Relevant bibliographies by topics / Society of Inquiry

Contents

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

Academic literature on the topic 'Society of Inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Society of Inquiry"

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Aldhous, Peter. "Royal Society announces policy inquiry." Nature 349, no. 6306 (January 1991): 183. http://dx.doi.org/10.1038/349183b0.

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Japee, Gurudutta P. "Predicament of Knowledge Society: An Inquiry." International Journal of Interreligious and Intercultural Studies 2, no. 2 (October 19, 2019): 60–67. http://dx.doi.org/10.32795/ijiis.vol2.iss2.2019.455.

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This study sets out to establish conceptual demarcations, more concordant to the theoretical acquisition with regard to the knowledge society. The knowledge society is a form of society in which members are examining ideas constantly. In Knowledge society there ought to be communicative rationality, wherein, arguments and receptive audiences are very important. The communicative phenomena in the knowledge society, knowledge should be participatory. This will occur only when society is knowledgeable and should have the potency to think, participate and respond critically. This type of knowledge domain will go beyond information because mere information is not knowledge, it requires Understanding and perception, imaginative framework, communicative and creative framework than only knowledge society would function and humanities (Human approach- when men are at the center of inquiry and inquiry must be human-centric) must be its hardcore. A society having equalitarian justice, the question of empowerment will not arise; this will create equal potency of freedom and capacity to respond. and can have healthy communication. It would be a dialoguing society, wherein negotiation will never seize.A society without a Motivational crisis, the Rationality crisis and the Legitimacy crisis can become knowledge society provided they have a sharable life world, which would respect alternative ways of thinking and it would be communicative. Virtues like empathy, compassion, etc must be at the center of the knowledge society. There should be the absence of dark emotions (sadness, suffering, anxiety, envy, boredom, loneliness, guilt, anger) in the knowledge society. Moreover, this entire phenomenon is not possible without nudging by the authority keeping libertarian paternalism and choice architecture.
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Munger, Frank. "Inquiry and Activism in Law and Society." Law & Society Review 35, no. 1 (2001): 7. http://dx.doi.org/10.2307/3185382.

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Perry, Mia, and Michael Welton. "Designing the Just Learning Society: A Critical Inquiry." Canadian Journal of Education / Revue canadienne de l'éducation 29, no. 1 (January 1, 2006): 330. http://dx.doi.org/10.2307/20054160.

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Gómez González, Aitor. "Science With and for Society Through Qualitative Inquiry." Qualitative Inquiry 27, no. 1 (July 19, 2019): 10–16. http://dx.doi.org/10.1177/1077800419863006.

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This article is based on the keynote speech addressed by the author for the 15th International Congress of Qualitative Inquiry that took place in the University of Illinois at Urbana-Champaign on May 16, 2019. It is presented as a part of the research work carried out first by my father who came to this Conference the first year and by my research center CREA (Community of Research on Excellence for All) in the last 25 years. I directly connect our way of doing research, with and for society, with three stories of personal transformation, resistance, and improvement of very special people. These stories show the social impact of our research when we work with and for the people, changing the world.
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Duff, Alistair S. "The 'information society' as paradigm: a bibliometric inquiry." Journal of Information Science 21, no. 5 (October 1995): 390–95. http://dx.doi.org/10.1177/016555159502100506.

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Pizzato, Fedra A. "Objects of Inquiry." Nuncius 37, no. 3 (December 14, 2022): 513–27. http://dx.doi.org/10.1163/18253911-bja10043.

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Abstract Contrary to other forms of heritage (i.e., art collections), archaeology is based on allegedly objective data and is, therefore, particularly suitable to support ideological narratives on the past. Its scientific nature, combined with the proximity between its subject, material findings, and the cultural heritage of certain groups, entails that its history is key to understanding the interactions between science and its public. From an historical analysis that highlights the dynamics of inclusion and exclusion, participation and narration of heritage, we can move on to reconstruct a critical approach to museums, collections, and cultural heritage in the society of the present and the future and re-imagine the role of history of science in this complex process.
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Ciosáin, Niall Ó. "THE POOR INQUIRY AND IRISH SOCIETY – A CONSENSUS THEORY OF TRUTH." Transactions of the Royal Historical Society 20 (November 5, 2010): 127–39. http://dx.doi.org/10.1017/s0080440110000083.

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ABSTRACTThe most detailed contemporary ethnographic representation of early nineteenth-century Ireland can be found in the reports produced by the Poor Inquiry of 1833–6. Despite their richness, however, these reports remained marginal to contemporary policy discussions and public debate. This is normally, and correctly, attributed to the unpopularity and impracticability of the specific recommendations of the Inquiry. This paper argues that the marginalisation of the reports was also due to their discursive originality. It focuses on the voluminous oral evidence which was collected and published by the Inquiry. This evidence was taken in public from large groups representing all social classes, and much of it was printed verbatim. This method was unique among state reports of the nineteenth century in the United Kingdom, and unusual in social discourse more generally. It emerged from an equally unusual conception of truth as social consensus, a theory which the Inquiry adopted in order to overcome what it saw as the socially fragmented nature of representation in Ireland.
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Housley, William, and Robin James Smith. "Interactionism and digital society." Qualitative Research 17, no. 2 (April 2017): 187–201. http://dx.doi.org/10.1177/1468794116685142.

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In this article we consider the extent to which interactionist ideas can inform the analysis of current socio-technical trends and practices that surround the emerging contours of digital society. We make reference to four field domains of inquiry that are relevant to this task and highlight how established interactionist insights can be carried forward and inform future studies in this developing area.
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Anupam, Aditya. "Can Digital Games Teach Scientific Inquiry?" Proceedings of the ACM on Human-Computer Interaction 5, CHI PLAY (October 5, 2021): 1–21. http://dx.doi.org/10.1145/3474713.

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Digital games are increasingly being used to teach the processes of scientific inquiry. These games often make at least one of four key assumptions about scientific inquiry: that inquiry is a problem-solving process which is value-neutral, bounded by strict subject-matter constraints, and conducted by practitioners separable from society. However, feminist, STS, and pragmatist scholars have demonstrated the flawed nature of these assumptions. They highlight instead that: inquiry is a process of problematization that is value-laden, unbounded by subject-matter, and conducted by practitioners who socially, politically, and culturally situated. In this paper, I argue that three of the key affordances of digital games-their procedural, evaluative, and fictional qualities-can constrain their ability to teach inquiry understood as such. I examine these affordances and their relationship to the nature of scientific inquiry through a design case examining our game Solaria designed to teach students how to inquire into the development of solar cells. Specifically, I ask: To what extent can the procedural, evaluative, and fictional affordances of digital games (designed to teach students about solar cells) support the learning of scientific inquiry as a problematizing, situated, and value-laden process, unbounded by subject-matter constraints? I discuss how these affordances of games supported but ultimately limited the design of the game by trivializing real situations, predetermining criteria for progress, and distancing students from real-world risks and responsibilities, respectively. In conclusion, I briefly discuss how understanding these limitations can support the design of educational environments to complement digital games for teaching scientific inquiry.
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Dissertations / Theses on the topic "Society of Inquiry"

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Sjöquist, Anna. "Crime as Process : An Exploratory Inquiry." Thesis, Umeå universitet, Juridiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150593.

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The aim of the thesis is to theoretically discuss and problematizing the influence of gender and sex throughout the crime as process in Sweden. The issue of gender, criminality and a system for justice will be discussed from different angles to identify, understand and problematize the different parts of the process.The research question has been: In what way may theories, research and knowledge give understanding regarding the socially constructed gender within the crime as process in an overall perspective?Different theories and examples of research and other knowledge for each step in crime as process is presented in order to understand the impact of gender. The context is delimited to Sweden, Swedish law, crime fighting and courts as well as corrective instances in Sweden. In this project, the model used for the reflection is first and foremost allowing a systematic work through of the crime as process in order to identify and formulate patterns of interest. The model is used to drive the theoretical discussion forward.The moving between sex and gender considering crime and criminality opens several challenges. They contest perceptions on crime and criminality, on its development, its extent and its appearance. The constructed systems and ideas on the importance of gender is probably of importance but are at the same time questioning, at a fundamental level, a strong tradition. Since the queries are at fundamental level it is probably hard to address theories’ accuracy built on these premises. There are too many, simultaneously effecting processes, of different directions, to understand neither good or bad nor right or wrong. What could be said is that biological sex does not suffice to understand neither crime, criminality, crime fighting nor its descriptions. If we assume the society creates all the above mentioned: how would it look if we fully accepted gender as a key variable?
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Taylor, Justin W. "A Philosophical Inquiry into the Role of Universities in American Democratic Society." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3738.

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The infusion of market-logic has undermined American universities as democratic institutions. This issue was examined through an analysis of what role universities play in democratic governance. As a philosophical inquiry, the data were seminal texts from political science, education, and philosophy, such as those by Alexis de Tocqueville, John Dewey, and Henry Giroux. The most salient theme unveiled by this study was how central universities are to functional democracy, both as key fixtures and critics. However, universities have adopted market-logic ideologies, which inhibit universities’ abilities to function as democratic institutions. The study concludes by calling for a reinvigoration of the public, requiring universities to maintain a public nature. Such transparency lives in tension with neoliberal efforts to privatize public institutions, so universities must provide spaces for debates on that tension. In this way, universities will be able to embody the democratic dispositions necessary for supporting and defending democratic values.
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Makki, Nidaa. "A naturalistic inquiry into preservice teachers' experiences with science, technology, and society (STS) curricular approaches." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216645974.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Wendy Sherman Heckler. Keywords: Science-Technology-Society; STS; Pre-service Science Teachers; Socio-scientific Issues; Science and Society. Includes bibliographical references (p. 209-224).
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Smith, Lauren W. "A QUALITATIVE INQUIRY INTO UNDERSTANDING THE EXPERIENCE OF WILDERNESS FAMILY THERAPISTS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/116.

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Wilderness therapy is a unique approach to therapy that incorporates nature and experiential learning as a part of the therapeutic process. Wilderness therapy has proven to be a successful means of treatment, but research suggests the importance of family involvement for sustainable change post-wilderness therapy treatment. Wilderness family therapy was created as a result of this research; however, limited research reflects the experience and outcomes of wilderness therapy that includes more intense family involvement. Moreover, research lacks data collected from the therapists within the wilderness family therapy programs. Because the therapist plays an integral role in the success of treatment, it is important to consider the therapist’s experience of providing wilderness therapy, especially wilderness family therapy. The present study used a qualitative phenomenological approach to reach a greater understanding of the experience of wilderness family therapists. Results revealed six major themes that describe this experience including personal background, the role of a wilderness family therapist, positive and affirming experiences, difficult and challenging experiences, advantages of a wilderness family therapy approach, and limitations of a wilderness family therapy approach. Finally, a description was provided that portrays the essence of the experience of a wilderness family therapist.
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MacDonald, Susan Hardie. "Alternative Responses to the Orange County Bankruptcy: An Inquiry into the Images Underlying Theory." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28808.

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The bankruptcy of the government of Orange County, California in 1994 is treated as a case study depicting a potentially critical problem emerging for democracies. The analysis links finan-cial and fiduciary perspectives by re-examining the actions of Orange County officials and citi-zens through three separate analytical frames: the dynamics of economic globalization; citizen engagement through the channel of civil society; and the theory of risk--both its nature generally and its financial aspect specifically. The conclusion reached is that globalization has made con-tingency and uncertainty ubiquitous and this indicates that the practice of governance in its pub-lic administration dimension should include a return to pragmatic, process approaches to policy and implementation.
Ph. D.
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Earles, Bruce, University of Western Sydney, and School of Contemporary Arts. "Inquiry into the appeal of anonymity to the artist." THESIS_XXX_CAR_Earles_B.xml, 1998. http://handle.uws.edu.au:8081/1959.7/499.

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This paper, in conjunction with a series of paintings and drawings, attempts to outline the theme of anonymity. The work contains images portraying the feeling of remaining anonymous within a city. The inquiry not so much records the necessity of remaining anonymous for the purpose of urban experience but examines whether the subject matter of the artwork could be communicated to a group of spectators. During an exhibition of the artworks, 20 subjects were surveyed for their opinions. Questions relating to subject matter and aspects of anonymity were posed to the spectators in a questionnaire and structured interview format. In a large majority of cases, spectators of the artworks isolated the multiple-choice answer that most described the subject matter of the artworks. This study gave a strong indication to the artist that the group of spectators could comprehend the subject matter of the paintings exhibited
Master of Arts (Hons) Visual Arts
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Earles, Bruce. "Inquiry into the appeal of anonymity to the artist." Thesis, View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/499.

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This paper, in conjunction with a series of paintings and drawings, attempts to outline the theme of anonymity. The work contains images portraying the feeling of remaining anonymous within a city. The inquiry not so much records the necessity of remaining anonymous for the purpose of urban experience but examines whether the subject matter of the artwork could be communicated to a group of spectators. During an exhibition of the artworks, 20 subjects were surveyed for their opinions. Questions relating to subject matter and aspects of anonymity were posed to the spectators in a questionnaire and structured interview format. In a large majority of cases, spectators of the artworks isolated the multiple-choice answer that most described the subject matter of the artworks. This study gave a strong indication to the artist that the group of spectators could comprehend the subject matter of the paintings exhibited
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Karlson, Nils. "The state of state an inquiry concerning the role of invisible hands in politics and civil society /." Uppsala : Stockholm : S. Academiae Ubsaliensis ; Distributor, Almqvist & Wiksell, 1993. http://books.google.com/books?id=hCiOAAAAMAAJ.

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Earles, Bruce. "Inquiry into the appeal of anonymity to the artist." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030923.131203/index.html.

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Thesis (M. A.) (Hons.) -- University of Western Sydney, Nepean, 1998.
This exegesis is submitted as partial fulfilment of the requirements for the degree of Master of Arts (Honours) Visual Arts, School of Contemporary Art [sic.], University of Western Sydney, Nepean, August 1998. Bibliography : p. 56-60.
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Barton, Alison L. "Can Guided Inquiry Be Done in an Online Setting?" Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3428.

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Guided inquiry is a teaching practice gaining popularity in the college setting, particularly within STEM classes, although it is a strategy that can be used across a broad spectrum of disciplines. Increasingly, courses are being offered online (asynchronously), which can present challenges for instructors seeking to help students become intellectually engaged, reaching deeper understandings of course concepts and the relationships among them. Guided inquiry may be one tool instructors can use to encourage students’ deeper exploration of course material. The purpose of this practice session is to explore how guided inquiry can be applied in an online setting, with discussion regarding its benefits and challenges. Examples from social science classes will be provided.
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Books on the topic "Society of Inquiry"

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G, Sultana Ronald, and Baldacchino Godfrey, eds. Maltese society: A sociological inquiry. Msida, Malta: Mireva Publications, 1994.

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Kelsen, Hans. Society and nature: A sociological inquiry. Union, N.J: Lawbook Exchange, 2000.

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1918-1993, Kaplan Abraham, ed. Power and society: A framework for political inquiry. New Brunswick, N.J: Transaction Publishers, 2014.

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S, Sheppard Eric, and McMaster Robert Brainerd, eds. Scale and geographic inquiry: Nature, society, and method. Malden, MA: Blackwell Pub., 2004.

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Lawrence, Hotchkiss, ed. Research methods and society: Foundations of social inquiry. Upper Saddle River, NJ: Pearson Prentice Hall, 2004.

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Terrorism, a philosophical inquiry. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Society, dichotomies, and resolutions: An inquiry into social synthesis. Aldershot, Hants., England: Avebury, 1994.

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Commission, Canada Indian Claims. Friends of the Michel Society Inquiry: 1958 Enfranchisement claim. Ottawa, Ont: Indian Claims Commission, 1998.

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Daly, Mary E. The spirit of earnest inquiry: The Statistical and Social Inquiry Society of Ireland, 1847-1997. [Dublin]: Statistical and Social Inquiry Society of Ireland, 1997.

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1939-, Hull Richard T., and American Society for Value Inquiry., eds. A quarter century of value inquiry: Presidential addresses of the American Society for Value Inquiry. Amsterdam: Rodopi, 1994.

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Book chapters on the topic "Society of Inquiry"

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Yuan, Shen. "Academic Inquiry in a Transitional Society." In The Reconstruction of Chinese Sociology, 477–98. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8198-2_23.

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Livingstone, David N. "Scientific Inquiry and the Missionary Enterprise." In Participating in the Knowledge Society, 50–64. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523043_4.

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Kirn, Gal. "Multiple Temporalities of the Partisan Struggle." In Cultural Inquiry, 163–90. Vienna: Turia + Kant, 2014. http://dx.doi.org/10.37050/ci-08_08.

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The article departs from the diagnosis of post-Yugoslav contemporary accounts of Yugoslav and partisan events. The critique of nationalist and Yugonostalgic discourses discloses shared assumptions that are based on the ‘romantic’ temporality of Nation and on history as a closed process. In the main part of the article the author works on the special, multiple temporality of partisan poetry that emerged during the WWII partisan struggle. The special temporality hinges on the productive and tensed relationship between the ‘not yet existing’ — the position of the new society free of foreign occupation, but also in a radically transformed society — and the contemporary struggle within war, which is also marked by the fear that the rupture of the struggle might not be remembered rightly, if at all. The memory of the present struggle remains to be the task to be realized not only for poets, but for everyone participating in the struggle. This is where the revolutionary temporality of the unfinished process comes to its fore, relating poetry to struggle, but again producing a form of poetry in the struggle.
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FitzGerald, Lee, and Kasey L. Garrison. "Investigating the Guided Inquiry Process." In Information Literacy: Key to an Inclusive Society, 667–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_65.

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von Scheve, Christian. "Affective Neuroscience as Sociological Inquiry?" In The Palgrave Handbook of Biology and Society, 391–415. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-52879-7_17.

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Yamada, Toshio. "Science and Inquiry in Hajime Kawakami." In Civil Society and Social Science in Yoshihiko Uchida, 69–93. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1138-5_4.

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Restivo, Sal. "The End of God and the Beginning of Inquiry." In Society and the Death of God, 119–28. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Routledge studies in the sociology of religion: Routledge, 2021. http://dx.doi.org/10.4324/9781003120605-7.

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Brown, Marvin T. "Civilian Empowerment: A Theological Inquiry." In Library of Public Policy and Public Administration, 137–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-77363-2_9.

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AbstractA theological inquiry into civilian empowerment approaches “god” or “gods” as sources of power. Since our conception of god depends on what we can say—our language—the gods of empowerment belong to our various social worlds. We could understand the flow of power here as one where God empowers the church and then shares it with society, or where God empowers people in society and the church gives witness to it. The protestant theologians Paul Lehmann and Edward Hobbs take the second view. Lehmann’s approach opens us to a community-creating power that other language communities besides the Christian church could articulate and celebrate. Hobbs explains how the Christian trinity exposes our limitations, hubris, and the call to care for others. These theologies reveal our human capacity to create caring communities with the power to call for change.
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Speck, Karsten, and Wilfried Schubarth. "Prospects for the Economy and Society? The Issue of Employability and the Implementation of Inquiry-Based Learning." In Inquiry-Based Learning – Undergraduate Research, 393–401. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14223-0_37.

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Stokes, Jon. "Leadership—Charismatic or Inspiring? An Inquiry into Regressive and Developmental Forms of Leadership." In Leadership, Psychoanalysis, and Society, 50–66. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265122-3.

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Conference papers on the topic "Society of Inquiry"

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Ryokai, Kimiko. "Inquiry in the Extended Design Space." In International Conference on Informatics Education and Research for Knowledge-Circulating Society (icks 2008). IEEE, 2008. http://dx.doi.org/10.1109/icks.2008.44.

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"Corporate Governance, Inquiry Letters and Audit Response Studies." In International Conference on Education, Management, Computer and Society. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001818.

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"Comparing International Real Estate Development: A Methodological Inquiry." In 20th Annual European Real Estate Society Conference: ERES Conference 2013. ÖKK-Editions, Vienna, 2013. http://dx.doi.org/10.15396/eres2013_252.

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Xianning, Chen, and Li Dehua. "Entrepreneurship Education in Guangxi Universities Curriculum Development Inquiry." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.122.

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Liang, Weiyan. "The Inquiry of Micro-lesson Production Process and Method." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.199.

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"Application of Inquiry Teaching Method in Biology Teaching in Colleges and Universities." In 2021 International Conference on Society Science. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001930.

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Dynamika Putra, Gita, Burhanudin Milama, and Nanda Saridewi. "Scientific Attitude Profile of Student Through Guided Inquiry by Experiment Method." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.37.

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Wang, Yong. "Inquiry into the Permeation of Moral Education in Primary English Teaching." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.39.

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Li, Nan. "An Inquiry Into the Evolution of German Compulsory Education Law." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.225.

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Utami, Retno, and Eli Rohaeti. "Students' Generic Science Skills in Chemistry Learning Using Inquiry-Based Learning." In Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconprocs-19.2019.49.

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Reports on the topic "Society of Inquiry"

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Strange, Michael, Hilda Gustafsson, Elisabeth Mangrio, and Slobodan Zdravkovic. REPORT#1 PHED COMMISSION ON THE FUTURE OF HEALTHCARE POST COVID-19 SOCIETAL INEQUITY MAKES US VULNERABLE TO PANDEMICS : BASED ON PUBLIC SESSIONS CONDUCTEDOCTOBER TO DECEMBER 2020. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771387.

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During Fall/Autumn 2020, the PHED project between Malmö and Lund Universities organised a Commission inviting oral and written testimony on the future of healthcare post Covid-19. Focused initially on the Scania region, the discussions expanded to include a wider Swedish national focus, and international comparison with France and the United Kingdom. The inquiry included testimony from healthcare practitioners, civil servants, civil society, as well as researchers. Overall, the testimony pointed to Covid-19 as both a tragedy and a learning moment by which to strengthen society. It identifies several key recommendations for protecting and improving public health.
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.
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Bassi, Andrea. From “Social Impact” to “Social Value”. Liège: CIRIEC, 2022. http://dx.doi.org/10.25518/ciriec.wp202206.

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After the financial-economic crisis of 2008 there has been an increasing diffusion of discourses by international institutions stressing the necessity towards the adoption of impact evaluation methods both by for profit and SSE organizations. This craze for impact measurement is generally led by the need of the stock exchange to find new financial markets (demand) for an increasing offer of socially or environmentally oriented financial products (such as the Social Impact Bond). This pressure had the effect to spread terms and concept typically of the financial world to other domains, such as the welfare policy (Social Investment State) and the traditional philanthropic sector (Social Return on Investment). Even the SSE has not been immune from this “epidemic” of measurement, standardization, quantification of its activities’ effects (Salathé-Beaulieu, G. in collaboration with M. J. Bouchard and M. Mendell, 2019). The paper’s main aim is to argue in favour of the adoption of a broader conceptualization of the SSE contribution to the local community (and to the society as a whole) that the one implied by the term “impact”. It proposes a conceptual framework based on the “social value” notion, which requires to consider the worth (Bouchard, M. J. ed., 2009) linked to the presence of the organization itself and not only of its activities/ programs/services. The paper will illustrate and comment the main results from an empirical research on the Social Added Value Evaluation of an umbrella recreation association in the Emilia-Romagna Region. The inquire adopts an experimental design based on qualitative methods such as: focus groups, face to face interviews and on site observations, in order to build a consensual system of social value/impact evaluation to be adopted by the local branches of the regional association.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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