Relevant bibliographies by topics / Social sciences Social sciences

Contents

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

Academic literature on the topic 'Social sciences Social sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Social sciences Social sciences"

1

ESI, Marius Costel. "New Approaches in Social Sciences Field." Logos Universality Mentality Education Novelty: Social Sciences IV, no. 2 (2015): 7–12. http://dx.doi.org/10.18662/lumenss.2015.0402.01.

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Rani, Sarita. "Open Access Resources in Social Sciences." Indian Journal of Library and Information Science 10, no. 2 (2016): 157–60. http://dx.doi.org/10.21088/ijlis.0973.9548.10216.10.

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Fay, Brian. "For Science in the Social Sciences." Philosophy of the Social Sciences 36, no. 2 (2006): 227–40. http://dx.doi.org/10.1177/0048393106287243.

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ZTF, Pradana Boy. "Prophetic social sciences: toward an Islamic-based transformative social sciences." Indonesian Journal of Islam and Muslim Societies 1, no. 1 (2011): 95. http://dx.doi.org/10.18326/ijims.v1i1.95-121.

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This article discusses of one of the most important type of social sciences developed<br />in Indonesian context. In the midst of debate between Western secular<br />social sciences and Islamic social sciences, Kuntowijoyo offered a genuine yet<br />critical formula of social sciences. The formula called Ilmu Sosial Profetik (ISP)<br />attempted to build a bridge between secular social science and Islamic inclination<br />of social science. This article describes the position of ISP in the context of<br />critical position of Muslim social scientists on the hegemony and domination of<br />Orientalist tendency in studying Islam. At the end, the author offers a conclusion<br />that ISP can actually be regarded as Islamic-based transformative science that<br />can be further developed for a genuine indigenous theory of social sciences from<br />the Third World.<br />Artikel ini membahas salah satu tipe paling penting dari ilmu-ilmu sosial yang<br />dikembangkan dalam konteks Indonesia. Di tengah perdebatan antara ilmu-ilmu<br />sosial Barat sekuler dan ilmu social Islam, Kuntowijoyo menawarkan formula<br />yang orisinal dan kritis dalam ilmu sosial. Formula yang kemudian disebut dengan<br />Ilmu Sosial Profetik (ISP) berusaha untuk membangun jembatan antara ilmu sosial sekuler dan kecenderungan untuk melakukan Islamisasi ilmu sosial. Artikel<br />ini menjelaskan posisi ISP dalam konteks posisi kritis ilmuwan sosial Muslim pada<br />hegemoni dan dominasi kecenderungan orientalis dalam mempelajari Islam. Pada<br />akhirnya, penulis menawarkan kesimpulan bahwa ISP sebenarnya dapat dianggap<br />sebagai ilmu sosial transformatif berbasis Islam yang dapat dikembangkan lebih<br />lanjut sebagai teori sosial yang berkembang dari Dunia Ketiga.
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Benton, Ted, and Roget Trigg. "Understanding Social Science: A philosophical Introduction to the Social Sciences." Contemporary Sociology 16, no. 1 (1987): 95. http://dx.doi.org/10.2307/2071237.

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Annette, Lucy. "Opening up research in social sciences." Impact 2020, no. 9 (2020): 83–84. http://dx.doi.org/10.21820/23987073.2020.9.83.

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The Open Research Area (ORA) for Social Sciences is an international initiative that provides social science research funding and support. It was founded in 2010 by members of the Bonn Group and based on agreement by European social science funding bodies The Agence Nationale de la Recherche (ANR), France, the Deutsche Forschungsgemeinschaft (DFG), Germany, the Economic and Social Research Council (ESRC), UK, and the Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO), the Netherlands. The Social Sciences and Humanities Research Council (SSHRC), Canada, later joined, as well as the Japan Society for the Promotion of Science (JSPS) as an associate member. ORA facilitates collaborative social sciences research by bringing together researchers from participating countries. Researchers from the partner countries who fulfil the eligibility criteria of their national funding organisation apply to the ORA office handling the year's applications and Japanese researchers submit their applications to JSPS Tokyo. ORA accepts applications from all areas of the social sciences and there is a key focus on supporting young researchers at the beginning of their careers, helping them to extend the reach of their work and network on an international scale. Ultimately, ORA exists to drive forward high-quality research and strengthen international collaboration in social sciences research. So far, five rounds of ORA have been successfully completed, with more than 60 international collaborative proposals funded across diverse social sciences fields, including political science, economics, empirical social science, psychology, geography, urban planning and education science.
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Annette, Lucy. "Opening up research in social sciences." Impact 2021, no. 2 (2021): 4–5. http://dx.doi.org/10.21820/23987073.2021.2.4.

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The Open Research Area (ORA) for Social Sciences is an international initiative that provides social science research funding and support. It was founded in 2010 by members of the Bonn Group and based on agreement by European social science funding bodies The Agence Nationale de la Recherche (ANR), France, the Deutsche Forschungsgemeinschaft (DFG), Germany, the Economic and Social Research Council (ESRC), UK, and the Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO), the Netherlands. The Social Sciences and Humanities Research Council (SSHRC), Canada, later joined, as well as the Japan Society for the Promotion of Science (JSPS) as an associate member. ORA facilitates collaborative social sciences research by bringing together researchers from participating countries. Researchers from the partner countries who fulfil the eligibility criteria of their national funding organisation apply to the ORA office handling the year's applications and Japanese researchers submit their applications to JSPS Tokyo. ORA accepts applications from all areas of the social sciences and there is a key focus on supporting young researchers at the beginning of their careers, helping them to extend the reach of their work and network on an international scale. Ultimately, ORA exists to drive forward high-quality research and strengthen international collaboration in social sciences research. So far, five rounds of ORA have been successfully completed, with more than 60 international collaborative proposals funded across diverse social sciences fields, including political science, economics, empirical social science, psychology, geography, urban planning and education science.
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Do, Hien Duc. "Social Sciences." Journal of Asian American Studies 8, no. 2 (2005): 225. http://dx.doi.org/10.1353/jaas.2005.0037.

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Manalansan, Martin F. "Social Sciences." Journal of Asian American Studies 9, no. 2 (2006): 207–8. http://dx.doi.org/10.1353/jaas.2006.0014.

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Kertzer, David I. "Social Anthropology and Social Science History." Social Science History 33, no. 1 (2009): 1–16. http://dx.doi.org/10.1017/s0145553200010889.

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In the 1970s, when the social science history movement emerged in the United States, leading to the founding of the Social Science History Association, a simultaneous movement arose in which historians looked to cultural anthropology for inspiration. Although both movements involved historians turning to social sciences for theory and method, they reflected very different views of the nature of the historical enterprise. Cultural anthropology, most notably as preached by Clifford Geertz, became a means by which historians could find a theoretical basis in the social sciences for rejecting a scientific paradigm. This article examines this development while also exploring the complex ways cultural anthropology has embraced—and shunned—history in recent years.
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Dissertations / Theses on the topic "Social sciences Social sciences"

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Greene, Catherine. "Laws in the social sciences." Thesis, London School of Economics and Political Science (University of London), 2017. http://etheses.lse.ac.uk/3697/.

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The social sciences are often thought to be inferior to the natural sciences because they do not have laws. Bohman writes that “the social sciences have never achieved much in the way of predictive general laws—the hallmark of naturalistic knowledge—and so have often been denied the honorific status of ‘sciences’” (1994, pg. vii). Philosophers have suggested a number of reasons for the dearth of laws in the social sciences, including the frequent use of ceteris paribus conditions in the social sciences, reflexivity, and the use of ‘odd’ concepts. This thesis argues that the scarcity of laws in the social sciences is primarily due to the concepts that social scientists often work with. These concepts are described as Nomadic and are characterised by disagreement about what can reasonably be included within the scope of a concept. The second half of the thesis explores the implications of this analysis. It argues firstly, that counterfactual analysis is problematic when using Nomadic concepts. Secondly, it argues that taking an intentional perspective on behaviour often involves the use of Nomadic concepts so, if social scientists do hope to formulate laws, then they are more likely to succeed if they focus on behaviour that is not intentional.
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Davis, Melinda Fritchoff. "Method variance in the social sciences." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289721.

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A preliminary taxonomy has been developed that differentiates between trait characteristics, the situation, manifest and subtle methods and interaction effects. The proposed taxonomy divides method into manifest and subtle categories. The obvious, surface characteristics of method are considered manifest, while the deeper structures of method that are not usually seen are considered subtle. Seven manifest method categories are described: stimulus format, response format, response categories, raters, whether the measure is direct or summative, rating the stimulus or the response, and opaque or transparent measures. Numerous subtle method categories can also be seen within the method rather than on its surface. These include semantic or verbal characteristics, direction of wording, measures of amount, ability, latency of response, possessions, situational context, associations, and behavior. Other method categories include report of others reactions, body symptoms, and time frame. Seven item level methods were tested in this study in the context of measurement of Introversion-Extraversion (IE). They included direct questions, direction of wording, situational context, time frame, report of others reactions, preference (semantic or verbal structure), and behavior. Three of these methods (preference, behavior, and direction of wording) introduced substantial method variance in the measurement of IE, and there were also several sizable trait*method interactions: direction of wording, time frame, and preference. Generalizability theory analysis (GT) proved to be quite useful in estimating method effects and interactions. By comparing the findings from GT analysis to confirmatory factor analysis (CFA) results, it became clear that there were problems with the CFA results that could not be ignored. Although generalizability analysis is limited in its ability to provide estimates of the trait and method contributions for individual measures, unfortunately, it informs us that the estimates provided by CFA are probably erroneous.
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Kinville, Michael Robert. "Inequality, education and the social sciences." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17687.

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Die konzeptionelle Verbindung zwischen Bildung und Gesellschaft, die im 19. Jahrhundert deutlich gemacht und wissenschaftlich begründet wurde, wird oft als selbstverständlich betrachtet. Diese veraltete Verbindung bildete aber die Basis für Bildungsreformen im Sekundärbereich in Deutschland und Indien in der zweiten Hälfte des 20. Jahrhunderts. Diese Arbeit unternimmt den Versuch, zum Verständnis dieser Verzögerung zwischen den Ideen und den Reformen, die sie einrahmten, beizutragen, indem sie eine geeignete Theorie der Verbindung zwischen Bildung und einer komplexen Gesellschaft aufstellt. Grundsätzliche Annäherungen an Gesellschaft und Bildung treten in Dialog mit post-kolonialen und kritischen Theorien. Universalistische Annahmen werden problematisiert, und eine offene Lösung für die Vorstellung zukünftiger Reformen wird präsentiert. Nationale Bildungsreformen in Indien und Deutschland nach ihren „Critical Junctures“ von 1947/1945 werden eingehend und chronologisch verglichen, um einen spezifischen Charakter historisch- und bildungs-bedingter Reproduktion beider Länder herauszuarbeiten sowie einen gemeinsamen Lernprozess zu ermöglichen. Abschließend wird eine Lösung des Problems in der Form offener Bildung präsentiert. Bildung als öffentliches Gut muss nicht zwangsläufig nur auf soziale Probleme reagieren, stattdessen kann sie verändert werden, um sozialen Wandel voran zu treiben.<br>The conceptual link between education and society, forged in the 19th Century, is often taken for granted. This seemingly outdated connection, however, has guided reforms in secondary education in India and Germany throughout the second half of the 20th Century. This study attempts to understand this lag between underlying ideas and the reforms they framed by synthesizing a viable theory for imagining the connection between education and a complex society. Foundational approaches to society and education are brought into dialogue with post-colonial and critical theories. Universalistic assumptions are problematized, and an open-ended solution for theorizing new connections is presented. National educational reforms in India and Germany subsequent to their critical junctures of 1947/1945 are exhaustively and chronologically compared in order to conceptualize a generic character of historical-educational reproduction for each country and to facilitate a process of mutual learning. Finally, a solution to the problems associated with educational reproduction is presented. Education as a public good does not need to simply be reactive to social problems. Instead, it can be reconfigured so as to drive social change.
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Gauthier, Roberto. "La représentation de la science chez les finissants de sciences humaines au collégial /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1995. http://theses.uqac.ca.

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Vion, Robert. "L'interaction verbale : Communication. Linguistique et sciences humaines." Paris 5, 1991. http://www.theses.fr/1991PA05H052.

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Cette thèse a pour objet de promouvoir une linguistique interactionnelle au sein d'une approche pluridisciplinaire de la communication et de l'interaction verbale. Elle débute par un travail de réflexion sur les catégories de sujet et de social en examinant plus particulièrement les positions de l'interactionnisme symbolique, de l'ethnométhodologie et de la philosophie d'Habermas. Le concept d'espace interactif, propose pour fédérer des notions comme figuration, face, soi, relation, situation, renvoie à une pluralité d'images identitaires mise en oeuvre sumultanément par chacun des co-énonciateurs, jeu d'images exprimé en termes de rapports de places. Cette pluralité d'images identitaires correspond à la complexité du sujet, exprimée par Mead, et à l'hétérogénéité de toute instance énonciative. Le rapport de place dominant correspond au cadre interactif définitoire de l'interaction. Ces concepts conduisent à distinguer "interaction" et "rencontre" et permettent de développer, avec la notion de module, une nouvelle typologie des interactions fondée sur l'hétérogénéité et la coarticulation des types. Un bilan est également effectué à propos des analyses structurelles et hiérarchiques de l'interaction. Enfin, l'apport le plus spécifiquement linguistique consiste à prolonger les approches pragmatiques et énonciatives avec la notion d'activités discursives. La thèse s'achève avec un important travail sur les concepts exprimant ces diverses activités : référenciation, reprises, reformulations, implicites, implicitations, modalisations et modulations<br>This thesis aims at promoting an interactional approach to linguistics in relation to a multidisciplinary perspective on communication and verbal interaction. The thesis opens with a discussion of the categories of subject, of social relations and social fabric. The frame of analysis put forward by symbolic interactionalism, ethnomethodology and the german philosopher habermas are examined. The concept of interactive space is proposed as a means to relate the notions of face work, face, self, relation and situation. This concept describes the diversity of self images brought to play by each of the co-enunciators, these images being linked to the places occupied by the interactants and to the relationship that these places entertain. This diversity of self images refers to the complexity of the subject, as defined by mead, and to the heterogeneous nature of enunciator. The foremost among the place relations which hold between the interactants defines the frame of interaction. The concepts proposed allow a distinction between "interaction" and "encounter" and make possible, through the notion of module, a new typology of interactions. Structural and hierachical models interaction are also discussed. The specific linguistic contribution consist in elarging the pragmatic and enunciative approaches through the notion of discursive activities. The conceptual framework required to describe various discursive activities : referenciation, reprises, reformulations, presupposedness, implicatures, modulations, is examined in the last part of the thesis
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Wallace, Christopher Conor. "Evolutionary game theory in the social sciences." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322749.

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Han, Chunhui. "Social gate: a new social accountable framework for computer networks." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66970.

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Internet is a tremendous success and is an indispensable part of our everyday activities. However, Internet does not provide sufficient integrity to ensure the end hosts accountable for the communication. In this thesis, we present a new social accountable framework for the Internet that leverages the trusted links found on online social networks to hold the people and organizations accountable for their actions. Our framework is incrementally deployable without modifying the operating systems or applications running on the hosts. We provide the full design and discuss how different types of applications can be mapped onto the proposed framework. A prototype of this social accountable framework is partially implemented to evaluate the performance of the framework.<br>L'Internet est un succès extraordinaire et est une pièce indispensable de notre vie quotidienne. Cependent, l'Internet ne fourni pas assez d'integrité pour assurer que les hébergeurs finaux soient responsables pour les communications. Dans cette thèse, nous présentons un nouveau cadre social responsable pour l'Internet qui exploite les liens de confiance trouvés sur les réseaux sociaux pour tenir les utilisateurs et les organisations responsables pour leurs actions. Notre cadre se déploit de facon itérative sans la modification du système d'exploitation ou les applications qui y exécutent. Nous présentons le plan complet et élaborons comment différent types d'applications peuvent s'adapter au cadre proposé. Un prototype de ce cadre social responsable est partiellement mis en application pour évaluer sa performance.
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Grönvik, Lars. "Definitions of Disability in Social Sciences : Methodological Perspectives." Doctoral thesis, Uppsala University, Department of Sociology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7803.

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<p>This dissertation examines how disability researchers define disability. It is based on four studies. The first describes different definitions of disability in disability research. The second study is a conceptual analysis of the use of disability in a sample of disability research classics. In this study, it is evident that use of the concept is all but clear. It is concluded that especially environmentally based disability definitions would benefit from further empirical investigations. The notion that environmental factors (such as barriers) are a causal aspect of disability is rather widely accepted among disability researchers. However, it has not been empirically studied to such an extent that it is possible to construct workable theories of this relationship.</p><p>The third study focuses on administrative definitions of disability and investigates the possibility of using data on disabled people that have been gathered by Swedish welfare authorities. It is concluded that rich data are available, but also that researchers must scrutinize how disability has been defined in these contexts. These authorities often start from medical understandings of disability, which may clash with contemporary understandings of disability as being environmentally based.</p><p>The fourth study is a statistical analysis of the effects of different disability definitions on dependent variables. The analyses emphasize variables often included in studies of living conditions. There are major effects of choice of disability definition on the outcome in relation to such variables.</p><p>The dissertation strongly rejects efforts to standardize disability definitions; different analytical purposes require different kinds of conceptualizations. Instead, the dissertation suggests that case-constructing reflexivity be conducted. Case-constructing reflexivity means that the researcher starts with a careful analysis of how disability is best defined in relation to the aims of the study, and continues by being constantly aware of how the choice of definition may affect sampling, analyses and results.</p>
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Grönvik, Lars. "Definitions of disability in social sciences : methodological perspectives /." Uppsala : Acta Universitatis Upsaliensis : b Universitetsbiblioteket [distributör], 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7803.

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Davids, Steven Emlyn. "A soft systems approach to social sciences projects." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52133.

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Thesis (MBA)--Stellenbosch University, 2001<br>ENGLISH ABSTRACT: This paper asks the question: "Is the Guide to the PMBOICs method appropriate for doing projects of a social science character?" Inthis enquiry extensive use is made ofliterature that is available via the world wide web. This paper follows the school of thought that regards the world as a complex set of interrelated systems. Humans as social beings are an integral part of these complex systems. In order to do justice to human endeavours, one must understand the systems in which humans operate and interpret all human undertakings in relation to those systems. Three broad types of systems approaches to project management are distinguished. A common underlying principle of all three approaches is that they regard social systems as complex, highly volatile and in constant flux. A direct consequence of this characteristic of social systems is that project goals are also not simple and rigidly fixed. The project goals are also complex, in constant flux and open-ended. The traditional Guide to the PMBOICs method for doing project management is unable to deal effectively with these complex and volatile system problems. This paper advocates that a slightly modified version of Checkland's soft systems method be used to deal with social projects, which are by definition, also complex projects. It is proposed that Checkland's soft systems method should be used in addition to the traditional approach. The method proposed by this paper is, to various degrees, already being implemented in practice. The proposed method is, however, presently not being catered for in the project management software packages that are readily and commercially available.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die vraag: "Is die metode soos voorgestel in die Guide to the PMBOK geskik vir projekte met 'n sosiaal wetenskaplike karakter?" In die ondersoek word op grootskaal gebruik gemaak van literatuur wat beskikbaar is op die internet. Hierdie studie sluit aan by die wetenskaplike gedagterigting wat die wêreld beskou as bestaande uit 'n reeks ingewikkelde en onderling verbinde sisteme. As sosiale wese is die mens 'n integrale deel van hierdie gekompliseerde sisteme. Om reg te laat geskied aan menslike handelinge, moet die sisteme waarbinne die mens leef verstaan word. Menslike handeling moet ook vertolk word teen die agtergrond van daardie sisteme en in verhouding tot die sisteme. Drie gedagterigtings kan onderskei word binne die sisteem benadering tot projekbestuur. 'n Gemeenskaplike en onderliggende beginsel van al drie gedagterigtings is dat hulle sosiale sisteme beskou as gekompliseerd, uiters onbestendig en in voortdurende beweging. 'n Direkte gevolg van hierdie eienskap van sosiale sisteme is dat projekte se doelwitte ook nie maklik definieerbaar en stabiel is nie. Projekte se doelwitte is gekompliseerd, onbestendig en oop. Die konvensionele metodes vir projekbestuur soos voorgestel deur die Guide to the PMBOK is nie in staat om hierdie gekompliseerde en onbestendige sisteem probleme effektief te hanteer nie. Hierdie studie debatteer dat 'n effens gewysigde weergawe van Checkland se sagte sisteem metode gebruik word vir die doen van sosiale projekte, wat per definisie gekompliseerde projekte is. Dit word aan die hand gedoen dat Checkland se sagte sisteem metode gebruik word saam met die konvensionele benadering. Die metode wat hierdie studie bepleit, word alreeds tot vlakke in die praktyk toegepas. Daar word egter nie voorsieining gemaak vir die voorgestelde metode in rekenaar sagte ware programme in projekbestuur wat redelik algemeen in die kleinhandel beskikbaar is nie.
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Books on the topic "Social sciences Social sciences"

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Applied social sciences: Education sciences. Cambridge Scholars Publishing, 2013.

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Valsiner, Jaan, ed. Social Philosophy of Science for the Social Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33099-6.

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Pei, Changhong. Social sciences: Chinese Academy of Social Sciences forum. China Social Science Pub. House, 1999.

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Whaling, Frank, ed. The Social Sciences. De Gruyter, 1985. http://dx.doi.org/10.1515/9783110859805.

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Vaccaro, Ismael, Eric Alden Smith, and Shankar Aswani, eds. Environmental Social Sciences. Cambridge University Press, 2010. http://dx.doi.org/10.1017/cbo9780511760242.

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Georgeta, Rață, ed. Applied social sciences: Social Work. Cambridge Scholars Publishing, 2013.

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Grounding social sciences in cognitive sciences. MIT Press, 2012.

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University of East London. Faculty of Social Sciences. Social sciences unit: BA (Hons) Social Sciences : subject area handbook. The University, 1993.

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Trigg, Roger. Understanding social science: A philosophical introduction to the social sciences. B. Blackwell, 1985.

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Understanding social science: A philosophical introduction to the social sciences. Basil Blackwell, 1985.

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Book chapters on the topic "Social sciences Social sciences"

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Maasen, Sabine, and Harald Atmanspacher. "SOCIAL SCIENCES." In Reproducibility: Principles, Problems, Practices, and Prospects. John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118865064.part5.

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Coleman, John A. "Social Sciences." In The Blackwell Companion to Christian Spirituality. Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996713.ch18.

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Amaral, Ines. "Social Sciences." In Encyclopedia of Big Data. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32001-4_188-1.

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Hawkesworth, Mary. "Social sciences." In A Companion to Feminist Philosophy. Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405164498.ch20.

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Haigh, John. "Social Sciences." In Mathematics in Everyday Life. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_5.

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Haigh, John. "Social Sciences." In Mathematics in Everyday Life. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33087-3_5.

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Kincaid, Harold. "Social Sciences." In The Blackwell Guide to the Philosophy of Science. Blackwell Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470756614.ch14.

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Danielsson, Kristina, and Staffan Selander. "Social Sciences." In Multimodal Texts in Disciplinary Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_8.

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Adler, Susan. "Social Sciences, Teaching." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_391.

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Amaral, Ines. "Computational Social Sciences." In Encyclopedia of Big Data. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32001-4_41-1.

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Conference papers on the topic "Social sciences 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. ACM, 2020. http://dx.doi.org/10.1145/3396956.3396968.

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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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Pervushina, V. N., L. V. Kochetova, I. M. Bocharova, N. M. Morozova, and E. A. Timofeeva. "HIGHER EDUCATION AND SOCIAL SCIENCES." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.2020104.

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Semiz, Marina. "JOURNALS OF SOCIAL SCIENCES IN SERBIA BETWEEN GLOBAL AND NATIONAL INTERESTS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.181s.

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The paper problematizes the current situation and development perspectives of social science journals in Serbia in the context of global (international) and national interests. Scientific articles in national social science journals are commonly the most prevalent form of dissemination and production of scientific knowledge, standpoints and views, a clear indicator of research excellence of university teachers, as well as the indicator of the quality of scientific journals, and the quality of scientific research in general. Therefore, it is not surprising that national and global interests and values intertwine in the domain of national journals. The reference framework for the analysis of selected issues is placed within the range of existing scientometric and bibliometric research, as well as the legislation referring to scientific research, manner and procedures for the evaluation of research results, and election to academic titles. The analysis we conducted led to the general conclusion that national social science journals are in a gap between the national and global context. Although their significance is beyond question, by promoting national and cultural values and interests, they exist as insufficiently competitive and globally invisible media for transfer and valorization of scientific knowledge in the academic community. In addition to analyzing the implications of the current education policies, editorial policies of the journals and strategic solutions aimed at raising and evaluating the quality of national social science journals, and integrating them into global information system trends, the paper also proposes potential directions for further development of national social science journals as a prerequisite for raising scientific productivity in the domain of social sciences.
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Ariyanto, Ayok, and Sigit Laksana. "Learning Social Sciences With Comic Strip." In Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.8-12-2018.2283992.

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Heuer, Hendrik, Anna Polizzotto, Franziska Marx, and Andreas Breiter. "Visualization Needs in Computational Social Sciences." In MuC'19: Mensch-und-Computer. ACM, 2019. http://dx.doi.org/10.1145/3340764.3344440.

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FRANCO, CAMILO A., J. TINGUARO RODRÍGUEZ, and JAVIER MONTERO. "BIPOLARITY IN SOCIAL SCIENCES AND MATHEMATICS." In The 11th International FLINS Conference (FLINS 2014). WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814619998_0057.

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Taşer, Seyit. "SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.

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Academy, Future. "European Proceedings of Social and Behavioural Sciences." In III International Scientific Symposium on Lifelong Wellbeing in the World. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs(2357-1330).2017.01.

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Reports on the topic "Social sciences Social sciences"

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Nico, Magda. Reconfigurations and positioning of the concept of social mobility in the social sciences literature. Observatório das Desigualdades, 2015. http://dx.doi.org/10.15847/ciesodwp022015.

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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), 2018. http://dx.doi.org/10.2172/1484612.

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Goodwin, Gerald F. U.S. Army Research Institute for the Behavioral and Social Sciences 1940-2015: 75 years of Science and Innovation. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ad1007292.

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LaFlamme, Marcel. Affiliation in Transition: Rethinking Society Membership with Early-Career Researchers in the Social Sciences. Association of Research Libraries, 2020. http://dx.doi.org/10.29242/report.affiliationintransition2020.

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This paper by Marcel LaFlamme explores new forms of connection and community for early-career researchers in less formal structures, often facilitated by social media and other communication technologies. By learning from these loosely institutionalized spaces, LaFlamme contends, scholarly societies as well as research libraries and their parent institutions can adapt to a changing environment and take steps to make scholarship more open and accessible.
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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, 2019. http://dx.doi.org/10.18411/buichik-ag-doi-6.

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Buichik, A. G. RELEVANCE TO ALLOCATE RESTORATION AS A SEPARATE SCIENCE OF SOCIAL AND HUMANITARIAN PROFILE IN THE SYSTEM OF CROSS-BORDER SCIENCES INCLUDED IN THE CURRICULA OF UNIVERSITIES. Materials of the VII International scientific-practical conference “Education. The science. Culture, 2016. http://dx.doi.org/10.18411/buichik-ag-doi-10.

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Johnson, Edgar M. U.S. Army Research Institute for the Behavioral and Social Sciences. A Directorate of the U.S. Total Army Personnel Command. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada420023.

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Penney, Lisa M., Kristen E. Horgen, and Walter C. Borman. An Annotated Bibliography of Recruiting Research Conducted by the U.S. Army Research Institute for the Behavioral and Social Sciences. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada376109.

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Johnson, Edgar M. Contract for Manpower and Personnel Research and Studies (COMPRS) for the U.S. Army Research Institute for the Behavioral and Social Sciences--Annual Report: Year Four. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada338780.

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González-Cabán, Armando, Richard W. Haynes, Sarah McCaffrey, Evan Mercer, and Alan Watson. Fire social science research–selected highlights. U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2007. http://dx.doi.org/10.2737/pnw-gtr-736.

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