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Journal articles on the topic 'Social values. Social sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Geiger, George. "VALUES AND SOCIAL SCIENCES." Journal of Social Issues 6, no. 4 (2010): 8–16. http://dx.doi.org/10.1111/j.1540-4560.1950.tb02159.x.

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2

WILLER, DAVID, ERIC GLADSTONE, and NICK BERIGAN. "Social Values and Social Structure." Journal of Mathematical Sociology 37, no. 2 (2013): 113–30. http://dx.doi.org/10.1080/0022250x.2011.629067.

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3

Lee, Ki Hong. "Values and objectivity in social sciences." Society and Theory 27 (November 30, 2015): 261. http://dx.doi.org/10.17209/st.2015.11.27.261.

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4

Abbott, Ann A. "Measuring social work values." International Social Work 42, no. 4 (1999): 455–70. http://dx.doi.org/10.1177/002087289904200407.

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5

Shardlow, Steven. "Inspecting social work values." Practice 5, no. 1 (1991): 76–85. http://dx.doi.org/10.1080/09503159108414274.

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6

French, Steven. "Science, Social Values and Straw Positions." Metascience 14, no. 3 (2005): 465–68. http://dx.doi.org/10.1007/s11016-005-3453-1.

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7

Caton, D. "Medical science and social values." International Journal of Obstetric Anesthesia 13, no. 3 (2004): 167–73. http://dx.doi.org/10.1016/j.ijoa.2004.02.002.

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8

Di Bernardo, Giuliano. "Explanation in the social sciences." EPISTEMOLOGIA, no. 2 (November 2012): 197–210. http://dx.doi.org/10.3280/epis2012-002002.

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This paper treats a classical topic of scientific epistemology from a new point of view. It considers biology to be a science intermediate between physics and sociology, and the transition from physics to biology as proceeding upwards. As a consequence, any type of reductionism will be avoided. The foundation of sociology can now be viewed as an extension of physics and biology. Indeed social reality is built by means of constitutive rules that create those social facts that have been denominated ‘institutional' (such as governments and all state institutions, marriage, and money). Having argued for the connection among values and norms (ought-to-be) and actions (is), the problem is that of justifying this connection. Can values and norms be reasons that explain action? Can reasons be understood as causes? In this paper the thesis is advocated that reasons are not sufficient for causally explaining actions. Taking up the classical analysis of ‘practical inference', I want to point out that, if from the reasons for action (understood as causes) logically followed the action itself, the reasons would be sufficient causes of the action: indeed, this would eliminate free will. For this reason, we must examine the problem of free will. My conclusion is in favor of the position of B. Libet, who has demonstrated free will experimentally, and therefore the nondeterministic nature of the practical-inferential model.
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Ayres, C. E. "THE VALUES OF SOCIAL SCIENTISTS." Journal of Social Issues 6, no. 4 (2010): 17–20. http://dx.doi.org/10.1111/j.1540-4560.1950.tb02160.x.

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10

Longhofer, Jeffrey, and Jerry Floersch. "Values in a Science of Social Work." Research on Social Work Practice 24, no. 5 (2013): 527–34. http://dx.doi.org/10.1177/1049731513511119.

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11

Oliver, P., and S. J. Rogers. "The virtue of explicit values in the social sciences." Australian Psychologist 21, no. 2 (1986): 195–210. http://dx.doi.org/10.1080/00050068608256181.

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Jamaludin, Ujang, Ma'ruf Akbar, and Mohamad Syarif Sumantri. "Investment of Islamic Based Cultural Values in Learning Social Knowledge Science." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (2019): 340. http://dx.doi.org/10.18415/ijmmu.v6i4.975.

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This study aims to gain an in-depth understanding of the integration of Islamic-based cultural values in social science learning material in the high class; and gain an in-depth understanding of the inculcation of Islamic-based cultural values through approaches, methods and techniques of learning Social Sciences in the high class; get an in-depth understanding of the inculcation of Islamic-based cultural values through the use of social science learning media in the high class, get an in-depth evaluation of the planting of Islamic-based cultural values through learning Social Sciences in the upper classes. class and obtain in-depth information about the internalization of Islamic-based cultural values by high-class students. This research uses a qualitative approach with ethnographic methods.
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13

Tibbetts, Yoi, Judith M. Harackiewicz, Stacy J. Priniski, and Elizabeth A. Canning. "Broadening Participation in the Life Sciences with Social–Psychological Interventions." CBE—Life Sciences Education 15, no. 3 (2016): es4. http://dx.doi.org/10.1187/cbe.16-01-0001.

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Randomized controlled trials (RCTs) have recently documented the positive effects of social–psychological interventions on the performance and retention of underrepresented students in the life sciences. We review two types of social–psychological interventions that address either students’ well-being in college science courses or students’ engagement in science content. Interventions that have proven effective in RCTs in science courses (namely, utility-value [UV] and values-affirmation [VA] interventions) emphasize different types of student values—students’ perceptions of the value of curricular content and students’ personal values that shape their educational experiences. Both types of value can be leveraged to promote positive academic outcomes for underrepresented students. For example, recent work shows that brief writing interventions embedded in the curriculum can increase students’ perceptions of UV (the perceived importance or usefulness of a task for future goals) and dramatically improve the performance of first-generation (FG) underrepresented minority students in college biology. Other work has emphasized students’ personal values in brief essays written early in the semester. This VA intervention has been shown to close achievement gaps for women in physics classes and for FG students in college biology. By reviewing recent research, considering which interventions are most effective for different groups, and examining the causal mechanisms driving these positive effects, we hope to inform life sciences educators about the potential of social–psychological interventions for broadening participation in the life sciences.
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14

Almeida, Joo Ferreira de, Fernando Lus Machado, and Antnio Firmino da Costa. "Social classes and values in Europe." Portugese Journal of Social Sciences 5, no. 2 (2006): 95–117. http://dx.doi.org/10.1386/pjss.5.2.95_1.

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15

Mason-Grant, Joan. "Longino's Social Knowledge." Dialogue 32, no. 2 (1993): 375–82. http://dx.doi.org/10.1017/s0012217300014505.

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The apparently limitless philosophical terrain marked out by the debate over the relation between science and values is constructively revisited in Helen Longino's Science as Social Knowledge. This project is motivated by the view that the ideal of value neutrality places unrealistic constraints on science. Longino seeks to demonstrate that even “good science” embodies social and political interests and values because it is, irreducibly, a social activity. Her strategy is to weave a position which can make sense of both ideology and evidence in the practice of science; her underlying philosophical critique is that the standard impasse between positivism and wholism is structured by an individualist conception of science. In the development of her analysis, she examines and reworks the concepts of evidence, reasoning and objectivity to accommodate her understanding of the social practices which constitute inquiry. She then appeals to the highly charged field of research on the biological bases of alleged sex differences in temperament, behaviour and cognition, to illustrate concretely how her analysis makes sense of a variety of interactions between scientific inquiry and socio-cultural values in contemporary science. Longino thus provides an opening for modes of inquiry, such as feminist science, which are self-consciously shaped by specified socio-political interests and values; she argues that, far from contaminating science, such projects can be more objective than that mode of inquiry practised under the standard myth of asocial, acultural, apolitical objectivity characteristic of modern epistemologies.
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16

Knežević, Mladen. "Social work students and work values." International Social Work 42, no. 4 (1999): 419–30. http://dx.doi.org/10.1177/002087289904200404.

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17

Fordham, Anne Elizabeth, and Guy M. Robinson. "Identifying the social values driving corporate social responsibility." Sustainability Science 14, no. 5 (2019): 1409–24. http://dx.doi.org/10.1007/s11625-019-00720-w.

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18

Alexander, Franz. "VALUES AND SCIENCE." Journal of Social Issues 6, no. 4 (2010): 28–32. http://dx.doi.org/10.1111/j.1540-4560.1950.tb02162.x.

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19

Biswas, Nirupam, and De Dipak. "Social Computing Values: As Perceived by Students of Agricultural Sciences." Journal of Global Communication 9, no. 1 (2016): 56. http://dx.doi.org/10.5958/0976-2442.2016.00010.0.

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20

Chaturvedi, Sanjay. "The circumpolar “Social Natural Sciences” laboratories: knowledges, values and practices." Polar Journal 6, no. 2 (2016): 201–8. http://dx.doi.org/10.1080/2154896x.2016.1262232.

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21

Greene, Roberta R., and W. Patrick Sullivan. "Putting Social Work Values into Action." Journal of Gerontological Social Work 42, no. 3-4 (2004): 131–50. http://dx.doi.org/10.1300/j083v42n03_08.

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22

Montoro, Julian. "Social Values, Religiosity, and Marital Context." Sociology of Religion 54, no. 4 (1993): 403. http://dx.doi.org/10.2307/3711782.

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23

Weiss-Gal, Idit, and John Gal. "Social Workers and Policy- Practice: The Role of Social and Professional Values." Journal of Social Service Research 34, no. 4 (2008): 15–27. http://dx.doi.org/10.1080/01488370802162301.

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24

Galambos, Colleen. "FROM THE EDITOR: POLITICAL TOLERANCE, SOCIAL WORK VALUES, AND SOCIAL WORK EDUCATION." Journal of Social Work Education 45, no. 3 (2009): 343–48. http://dx.doi.org/10.5175/jswe.2009.334832009.

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25

Goldenberg, Maya J. "Whose social values? Evaluating Canada's ‘death of evidence’ controversy." Canadian Journal of Philosophy 45, no. 3 (2015): 404–24. http://dx.doi.org/10.1080/00455091.2015.1079003.

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With twentieth- and twenty-first-century philosophy of science's unfolding acceptance of the nature of scientific inquiry being value-laden, the persistent worry has been that there are no means for legitimate negotiation of the social or non-epistemic values that enter into science. The rejection of the value-free ideal in science has thereby been coupled with the spectres of indiscriminate relativism and bias in scientific inquiry. I challenge this view in the context of recently expressed concerns regarding Canada's death of evidence controversy. The worry, raised by Stathis Psillos, is that as constructivist accounts of science demoted the previously secure status of evidence for drawing justified conclusions in science, we were left with no rational delineation between the right and wrong values for science. The implication for the death of evidence controversy is that we may have no rational grounds for claiming that the Canadian Government is wrong to interfere with scientific enterprise. But he does offer another avenue for reaching the conclusion that the wrong social values are directing the current stifling of some sectors of Canadian science. Psillos draws from standpoint epistemologies to devise a salient defence of ‘valuing evidence’ as a universalizable social value. That is, government bodiesoughtto enable scientific research via adequate funding as well as political non-interference. In this paper, I counter that (i) non-epistemic valuescanbe rationally evaluated and that (ii) standpoint epistemology's universalizable standpoint provides an inadequate framework for negotiating social values in science. Regarding (i), I draw from the evidence-based medicine debate in philosophy of medicine and from feminist empiricist investigations into the science–values relationship in order to make the argument for empirically driven value arbitration. If social values can berationallychosen in the context of justification, then we can have grounds for charging the Canadian leadership with being ‘at war with science’. (ii) I further argue that my recommended empiricist methodology is preferable to Psillos's search for universalizable perspectives for negotiating social values in science because the latter method permits little more than the trivial conclusion that evidence is valuable to science.
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26

PARTRIDGE, P. H. "Value Judgments and the Social Sciences." Australian Journal of Politics & History 1, no. 2 (2008): 210–22. http://dx.doi.org/10.1111/j.1467-8497.1956.tb00993.x.

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27

Yoo, Jaeheung, Saesol Choi, Munkee Choi, and Jaejeung Rho. "Why people use Twitter: social conformity and social value perspectives." Online Information Review 38, no. 2 (2014): 265–83. http://dx.doi.org/10.1108/oir-11-2012-0210.

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Purpose – Based on social conformity and social value perspectives, the authors aim to empirically examine the critical role of social influences on Twitter user behaviour. Design/methodology/approach – An integrative structural model is developed to explain how social influences, which are divided into social conformity and social values, work with other salient factors such as the utilitarian and hedonic values to affect the use of Twitter. The partial least square method was used to verify the proposed model with usable data from 204 adult Korean Twitter users. Findings – Social conformity positively affects the frequent use of Twitter and it is mediated through perceived values such as the hedonic, utilitarian and social appearance values associated with Twitter use. While social appearance negatively affected the trustworthiness of information shared on Twitter, the social capital effect on Twitter use was insignificant. Research limitations/implications – This study has some limitations for general applicability of the results: the samples include only adult users in Korea, and it is a cross-sectional study for a specific social networking service. This study theoretically disentangles the complicated nature of social influences by proposing two distinct constructs (social conformity and social values) and empirically verifying their significant roles in Twitter use. Practical implications – Practitioners should recognise that the hedonic value of Twitter is the key factor that affects both the quantity and quality of information shared on Twitter. In addition user motivations for pursuing social appearance in SNSs might cause a user to distort the information that they produce. Originality/value – This study provides unique implications related to the role of social conformity, social values and user behaviour on Twitter.
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28

Solas, John. "What kind of social justice does social work seek?" International Social Work 51, no. 6 (2008): 813–22. http://dx.doi.org/10.1177/0020872808095252.

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English One of social work's most important practice values is social justice, as cited in the IFSW Code of Ethics. This article deconstructs what the term 'social justice' represents, since it is essential for social work - and the IFSW Code - to be clear about the type of social justice it seeks to uphold. French L'une des plus importantes valeurs du travail social est la justice sociale, telle que citée dans le Code d'éthique et de Déontologie de la FITS (2005). Cet article déconstruit ce que le terme de 'justice sociale' représente, puisqu'il est essentiel pour le travail social - et le Code de la FITS - afin d'être clair sur le type de justice sociale qu'il vise à promouvoir. Spanish Uno de los valores de práctica más importantes del trabajo social es la justicia social, como está descrita en el Código de Ética (2005) del IFSW. Este ensayo describe lo que el término 'justicia social' representa, ya que es esencial en el trabajo social - al igual que el Código del IFSW - para clarificar el tipo de justicia social que se busca mantener.
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29

Ramos, Alice. "Social values dynamics and socio-economic development." Portugese Journal of Social Sciences 5, no. 1 (2006): 35–64. http://dx.doi.org/10.1386/pjss.5.1.35/1.

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30

Mayton, Daniel M., Sandra J. Ball-Rokeach, and William E. Loges. "Human Values and Social Issues: An Introduction." Journal of Social Issues 50, no. 4 (1994): 1–8. http://dx.doi.org/10.1111/j.1540-4560.1994.tb01194.x.

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31

Horner, William C., and Les B. Whitbeck. "Personal versus Professional Values in Social Work:." Journal of Social Service Research 14, no. 1-2 (1991): 21–43. http://dx.doi.org/10.1300/j079v14n01_02.

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32

Gurdin, J. Barry, Shlomit Levy, and Haya Gratch. "The Structure of Social Values." Contemporary Sociology 19, no. 1 (1990): 44. http://dx.doi.org/10.2307/2073445.

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33

Brosius, Hans-Bernd. "POLITICS, ELECTIONS AND SOCIAL VALUES." International Journal of Public Opinion Research 4, no. 1 (1992): 97–103. http://dx.doi.org/10.1093/ijpor/4.1.97.

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34

Vaske, Jerry J., Maureen P. Donnelly, Karin Wittmann, and Susan Laidlaw. "Interpersonal versus social‐values conflict." Leisure Sciences 17, no. 3 (1995): 205–22. http://dx.doi.org/10.1080/01490409509513257.

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35

Hertel, Amy Locklear. "Applying Indigenous Knowledge to Innovations in Social Work Education." Research on Social Work Practice 27, no. 2 (2016): 175–77. http://dx.doi.org/10.1177/1049731516662529.

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Grounded in an indigenous holistic worldview and borrowing from the four Rs (values of relationships, responsibility, reciprocity, and redistribution), this article supports the inclusion of translational science and the integration of core metacompetencies into social work doctoral education as innovations in the field of social work science. The author argues that these innovations will enhance the ability of social–work–trained researchers to serve on transdisciplinary research teams, which are necessary to address complex metaproblems found in the natural world. Further, the author asserts that transdisciplinary scientific integration is helpful to social work science, as it builds awareness and appreciation of social work scholarly inquiry, promotes the inclusion of social work values in scientific research, and helps erode the scientific hierarchy that has traditionally existed between the natural and social sciences. By leveraging personal experiences in transdisciplinary education, the author offers a conceptual framework for innovations in doctoral education.
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36

Mansell, Jordan. "Social cues and ideology." Politics and the Life Sciences 37, no. 1 (2018): 32–52. http://dx.doi.org/10.1017/pls.2017.29.

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Research shows that individuals with liberal and conservative ideological orientations display different value positions concerning the acceptance of social change and inequality. Research also links the expression of different values to a number of biological factors, including heredity. In light of these biological influences, I investigate whether differences in social values associated with liberal and conservative ideologies reflect alternative strategies to maximize returns from social interactions. Using an American sample of Democrats and Republicans, I test whether information about shared and unshared social values in the form of implicit social attitudes have a disproportionate effect on the willingness of Democrats and Republicans to trust an anonymous social partner. I find evidence that knowledge of shared values significantly increases levels of trust among Democrats but not Republicans. I further find that knowledge of unshared values significantly decreases trust among Republicans but not Democrats. These findings are consistent with studies indicating that differences in ideological orientation are linked to differences in cognition and decision-making.
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37

Mufidah, Nastiti. "TINJAUAN ATAS PERKEMBANGAN PENDIDIKAN KEWARGANEGARAAN DALAM RUMPUN ILMU SOSIAL." ASANKA: Journal of Social Science And Education 1, no. 1 (2020): 46–54. http://dx.doi.org/10.21154/asanka.v1i1.1948.

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The development of Citizenship Education is inseparable from the various other sciences that support it, including various sciences that come from the social sciences family. This article was written aimed at exposing the development of Citizenship Education in the social sciences, especially sociology and history, as well as the social sciences of humanities, namely political science and law. The development of Citizenship Education related to various social science families can be seen from the results of searches conducted by researchers based on reality and basic theories from experts. This research is in the form of a qualitative research with a literacy study which results in the conclusion that in its development Citizenship Education is indeed inseparable from the various sciences within the Social Sciences family as courses in Social Sciences are taught as inheritance from the Citizenship Transmission value. Social Sciences as the inheritance of the values of citizenship have the main objective in preparing students to become good citizens by using the values and culture of the nation as a foundation for developing their nation.
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38

Greeley, Andrew M., and Lynn R. Kahle. "Social Values and Social Change: Adaptation to Life in America." Contemporary Sociology 14, no. 1 (1985): 105. http://dx.doi.org/10.2307/2070477.

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39

Lestari Atjo, Umi Ayu, Dewi Liesnoor Setyowati, and Yuli Kurniawati Sugiyo Pranoto. "An Analysis of Teachers’ Social Construction on Students’ Social Attitude in Social Sciences Subject at Elementary School in Makassar." International Journal of Research and Review 8, no. 7 (2021): 53–66. http://dx.doi.org/10.52403/ijrr.20210710.

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The purpose of this study is to analyze and describe the social construction of teachers on social attitudes in the learning process of social sciences subject at elementary schools in Makassar. The method used was descriptive quantitative. The research subjects were chosen using purposive sampling technique. The subjects consisted of 96 students and 4 teachers of 5th grade from 4 elementary schools in Makassar. The data collected through interview, questionnaire, observation and documentation. There were different interpretations from four schools regarding teachers’ social construction on the importance of character values, especially on social attitude in the thematic learning for social sciences content on theme 8. Two schools, namely SD Pertiwi and MI Negeri 1 Makassar, considered that it was necessary to integrate social attitudes into the content of social sciences subject in order to make continuous positive impact on students’ social attitude. The questionnaire results for social attitude of SD Pertiwi shows suitability of theory with the average score of 48,28%. MI Negeri 1 Makassar shows the suitability with average score of 53,41%. Meanwhile two other schools, namely SD InpresKampus IKIP and SD MuhammadiyahPerumnas, considered that it is not necessary to integrate social attitude in the learning process, instead, the teachers concerned more on the assessment of students’ knowledge and skill. The results of questionnaire shows discrepancy of theory with the average score of 35,19% for SD InpresKampus IKIP and 35,73% for SD Muhammadiyah Perumnas. Keywords: Social Construction, Social Attitude, Thematic Learning of Social sciences Content.
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40

Ding, Daniel D. "The Passive Voice and Social Values in Science." Journal of Technical Writing and Communication 32, no. 2 (2002): 137–54. http://dx.doi.org/10.2190/efmr-bjf3-ce41-84kk.

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This article claims that two social values in science—falsifiability of science and cooperation among scientists—determine use of passives in scientific communication. Scientists do not always develop valid theories, so scientific experiments must be amenable to being repeated and found invalid. This requires that the experiments must not be discrete events. Science is also a cooperative enterprise. As an integral part of science, scientific writing employs more passives than actives to focus on materials, methods, figures, processes, tables, concepts, etc. Use of passives to focus on the physical world helps de-emphasize discreteness of scientific experiments. Besides, it also helps remove personal qualifications of observing experimental results. Finally, it enhances cooperation among working scientists by providing a common knowledge base of scientific work—things and objects. Looked at in this way, the passive voice in scientific writing represents professional practices of science instead of personal stylistic choices of individual scientists.
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Khashogi, Luqman Rico. "Kuntowijoyo’s Prophetic Social Science (Chalenges and Consequences)." Ijtimā'iyya: Journal of Muslim Society Research 2, no. 1 (2017): 89–106. http://dx.doi.org/10.24090/ijtimaiyya.v2i1.1091.

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The dynamics of social science in Indonesia today is likely looking for the ideal form. Kuntowijoyo, in this case, becomes one of the Indonesian Muslim figures who brings fresh air for the social sciences by integrating Islamic paradigm that is transcendental/divine (prophetic). The working device is expected to be applicable in the future in order to look at the social dynamics of the Muslims; its culture, its history of the social and political movements. Thus, the purpose of this study was to see the importance of the Islamic paradigm in the social sciences and also to assure that the application of the scientific framework (that is called by Kuntowijoyo) Prophetic Social Sciences should be started as soon as possible. Therefore, this study is descriptive-comparative. Kuntowijoyo ideas provide a comparison among the opinions of other social scientists to see the relevance of his thoughts within the dynamics of value-laden social science. This study presents that the social observation of the Muslim society so far is not only always value-laden, but also full of certain messages and also unwittingly spread the used paradigm, it is not only pure interpretation. Thus, the working device of developing social science today does not only need critical examination, but also need to be improved to scrape a variety of Muslim social problems; culture, history, social movements, and political. The prophetic values require provocative motion (da'wah), professionalism (jihad), and strong integrity (amanah).
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Bale, Harvey E. "Industry, innovation and social values." Science and Engineering Ethics 11, no. 1 (2005): 31–40. http://dx.doi.org/10.1007/s11948-005-0053-9.

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43

Roeckelein, Jon E. "Hierarchy of the Sciences and Terminological Sharing of Laws among the Sciences." Psychological Reports 81, no. 3 (1997): 739–46. http://dx.doi.org/10.2466/pr0.1997.81.3.739.

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A variable called index of terminological sharing that measures the extent to which one science shares lawful concepts from another science was used to assess hypotheses concerning the concept of an hierarchy of sciences and psychology's terminological relationship with other sciences. (1) The values of the index will be relatively small for the natural sciences (physics, chemistry, biology) as compared to the relatively large values for the social sciences (anthropology, sociology), and (2) the index's value for psychology will be closer to the mean value of the social sciences than to that of the natural sciences. Analysis showed only a 17% agreement between the present data and the relative ordering of the sciences assumed by the hierarchy. Hypothesis 1 was confirmed, but not Hypothesis 2. Index values for psychology were closer to those of the natural sciences than to those of the social sciences. Psychology appears to have a relatively high terminological independence concerning citation of shared lawful concepts in textbooks as compared to other sciences, but also psychology shows a large and disproportionate use of eponyms in references to shared lawful concepts. It was suggested that new quantitative-comparative measures, in addition to the present index, be developed to understand further psychology's relationships with other sciences.
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44

Allchin, Douglas. "The Facts of Science & the Values of Social Justice." American Biology Teacher 83, no. 3 (2021): 199–201. http://dx.doi.org/10.1525/abt.2021.83.3.199.

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45

BEAUCHAMP, D. E. "AIDS and Communal Values: Private Acts, Social Consequences." Science 243, no. 4899 (1989): 1739–40. http://dx.doi.org/10.1126/science.243.4899.1739.

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46

Hipp, John R., and Adam Boessen. "Immigrants and Social Distance." ANNALS of the American Academy of Political and Social Science 641, no. 1 (2012): 192–219. http://dx.doi.org/10.1177/0002716211433180.

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This project studied the effect of immigrant in-mobility on the trajectory of socioeconomic change in neighborhoods. The authors suggest that immigrant inflows may impact neighborhoods due to the consequences of residential mobility and the extent to which these new residents differ from the current residents. The authors use Southern California over a nearly 50-year period (1960 to 2007) as a case study to explore the short- and long- term impact of these changes. The authors find no evidence that immigrant inflow has negative consequences for home values, unemployment, or vacancies over this long period of time. Instead, the authors find that a novel measure they develop—a general measure of social distance—is much better at explaining the change in the economic conditions of these neighborhoods. Tracts with higher levels of social distance experienced a larger increase in the vacancy rate over the decade. The effect of social distance on home values changed over the study period: whereas social distance decreased home values during the 1960s, this completely reversed into a positive effect by the 2000s.
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47

McClintock, Charles G. "Evolution, systems of interdependence, and social values." Behavioral Science 33, no. 1 (1988): 59–76. http://dx.doi.org/10.1002/bs.3830330106.

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48

Olson, Mark D. "Exploring military social work from a social justice perspective." International Social Work 61, no. 1 (2015): 119–29. http://dx.doi.org/10.1177/0020872815606792.

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Calls to enhance military social work content in social work education present unique challenges for a discipline historically associated with social justice and advocacy for peace. The consequences of war demand intervention along multiple psychosocial domains. However, the question remains as to how social workers can address the discrepancies between social work values and military culture. This article argues that the context-bound nature of social work highlights the reciprocal relationship between macro and micro factors intrinsic to military issues. This provides a holistic understanding of the military system and can enhance educational content on military issues to include international perspectives.
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49

Luintel, Youba Raj. "Epistemological Values and Limitations of Ethnography as an Interpretive Research Approach." SCHOLARS: Journal of Arts & Humanities 2 (August 31, 2020): 83–90. http://dx.doi.org/10.3126/sjah.v2i0.35016.

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The research method in humanities and social sciences shares a certain theoretical frame and research design with the interpretive approach. The “interpretive approach” of ethnographic research brings humanities and social sciences together in the realms of naturalistic inquiry as well as knowledge production. This article discusses how ethnographers would tend to address these epistemological fronts in scholarship and research design in humanities and social sciences. It also raises some of the pragmatics and methodological utilities of the ethnographic approach, followed by a short description of ethical and practical issues involved in the research process. Both the humanities and social science research adopt the interpretive approach to explore the subject of investigation in the specific theoretical frame and from multiple perspectives. The article concludes that the strengths that it offers, particularly concerning unravelling complexities of people’s daily lives in their “meaning perspectives,” are unique and appealing even though ethnography never remains immune to some of the limitations of qualitative research.
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50

Bywaters, Paul, and Stewart Collins. "Book Review: Values in Social Work, 2nd edn." Journal of Social Work 1, no. 1 (2001): 125–26. http://dx.doi.org/10.1177/146801730100100114.

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