.2023.

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Under the background of the new era, China's humanistic and social science internationalization development will follow the international academic standards, improve the basic connotation in the independent innovation, comprehensively improve the current Chinese humanistic and social science internationalization work idea, comprehensively construct the harmonious development of the social environment. Humanities and social science in China in recent years, the current situation of the development of internationalization, which contains a number of factors, such as disciplinary system, research methods and academic ability, evaluation system, etc., so in advance the internationalization of Chinese humanities and social science development in the new period, to correctly handle the relationship between strategy and tactics, form, content and other aspects, in order to regulate the reasonable development strategy. According to the many problems facing the internationalization development of humanities and social sciences, this paper deeply discusses the main directions of China's internationalization development of humanities and social sciences in the new period, so as to improve the comprehensive level of China's construction and development.

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22

KIM, Ha Won, Hee Sun KO, Moo Song LEE, Joo Hyun NAM, Won Dong KIM, and Jae Dam LEE. "Classes of medical humanities and social sciences in the premedical and medical colleges in Korea." Korean Journal of Medical Ethics 6, no. 1 (June 2003): 1–11. http://dx.doi.org/10.35301/ksme.2003.6.1.1.

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This study examined the classes of medical humanities and social sciences in premedical and medical colleges. We counted the number of courses and credits of medical humanities and social sciences in all the medical schools from 1990 to 2002, with reference to "The present condition of medical school education " published by the Korean Council of Deans of Medical college. Categorized are medical ethics, medical history, medical law, behavioral science, medical sociology, health policy and management, and others (Doctor-patient relationships, economics, religion, art, music, literature in medicine). We excluded general classes of humanities and social sciences. Average numbers of courses and credits in 1990 were 0.61, 1.26 and in 2002 were 1.71, 3.34, respectively in premedical schools. In medical schools, the number of courses increased from 1.79 to 4.15 and average credits increased from 1.96 to 5.36. Average numbers of courses have increased and have shown a rapid increase since 1998. In 1990, most of the classes of medical humanities and social sciences were on medical history and behavioral science, whereas in 2002, there were more diverse classes. Major change was increase of the number of classes and credits of medical ethics and medical sociology. Private schools opened much more courses of medical humanities and social sciences than public schools in premedical courses but in medical courses there were no significant differences. Numbers of courses showed no differences by years of foundation of each school. In conclusion, the number of courses of medical humanities and social sciences has increased over about ten years. This increase was caused by effort of Korean researchers of medical education reflecting the worldwide trend. In addition, medical practice has changed since strike of doctors on governmental drug policy in 2000, which caused doctors to newly recognize the importance of the classes on medical humanities and social sciences in medical education.

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23

Feldbacher-Escamilla, Christian J., Alexander Gebharter, and Gerhard Schurz. "Philosophy of Science Between the Natural Sciences, the Social Sciences, and the Humanities: Introduction." Journal for General Philosophy of Science 48, no. 3 (September 2017): 317–26. http://dx.doi.org/10.1007/s10838-017-9378-8.

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24

Lee, Ashlin. "What Is It Like to Make a Prototype? Practitioner Reflections on the Intersection of User Experience and Digital Humanities/Social Sciences during the Design and Delivery of the “Getting to Mount Resilience” Prototype." Informatics 10, no. 3 (August 28, 2023): 70. http://dx.doi.org/10.3390/informatics10030070.

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The digital humanities and social sciences are critical for addressing societal challenges such as climate change and disaster risk reduction. One way in which the digital humanities and social sciences add value, particularly in an increasingly digitised society, is by engaging different communities through digital services and products. Alongside this observation, the field of user experience (UX) has also become popular in industrial settings. UX specifically concerns designing and developing digital products and solutions, and, while it is popular in business and other academic domains, there is disquiet in the digital humanities/social sciences towards UX and a general lack of engagement. This paper shares the reflections and insights of a digital humanities/social science practitioner working on a UX project to build a prototype demonstrator for disaster risk reduction. Insights come from formal developmental and participatory evaluation activities, as well as qualitative self-reflection. The paper identifies lessons learnt, noting challenges experienced—including feelings of uncertainty and platform dependency—and reflects on the hesitancy practitioners may have and potential barriers in participation between UX and the digital humanities/social science. It concludes that digital humanities/social science practitioners have few skill barriers and offer a valued perspective, but unclear opportunities for critical engagement may present a barrier.

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25

Campos, Rita, José Monteiro, and Cláudia Carvalho. "Engaged Citizen Social Science or the public participation in social science research." Journal of Science Communication 20, no. 06 (October 11, 2021): A06. http://dx.doi.org/10.22323/2.20060206.

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Acknowledging the consolidation of citizen science, this paper aims to foster a collective debate on two visible gaps of the field. First, how to overcome the limited participation of social sciences and humanities in the broader field of citizen science, still dominated by natural sciences. Second, how to develop a citizen social science that allows for an active participation of citizens and for a critical engagement with contemporary societies. The authors coordinate a state-sponsored program of scientific dissemination within a Portuguese research institution and this paper intends to lay the groundwork for a future project of Citizen Social Science based on a new concept of “engaged citizen social science”.

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26

Klein, Herbert S. "The “Historical Turn” in the Social Sciences." Journal of Interdisciplinary History 48, no. 3 (November 2017): 295–312. http://dx.doi.org/10.1162/jinh_a_01159.

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The first professional societies in the United States, from the 1880s to the 1910s, understood history to be closely associated with the other social sciences. Even in the mid-twentieth century, history was still grouped with the other social sciences, along with economics, sociology, political science, and anthropology. But in the past few decades, history and anthropology in the United States (though not necessarily in other countries) have moved away from the social sciences to ally themselves with the humanities—paradoxically, just when the other social sciences are becoming more committed to historical research.

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27

Sokolova, Tatiana D., and Liana A. Tukhvatulina. "Methodological Reductionism and the Idea of Progress in the Social Sciences and Humanities: An Internalist Perspective." Voprosy Filosofii, no. 11 (2022): 76–86. http://dx.doi.org/10.21146/0042-8744-2022-11-76-86.

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In this paper, we consider the internalistic foundations of progress in the social sciences and humanities. Our working hypothesis is that a linear (cumulative) understanding of progress in the humanities and social sciences expresses itself in a tendency towards methodological reductionism (naturalization within epistemology of social sciences and humanities), which, in turn, is opposed to a nonlinear (pluralistic) approach that proclaims a theoretical variety and pluralism of methodological attitudes. This trend is determined by the desire to strengthen the epistemic foundations of social sciences and humanities through the reception of concepts and approaches of other, “more successful” natural sciences or mathematical approaches from related fields in social sciences. Depending on how exactly the reception takes place and with which disciplines ties are built up, we distinguish three strategies for the development of naturalization. The first is a substitution strategy in which the social sciences and humanities not only borrow directly from natural sciences approaches, but also abandon their own specific research subject. The second strategy is an adaptation strategy. In this case, we are not talking about methodological substitution in its pure form, but about the possibility of partial reception of certain natural science theories and methods (or the reception of mathematical methods from related areas of social knowledge – for example, from the area of economic analysis) in accordance with the goals and objectives of social and humanitarian research (that is, the social sciences and humanities retain their specific subject of research, and the methodological base expands through the use of scientific and mathematical methods and data). And finally, the third is the validation strategy, in which the specific subject of social and humanitarian research is preserved. However, the borrowing of scientific methods occurs not at the stage of the research, but at the stage of assessing its results. In the paper we use specific examples from the social sciences and humanities to consider three strategies of reductionism (as naturalization) from the point of view of their consequences for the development of social sciences and humanities in an internalist perspective.

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28

Ahmad, Kamaruzzaman Bustamam, and Fitri Zulfidar Ibrahim. "CONSTRUCTION OF SOCIAL SCIENCES AND HUMANITIES TOWARDS NUSANTARANOLOGY." Al-A'raf : Jurnal Pemikiran Islam dan Filsafat 17, no. 2 (December 23, 2020): 205–26. http://dx.doi.org/10.22515/ajpif.v17i2.3006.

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This study is the first attempt to introduce the concept of Nusantaranology in Indonesia. Based on a bibliographic survey and the authors' experiences in research development, it appears that Indonesia has a very strong scientific foundation compared to other countries. Besides, the fact that the wealth of local treasures in Nusantara can be utilized as a first step to develop the scientific concept of Nusantaranology. In this study, the authors conducted a bibliographic survey on how the influence of Western social sciences and humanities on several studies or research in Indonesia. The authors argue that the influence of the Western scientific tradition needs to be re-examined in understanding the various local knowledge found in Nusantara. The authors also found that various research results from local researchers have shown that the products of knowledge in Nusantara are very profound if they are framed under a scientific umbrella, i.e Nusantaranology. Finally, this study is expected to be the first step for researchers in Indonesia to carry out various studies on local issues, while continuing to strengthen the philosophical foundations of science, to reinforce the concept of Nusantaranology or Indonesian Studies.

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29

HACHIM, Suheir Ibrahim. "Rimak International Journal of Humanities and Social Sciences." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 186–99. http://dx.doi.org/10.47832/2717-8293.1-3.15.

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A progression of different variables, for example, constraint of fossil fuel assets, negative effects on environment. Fossil directly or indirectly costs energies, political question and their consequences for providing feasible energy are among the reasons which have made numerous government officials, energy and environment specialists move toward the advancement of a cutting edge structure. This is to secure supply of energy, environment assurance and productivity change of energy frameworks. In addition, environmental degradation and the unsustainability of the use of natural resources will lead to increased difficulties for governments and the international community in addressing development challenges, and because the world population is expected to reach (9.7) billion people by the year 2050, in the midst of a situation that is also diminishing. Sources of energy, water and food in the world. Subsequently, most nations have started to understand that the requirement for manageability in energy creation and utilization is altogether crucial. Thusly, following the advance of manageability is basic. with the increasing global awareness of environmental issues, and the realization Everyone that it is necessary to preserve the planet and to take into account the environmental aspects in the use of conventional energy of all kinds, such as natural gas, coal or petroleum, as it is the main cause of pollution of the elements of the environment, as well as classifying traditional energy among the depleted resources that cannot be compensated. Therefore, many countries have paid attention to providing an alternative component of energy, which is renewable energy, which varies to different sources, from solar energy, wind energy, biomass energy, and other renewable energy sources, and the extent of its contribution to supplying the world with alternative energy and its ability to continue to flow, And also the extent of its potential in achieving sustainable development, achieving prosperity in society, and the future of the world. The point of this paper is to introduce an arrangement of markers for internationally, in view of the Helio International Sustainable Energy Watch (SEW) markers, that demonstrates to track advance toward maintainability in the energy area.. The goal of present work is to highlight key difficulties about the improvement of renewable energy and strategy system prer

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30

Hopkins, Richard L. "Perspectives on Teaching Social Sciences and Humanities Literatures." Journal of Education for Library and Information Science 28, no. 2 (1987): 136. http://dx.doi.org/10.2307/40323624.

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31

Elshamy, Ahmed, Heba El-Abbadi, and Reem El-Degwi. "Humanities and Social Sciences in the Digital World." Cairo Studies in English 2019, no. 2 (December 1, 2019): 1–3. http://dx.doi.org/10.21608/cse.2019.66654.

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32

Momdzhyan, Karen. "Nomothetic Cognition in Social Sciences and the Humanities." Epistemology & Philosophy of Science 45, no. 3 (2015): 16–22. http://dx.doi.org/10.5840/eps201545369.

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33

Daniel, Kasomo. "Contemporary Method to Study Humanities and Social Sciences." International Journal of Psychology and Behavioral Sciences 1, no. 1 (August 31, 2012): 55–62. http://dx.doi.org/10.5923/j.ijpbs.20110101.08.

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34

Mangas-Vega, Almudena, Taísa Dantas, Javier Merchán Sánchez-Jara, and Raquel Gómez-Díaz. "Systematic Literature Reviews in Social Sciences and Humanities." Journal of Information Technology Research 11, no. 1 (January 2018): 1–17. http://dx.doi.org/10.4018/jitr.2018010101.

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The objective of this article is to analyze the factors that may influence the results t of a systematic literature review (SLR) in Social Sciences and Humanities. It is a case study focused on the analysis of a SLR centered on reading research and digital reading. Through this analysis it was possible to detect errors commonly found in bibliographic reference information provided by different sources. In addition, the diversity of sources treated permitted an understanding of the disparity in the data provided by sources of information. The difficulty in managing non-standard data, and the need to include different standardization techniques in order to reduce the number of errors and allows avoiding the distortion in interpretations of the data. The results indicated that SLR is a suitable technique to apply it in the Social Sciences and Humanities although was possible to recognize that carries more difficulties than in other areas.

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35

HACHIM, Suheir Ibrahim. "Rimak International Journal of Humanities and Social Sciences." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 186–99. http://dx.doi.org/10.47832/2717-8293.1-3.15.

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A progression of different variables, for example, constraint of fossil fuel assets, negative effects on environment. Fossil directly or indirectly costs energies, political question and their consequences for providing feasible energy are among the reasons which have made numerous government officials, energy and environment specialists move toward the advancement of a cutting edge structure. This is to secure supply of energy, environment assurance and productivity change of energy frameworks. In addition, environmental degradation and the unsustainability of the use of natural resources will lead to increased difficulties for governments and the international community in addressing development challenges, and because the world population is expected to reach (9.7) billion people by the year 2050, in the midst of a situation that is also diminishing. Sources of energy, water and food in the world. Subsequently, most nations have started to understand that the requirement for manageability in energy creation and utilization is altogether crucial. Thusly, following the advance of manageability is basic. with the increasing global awareness of environmental issues, and the realization Everyone that it is necessary to preserve the planet and to take into account the environmental aspects in the use of conventional energy of all kinds, such as natural gas, coal or petroleum, as it is the main cause of pollution of the elements of the environment, as well as classifying traditional energy among the depleted resources that cannot be compensated. Therefore, many countries have paid attention to providing an alternative component of energy, which is renewable energy, which varies to different sources, from solar energy, wind energy, biomass energy, and other renewable energy sources, and the extent of its contribution to supplying the world with alternative energy and its ability to continue to flow, And also the extent of its potential in achieving sustainable development, achieving prosperity in society, and the future of the world. The point of this paper is to introduce an arrangement of markers for internationally, in view of the Helio International Sustainable Energy Watch (SEW) markers, that demonstrates to track advance toward maintainability in the energy area.. The goal of present work is to highlight key difficulties about the improvement of renewable energy and strategy system prer

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36

Stephens, Julia. "Legal History between the Humanities and Social Sciences." Comparative Studies of South Asia, Africa and the Middle East 39, no. 2 (August 1, 2019): 349–53. http://dx.doi.org/10.1215/1089201x-7586852.

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Abstract This Kitabkhana contribution situates Beshara Doumani's Family Life in the Ottoman Mediterranean: A Social History within recent trends in the field of legal history. Doumani's hybrid method, which combines quantitative analysis with qualitative case studies, presents a particularly fruitful model for new work in the field.

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37

Miller, Toby, and Pal Ahluwalia. "Why the humanities and social sciences are vital." Social Identities 17, no. 5 (July 15, 2011): 603–4. http://dx.doi.org/10.1080/13504630.2011.597652.

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38

Heinze, Thomas, and Arlette Jappe. "Evaluation of research in social sciences and humanities." Research Evaluation 28, no. 2 (March 26, 2019): 206–8. http://dx.doi.org/10.1093/reseval/rvz005.

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39

Kratochvíl, Petr. "THE HUMANITIES AND THE SOCIAL SCIENCES IN TRANSITION." Higher Education in Europe 20, no. 4 (January 1995): 161–62. http://dx.doi.org/10.1080/0379772950200429.

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40

Liu, Meijun, Xiao Hu, and Jiang Li. "Knowledge flow in China’s humanities and social sciences." Quality & Quantity 52, no. 2 (August 22, 2017): 607–26. http://dx.doi.org/10.1007/s11135-017-0539-y.

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41

Hérubel, Jean-Pierre V. M. "Citation Studies in the Humanities and Social Sciences." Collection Management 18, no. 3-4 (April 14, 1994): 89–137. http://dx.doi.org/10.1300/j105v18n03_06.

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42

Bastmeijer, Kees. "Humanities and social sciences and the Polar Regions." Polar Journal 8, no. 2 (July 3, 2018): 227–29. http://dx.doi.org/10.1080/2154896x.2018.1542860.

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43

Osca-Lluch, Julia, and Julia Haba. "Dissemination of Spanish social sciences and humanities journals." Journal of Information Science 31, no. 3 (June 2005): 230–37. http://dx.doi.org/10.1177/0165551505052470.

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Griffin, G. "Balancing Agendas: Social Sciences and Humanities in Europe." Arts and Humanities in Higher Education 5, no. 3 (October 1, 2006): 229–41. http://dx.doi.org/10.1177/1474022206067619.

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Jentz, John B. "Computing in the Social Sciences and Humanities (review)." portal: Libraries and the Academy 3, no. 2 (2003): 346–48. http://dx.doi.org/10.1353/pla.2003.0037.

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Davidson-Harden, Adam. "What is Social Sciences and Humanities Research ‘Worth’? Neoliberalism and the Framing of Social Sciences and Humanities Work in Canada." Policy Futures in Education 11, no. 4 (January 2013): 387–400. http://dx.doi.org/10.2304/pfie.2013.11.4.387.

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Aulawi, Hilmi, M. Ali Ramdhani, and Dedi Sulaeman. "University Writing Guidebook for Natural, Social Sciences and Humanities." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 464. http://dx.doi.org/10.14419/ijet.v7i3.21.17213.

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Natural and social sciences have its own uniqueness in seeing, describing and analyzing a phenomenon. Humanities have also its own distinctiveness between them. Literature, as one of department in humanities has its extreme perspective in considering a phenomenon. While natural and social sciences describing fact, literature is indeed describing fiction. These two different paradigms have its consequences to the way of students’ writing for their papers. Since literature as one of humanities beside natural and social sciences in a university, this research investigates the university writing guidebook provided by the university in leading the students’ writing in describing fact and fiction. This research uses content analysis by analyzing four writing guide books emphasizing on how to write the final paper for natural, social sciences and literature (humanities). The result show that the four university writing guidebooks provided the writing for natural and social sciences, namely how to describe and analyze facts. While for literature, on how to analyze fiction, the university writing guidebook does not provide yet. This research contributes for the university that university must provide the rules of final paper for literature students on how to write their final papers.

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Yadav, Shiva Kumar. "Opportunities and Challenges of Higher Education: Status of Faculty of Humanities and Social Sciences in Tribhuvan University." Patan Pragya 11, no. 02 (December 31, 2022): 174–82. http://dx.doi.org/10.3126/pragya.v11i02.52131.

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This paper primarily discusses the major challenges the faculty of humanities and social sciences facing today at Tribhuvan University with more emphasis on exploring the future prospects as opportunities in its areas in the context of growing educational unemployment in Nepal. University degree has largely become a basic requirement to enter into the job market in most of the areas particularly in Nepal today. This is because higher education has been accessible to all whoever passes higher secondary education including all undergraduate studies. Although access to higher education has been easier to all the common people there are challenges in getting job in the market even after an individual gets the certificate of university degree. The government and universities of Nepal have not realized yet that we need a body of knowledge to solve the problems at our own local realities, experiences and actual need in the areas of humanities and social sciences. Most of the political leaders representing government and secretaries and officers in bureaucracy are from the field of humanities and social sciences. However, government is hesitant to invest in the areas of humanities and social sciences on higher education. Government’s investment in the universities is decreasing, in proportion, every year. Within this reference the allocation in the areas of humanities and social sciences is very low. Attraction is now increasing in technical area which is good from job perspective. But ignoring the importance of social science discipline which is continuously leading country is certainly not good. The advocates of such ideas have quoted success stories of countries like India and China. But they have not heeded to the fact that mere focus on science will ultimately result in the failure to produce fully developed human resources. These are the challenges facing by social sciences of Nepal. However, there are some new opportunities emerging in this area when it is examined in the context of Tribhuvan University. Some examples can be referenced with growing scope of social science disciplines such as Sociology, Social Work, International Relations, Economics and discipline in humanities such as English as attraction of larger number of students competing to get admission.

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Hosseini, S. A. Hamed. "Theorizing Social Ideations: Beyond the Divide between Humanities and Social Sciences." International Journal of the Humanities: Annual Review 9, no. 5 (2012): 53–68. http://dx.doi.org/10.18848/1447-9508/cgp/v09i05/43217.

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J. Norder, Sietze, and Kenneth F. Rijsdijk. "Interdisciplinary island studies: connecting the social sciences, natural sciences and humanities." Island Studies Journal 11, no. 2 (2016): 673–86. http://dx.doi.org/10.24043/isj.373.

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In this paper, we present the outline of an interdisciplinary undergraduate course entitled: “Islands: Models for our Planet – Metaphors for our World”, and will reflect on insights gained during its development and teaching in two consecutive academic years (2014-2015; 2015-2016). The main challenge faced during the development and teaching of this interdisciplinary course was to introduce a wide range of topics in a coherent way. For this reason, a theoretical framework was developed to guide students throughout their learning process and to structure the content of the course. The developed course materials are shared in the supplementary materials of this paper to facilitate colleagues around the world who are teaching a course in island studies.

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