Journal articles: 'Society of Inquiry'

1

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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Tubert-Oklander, Juan. "The individual, the group and society: Their psychoanalytic inquiry." International Forum of Psychoanalysis 15, no. 3 (September 2006): 146–50. http://dx.doi.org/10.1080/08037060500526045.

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Kasim, Azilah, and Hussein Abdulqader Al-Gahuri. "Overcoming challenges in qualitative inquiry within a conservative society." Tourism Management 50 (October 2015): 124–29. http://dx.doi.org/10.1016/j.tourman.2015.01.004.

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Roshchin, Evgeny. "(Un)Natural and contractual international society: A conceptual inquiry." European Journal of International Relations 19, no. 2 (December 7, 2011): 257–79. http://dx.doi.org/10.1177/1354066111422118.

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Sugden, David, Alan Werritty, Janette Webb, Erica Caldwell, Colin Campbell, Andrew Dlugolecki, Nick Hanley, and Andrew Kerr. "Multi-level governance: opportunities and barriers in moving to a low-carbon Scotland." Earth and Environmental Science Transactions of the Royal Society of Edinburgh 103, no. 2 (July 2012): 175–86. http://dx.doi.org/10.1017/s1755691013000078.

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ABSTRACTIn view of the challenge posed by climate change and the need to reduce dependence on fossil fuels, The Royal Society of Edinburgh Inquiry (2011) examined the barriers making it difficult for Scotland to change to a low-carbon society. The single most important finding is that, whilst widely desired, change is held back by the lack of coherence and integration of policy at different levels of governance. There is activity at the level of the EU, UK Government, Scottish Government, local authorities, local communities, households and civil society, but there is often a disconnection between policies at different levels. This impedes progress and also leads to mistrust among the general public. This paper brings together the background to ten primary recommendations featured in the Inquiry addressing the principal barriers. Above all, it is important to integrate the activities within city regions and to exploit opportunities in local communities. Reflecting on the Inquiry findings, we stress the economic, social and environmental opportunities to be gained from a low-carbon society and outline the step changes that need to take place within governance, city regions and local authorities and civil society.

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Abdul Rahman, Agus. "TEORI PERKEMBANGAN MORAL DAN MODEL PENDIDIKAN MORAL." Psympathic : Jurnal Ilmiah Psikologi 3, no. 1 (February 27, 2018): 37–44. http://dx.doi.org/10.15575/psy.v3i1.2175.

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Moral values and it’s decadence were one of many problems that in Indonesia, whereas becoming a huge responsibility that hold by all member of society. The inquiry, designing and implementation of moral education strategy is foreseen as the most important aspect to improve society. Aside from great efforts to improve society, it is imperative that we also need to review and inquire more about moral development theory. Nowadays, it seems that moral development theory had moved from its role and position which moved from its autonomic, rationalistic and universalistic nature to more emotionally roles and becoming more culture bounded. The changes in society paradigm were also have many implications on education of moral development. In this paper there are at least 3 models that can be used in moral education, which are the learning of rule ethics, character ethics and the integration of both in multidimensional fields.

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Henshilwood, Elizabeth, Mark Swilling, and Marjorie L. Naidoo. "A Transdisciplinary Inquiry Into Sustainable Automobility Transitions." International Journal of E-Planning Research 8, no. 3 (July 2019): 13–37. http://dx.doi.org/10.4018/ijepr.2019070102.

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The over-reliance on private cars carries significant environmental and societal costs. International accords call for low-carbon automobility transitions, particularly in cities. Understanding how, why and where this global dependency could shift is crucial for sustainability, natural resource use, and climate change. This research hones into a geographically isolated and automobile-dependent enclave in Cape Town. Various social actors and residents contributed to a collaborative transdisciplinary inquiry. The qualitative research relied on documentation, semi-structured interviews, and social media research (Facebook) as sources of evidence. The latter method enticed residents to contribute to a solution-driven online debate, thereby aiding e-participation around a pressing urban issue. True to the essence of transdisciplinary design research, science was produced with society. In terms of sustainability transition theory, it stresses the importance of contextually appropriate low-carbon transitions (science) while highlighting community interest in bottom-up solutions (society).

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Marshall, Judi, and William R. Torbert. "The Power of Balance: Transforming Self, Society, and Scientific Inquiry." Academy of Management Review 17, no. 2 (April 1992): 365. http://dx.doi.org/10.2307/258780.

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Putnam, Robert, and William R. Torbert. "The Power of Balance: Transforming Self, Society, and Scientific Inquiry." Administrative Science Quarterly 38, no. 1 (March 1993): 146. http://dx.doi.org/10.2307/2393263.

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Mitchell, Brad L., and William R. Torbert. "The Power of Balance: Transforming Self, Society, and Scientific Inquiry." Journal of Higher Education 64, no. 1 (January 1993): 108. http://dx.doi.org/10.2307/2959982.

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Mitchell, Brad L. "The Power of Balance: Transforming Self Society, and Scientific Inquiry." Journal of Higher Education 64, no. 1 (January 1993): 108–11. http://dx.doi.org/10.1080/00221546.1993.11778413.

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21

Glassman, Michael. "Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice." Educational Researcher 30, no. 4 (May 2001): 3–14. http://dx.doi.org/10.3102/0013189x030004003.

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22

Ballas, Dimitris. "Book Review: Scale and geographic inquiry: nature, society, and method." Progress in Human Geography 30, no. 2 (April 2006): 282–84. http://dx.doi.org/10.1177/030913250603000220.

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Brady, E. Michael. "Book Review: Designing the Just Learning Society: A Critical Inquiry." Journal of Transformative Education 4, no. 1 (January 2006): 91–94. http://dx.doi.org/10.1177/1541344605283087.

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Suryani, Yani. "The Effect of Inquiry - Based on Science Technology and Society Methods to the social Learning Outcomes." OIKOS: Jurnal Kajian Pendidikan Ekonomi dan Ilmu Ekonomi 1, no. 1 (March 20, 2017): 45. http://dx.doi.org/10.23969/oikos.v1i1.238.

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The background of this research is the issue of globalization that impact on society's lives, especially school-age children (students) who started to use the technology in every activity. The problem in this study is whether the method of inquiry – based on Science Technology and Society has a significant effect on social science learning outcomes of students in SMPN 1 Bandung. This study use quasi-experimental approach, with nonequivalent (pretest and posttest) the Control Group Design. The average result of experimental class’ pre-test is 59.72, and the post-test average is 77.08, the gain is 0, 46, While in the control classroom the average of pre - test is 56.81, and the post-test is 68.75, and the gain is 0, 28. There seems to be a significant improvement between the experimental class and the control class. The results were analyzed using the data analysis software called SPSS 16 for windows shows the sig is 0.000 < α 0.05, which means the test results showed that Ho strongly rejected, means that there are some learning outcomes distinctions between the student who get a method of inquiry -based learning with Science Technology and Society Methods with those who received conventional learning at the post-test. Post-test results of the students who received inquiry -based learning with the Science Technology and Society Methods is better than the students who received conventional learning. It can be seen from the motivation to learn, learner inquiry frequency, the students learning outcomes in land use and settlement patterns material based on the physical condition of the earth's surface. The recommendations were based on the research findings and the discussion of the effect of the use of inquiry -based science technology society method. It is expected that schools, Social Sciences’ MGMP, social science Teacher and the next researcher can use and develop the inquiry -based science learning technology methods community in the social science.

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Minault, Gail. "Legal and Scholarly Activism: Recent Women's Studies on India—A Review Article." Journal of Asian Studies 47, no. 4 (November 1988): 814–20. http://dx.doi.org/10.2307/2057854.

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Women's studies an interdisciplinary area of inquiry is a recent phenomenon in India. Some scholars view women's studies as a harmless fad; others see it as a threat to the intellectual integrity of disciplines, or at least to the male domination of faculties. Women's studies certainly questions the androcentric assumptions of many scholarly fields and seeks a greater piece of the academic pie for women scholars, but that is not the whole story. In the past decade or so, gender has joined class, race, and ethnicity as an element in theories about the major forces that shape society. Women's studies is not only concerned with changing intellectual inquiry but also with changing society itself. Scholars and activists sometimes inhabit different bodies, but by and large people who are concerned with inquiry into women's condition are also engaged in trying to change that condition.

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Kobbun, Pisit. "Praratchapuccha: Development and Significance in Buddhist Society." MANUSYA 12, no. 2 (2009): 31–45. http://dx.doi.org/10.1163/26659077-01202003.

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The research paper aims to study the development and significance of “Praratchapuccha”, a Royal inquiry on Buddhist problems, directed at the Buddha himself as well as his disciples. It studies the roles and significance of “Praratchapuccha” during and after the Buddha’s era and in early Thai society. The study reveals the development and the transmission of “Praratchapuccha” as well as the significance of “Praratchapuccha” in Buddhist society.

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Luppicini, Rocci. "De-Marginalizing Technophilosophy and Ethical Inquiry for an Evolving Technological Society." International Journal of Technoethics 9, no. 2 (July 2018): 1–14. http://dx.doi.org/10.4018/ijt.2018070101.

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How does technoethics help de-marginalize the philosophy of technology (technophilosophy) within academia and society? The first part reviews key academic and technological developments within contemporary technophilosophy defined in terms of its core areas, namely, technometaphysics, technoepistemology, technopraxiology, technoethics, and technoaesthetics. The second part discusses the rapid development of technoethics and the success of technoethical inquiry to illustrate practical ways to leverage technophilosophy within academia and society. The article concludes with recommendations on how to continue developing technophilosophy to target key research areas to build on its success, strategic positioning within academia, and growing relevance within society.

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Jariyah, Ita Ainun. "The Effect of Inquiry Combined Science-Technology-Society (STS) Learning to Enhance Critical Thinking Skills on Science." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (March 31, 2017): 1. http://dx.doi.org/10.22219/jpbi.v3i1.3888.

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One of the important skills to be mastered in the era of globalization is the critical thinking skills. This research is to determine the average increase of critical thinking skills of learners before and after implementing inquiry learning combined STS, and to know learner response about inquiry learning combined STS. This research was a “pre-experimental design” by design “the group pretest posttest design”. Samples were taken from the students of class VII SMPN 3 Peterongan. Data Collection was done by testing: pretest, posttest and questionnaire response of learners. Pretest and posttest data were analyzed by using paired t-test statistic. Questionnaire response of learners data were analyzed by using a percentage formula. The results of paired t test were 0.00 which was less than 0.05. The conclusion was there are differences in the results of critical thinking skills before and after implementation of inquiry-based teaching materials combined STS. Based on the results of the questionnaire response of learners found that learners gave positive response to the inquiry learning process combined STS.

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Dewhurst, C. Kurt, and Timothy Lloyd. "The American Folklore Society-China Folklore Society Folklore and Intangible Cultural Heritage Project, 2013-2016." Museum Anthropology Review 13, no. 1 (March 13, 2019): 59–68. http://dx.doi.org/10.14434/mar.v13i1.25405.

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Emphasizing its museum-focused sub-project, this report describes the second phase of the China-US Folklore and Intangible Cultural Heritage Project (2013-2016). Supported by the Henry Luce Foundation, the larger project links these two national scholarly societies in a program of professional exchanges, scholarly meetings, and joint inquiry around issues of intangible cultural heritage policy and practice. The museum sub-project has included joint exhibition development work, travel to local communities in the United States and in Southwest China, and other collaborative initiatives. This report describes the project's history, funding, outcomes, and some lessons learned.

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Kumar, Krishan. "Civil Society: An Inquiry into the Usefulness of an Historical Term." British Journal of Sociology 44, no. 3 (September 1993): 375. http://dx.doi.org/10.2307/591808.

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Song, Hyeong-Seok, and Hak-Jun Lee. "Philosophical Inquiry of Martial Arts: Martial Arts Semantics in Modern Society." Journal of the Korean Society for the Philosophy of Sport, Dance, & Martial Arts’ 29, no. 2 (June 30, 2021): 33–43. http://dx.doi.org/10.31694/pm.2021.06.29.2.003.

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Fischer, Frank. "Technological deliberation in a democratic society: the case for participatory inquiry." Science and Public Policy 26, no. 5 (October 1, 1999): 294–302. http://dx.doi.org/10.3152/147154399781782293.

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Inhorn, Marcia C. "Genital Herpes: An Ethnographic Inquiry into Being Discreditable in American Society." Medical Anthropology Newsletter 17, no. 3 (May 1986): 59–63. http://dx.doi.org/10.1525/maq.1986.17.3.02a00020.

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Inhorn, Marcia C. "GENITAL HERPES: AN ETHNOGRAPHIC INQUIRY INTO BEING DISCREDITABLE IN AMERICAN SOCIETY." Medical Anthropology Quarterly 17, no. 3 (May 1986): 59–63. http://dx.doi.org/10.1111/j.1937-6219.1986.tb01027.x.

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Schultze, Charles L., and Charles E. Lindblom. "Inquiry and Change: The Troubled Attempt to Understand and Shape Society." Political Science Quarterly 106, no. 2 (1991): 368. http://dx.doi.org/10.2307/2152270.

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Murphy, Brendon, and Jeffrey McGee. "Phronetic legal inquiry An effective design for law and society research?" Griffith Law Review 24, no. 2 (April 3, 2015): 288–313. http://dx.doi.org/10.1080/10383441.2015.1041631.

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Wilenius, Markku. "Society, consciousness and change—An inquiry into Pentti Malaska's futures thinking." Futures 61 (September 2014): 58–67. http://dx.doi.org/10.1016/j.futures.2014.05.005.

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Salmela, Mikko, Sirkku Hellsten, Marjaana Kopperi, and Olli loukola. "The conference of the International Society for Value Inquiry in Helsinki." Journal of Value Inquiry 30, no. 1-2 (June 1996): 297–301. http://dx.doi.org/10.1007/bf00162900.

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Delnero, Paul. "Scholarship and Inquiry in Early Mesopotamia." Journal of Ancient Near Eastern History 2, no. 2 (July 1, 2016): 109–43. http://dx.doi.org/10.1515/janeh-2016-0008.

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AbstractThousands of texts documenting the activities of scribes and scholars that shed light on the social context of scholarship and scientific inquiry survive from the first half of Mesopotamian history (c. 3400 bc to c. 1600 bc). Since these texts provide ample evidence that scholarship occupied a central place in Mesopotamian culture and society during the period in question, examining their content is essential to reconstructing what can be known about scientific knowledge and practice in the ancient world. In this chapter some of this evidence will be considered in order to present a modest overview of the social position and intellectual processes of knowledge acquisition and inquiry during the first phase of Mesopotamian history and to address preliminarily some of the many questions that can be asked about scholarship and inquiry in early Mesopotamia.

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Morse, Janice. "The Changing Face of Qualitative Inquiry." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692090993. http://dx.doi.org/10.1177/1609406920909938.

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When examining the changes in society and the concomitant changes in research methods in the last century, unquestionably qualitative inquiry has been superseded by quantitative methods and had to work to find its niche in the social sciences. Here, I explore the push factors that have made space for the establishment and legitimization of qualitative inquiry. I discuss what we are doing well in qualitative methods, then examine the status quo—present worries, concerns, and future trends. I present three major problems that need attention, critique, and resolution in qualitative methods to further strengthen our foothold as we move forward. Methodological development is one of the primary purposes of the International Institute of Qualitative Methods (IIQM). In closing, I examine the role of the IIQM in the global development of qualitative methods.

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Watkins, William. "Black Curriculum Orientations: A Preliminary Inquiry." Harvard Educational Review 63, no. 3 (September 1, 1993): 321–39. http://dx.doi.org/10.17763/haer.63.3.26k2433r77v631k2.

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In this article, William Watkins presents a historical discussion that traces the development of six different curriculum orientations in the educational experience of African Americans. He begins by pointing out that Black curriculum development is inextricably tied to Black America's experience of slavery and oppression in the United States. Watkins then outlines the six orientations, each of which represents African Americans' differing, although sometimes overlapping, sociopolitical responses to their historical reality. The author concludes that, because of the oppressiveness and separateness of U.S. society, Black curriculum orientations will continue to develop as both a part of and separate from the mainstream curriculum movement. Finally,he suggests that further study of the relationship of ethnicity, race, and culture to curriculum may be revealing as we examine contemporary urban education.

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de Oliveira, Walter Ferreira. "Freire and the Construction of New Critical Qualitative Inquiry." International Review of Qualitative Research 11, no. 1 (February 2018): 22–27. http://dx.doi.org/10.1525/irqr.2018.11.1.22.

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Paulo Freire's work is not limited to the field of education. It constitutes a structured project of social change. It is, thus, a political project, centered in, but not limited to, the educational field. Education, using the Freirean view, serves as a window for understanding society in all its dimensions and the social dynamics that support the construction of new knowledge. In this sense, education is an epiphenomenon, a reflection of the cultural, social, and political dimensions as lived by a society in a certain historical time. Knowledge acquisition is, therefore, a nonneutral stance. Truth is not untouched by politics, neither an absolute concept. By pursuing the truths underlining the political process of education, Freire aligns with qualitative research, whose tenets include a nonconformity with the supposedly established truths as given in the social fabric of the market ideology and the hegemonic in the contemporary sociopolitical arena.

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LI, Tong-Ping, Gu XIAO, and Xiao ZHANG. "An Inquiry into China’s Urbanization Quality in the Era of Urban Society." Chinese Journal of Urban and Environmental Studies 08, no. 01 (March 2020): 2050005. http://dx.doi.org/10.1142/s2345748120500050.

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In 2011, China entered into an era of urban society with a majority of urban population. It is a miracle in human history and a momentous change in Chinese society. Under this context, this paper establishes an index system to measure the quality of urbanization, including the rate of household registered population and deviation of urbanization based on the three aspects of urban development, residents’ life and urban–rural integration and the five dimensions of population, economy, space, society and urban–rural coordination. The entropy method and inter-provincial panel data in 2011–2017 are used to conduct empirical analysis on the quality of urbanization of China and its evolution in this period. It is found that although urbanization quality has been improved significantly and regional disparities have been alleviated slightly after entering the urban society, the overall pattern has not changed. Beijing, Tianjin and Shanghai as well as the eastern provinces including Jiangsu, Zhejiang and Guangdong are among the top, while the northeastern region continues to decline and the western inland provinces are still left behind. The most pressing task is to promote high-quality urbanization. With people as the core and “market” as the support, efforts should be made to improve social construction and urban–rural coordination, narrow the gap between the rate of household registered population and the rate of permanent urban population, promote the new urbanization focusing on quality and finally, build a high-quality modern urban society.

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Law, John, and Annemarie Mol. "Situating Technoscience: An Inquiry into Spatialities." Environment and Planning D: Society and Space 19, no. 5 (October 2001): 609–21. http://dx.doi.org/10.1068/d243t.

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This paper explores the spatial characteristics of science and technology. Originally seen as universal, and therefore outside space and place, studies in science, technology, and society (STS) located it first in specific locations—laboratories—and then in narrow networks linking laboratories. This double location implied that science is caught up in and enacts two topological forms— region and network—since objects in networks hold their shape by freezing relations rather than fixing Euclidean coordinates. More recent STS work suggests that science and technology also exist in and help to enact additional spatial forms. Thus some technoscience objects are fluid, holding their form by shifting their relations. And yet others achieve constancy by enacting simultaneous absence and presence, a topological possibility which we call here fire. The paper concludes by arguing that the ‘global’ includes and is enacted in all four of these topological systems.

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Berg, Jessica Wilen. "Legal and Ethical Complexities of Consent with Cognitively Impaired Research Subjects: Proposed Guidelines." Journal of Law, Medicine & Ethics 24, no. 1 (1996): 18–35. http://dx.doi.org/10.1111/j.1748-720x.1996.tb01830.x.

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When science takes man as its subject, tensions arise between two values basic to Western society: freedom of scientific inquiry and protection of individual inviolability.... At the heart of this conflict lies an age-old question: When may a society, actively or by acquiescence, expose some of its members to harm in order to seek benefits for them, for others, or for society as a whole?

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Anggraini, Kiky Chandra Silvia. "Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Kepekaan Sosial Siswa Dalam Pembelajaran Ips Di MTs Negeri Lamongan." AKADEMIKA 9, no. 2 (December 31, 2015): 261–76. http://dx.doi.org/10.30736/akademika.v9i2.67.

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One of the problems in school and society is the student's lack of social sensitivity to protect the school and home environment. The student's social sensitivity towards the school and home environment could be improved through the application of guided inquiry learning model.This research is quasi experiment involving control class and experimental one by using questionnaires as a data collection instrument. The process of sampling in this study is conducted through random sampling. The data were analyzed with SPSS version 16.00. Based on the results of pretest and post-test the experimental class using guided inquiry is more effective than the control one using pure inquiry to improve the student's social sensitivity. Analysis by t test was found t is amounted to 3,991 t count > t table so 3991 > 1.67. Then ho is refused and ha is accepted so that the application of guided inquiry learning model is greater than the pure inquiry-based learning model in increasing the student social sensitivity in social studies.

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Susilawati, Samsul. "MODEL PEMBELAJARAN INQUIRY DALAM PENINGKATAN PRESTASI BELAJAR IPS TERPADU." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 2, no. 1 (December 30, 2015): 31. http://dx.doi.org/10.18860/jpips.v2i1.6836.

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General problems faced by most of teacher to promote their learning are how to develop non-conventional learning strategy to motivate their students. It’s difficult to develop learning strategy that can promote student all of competencies, promote student values such a democratic and responsibilities values. It’s also difficult to develop learning strategy that make society as a learning resource. Along with the development of society and the advancement of technology, teachers are required to be more creative in setting up and designing the learning model. Inquiry learning model requires students to think smart, creative, participative, prospective and responsible. Inquiry learning model is believed to be able to change the learning process from teacher centered to student centered learning. This model roles the students become more active while teachers as facilitators and motivators in the learning process.Key words: Inquiry Learning Model

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Khatiwada, Thamindra. "Caste-based Transformation in Dalit Community: A Narrative Inquiry." Patan Pragya 10, no. 01 (December 31, 2022): 197–208. http://dx.doi.org/10.3126/pragya.v10i01.50760.

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This article attempts to explore the way of caste-based transformation in Mudkhu of Tarkeshwor Municipality in Kathmandu. The method was developed with interpretive research paradigm as narratives had immeasurable potentialities to construct meaning of socio-cultural situations of Dalits’ lives and caste-based transformation. I, as narrative inquirer, studied the Dalit based caste transformation on occupation, educational system and cultural practices. Caste-based discrimination was severely practiced in society in the past. However, it is decreasing day by day at present. Due to various reasons and efforts flexibility is being taken places against caste-based discrimination in the society. It is, perhaps, because of transformative educational system, in the recent decades, the structure and the functioning of the caste system and its economic and social aspects are greatly changing. The rigidities of the caste system are changing. Education is one of the best means to address Dalit issue with the advocacy of equality and equity. All these restrictive measures have been changed. Education, awareness and modernization are the best means to address Dalit issue with the equality and equity.

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Arifin, Moch Bahak Udin By, Makherus Sholeh, Abdul Hafiz, Ririn Dwi Agustin, and Mahardika Darmawan Kusuma Wardana. "Developing Interactive Mobile Mathematics Inquiry to Enhance Students' Problem-solving Skill." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 01 (January 12, 2021): 24. http://dx.doi.org/10.3991/ijim.v15i01.20067.

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The research aimed to develop interactive multimedia based on scientific inquiry to improve student mathematics problem-solving as a provision for the era of Society 5.0. The research method used is the Agile Method, which is a software development method. This study involved 120 students from the first, second, to third years who were programming mathematics-related subjects at the Madrasah Ibtidaiyah Teacher Education department, Universitas Muhammadiyah Sidoarjo. The results of the development of Interactive Mobile Mathematics Inquiry (IMMI) were valid and proven to improve student problem-solving abilities. In particular, this increase is significant in planning and implementing student plans for a problem. The significance is due to the training in the inquiry aspects during the use of IMMI. The implication of this research in the field of educational technology is that IMMI can be a preliminary study and a pioneer for lecturers, experts, and practitioners to use and further develop IMMI to improve students' mathematical problem-solving skills at the tertiary level more broadly as preparation for media availability following the values of technological advances in the future Society 5.0 era.

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Zhang, Fang. "The Framework Study of City SEE Information Inquiry System." Applied Mechanics and Materials 263-266 (December 2012): 1519–22. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.1519.

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Based on the concept of digital citiy, futher explained the concept of society economy environment (SEE); Combining GIS and network technology, this paper proposes the framework of the city SEE information inquiry system. And based on the spatial analysis functions in the spatial query and the amount of operator functions of GIS, describes the functions of the system.

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Journal articles on the topic 'Society of Inquiry'

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