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This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into account the TPACK model (Technological Pedagogical Content Knowledge) based on the interrelation of three types of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK). This set of best practices requires students to respond to a complex social challenge by designing and creating specific educational proposals for tackling content and learning through gamification. Students work on the various dimensions of the SSCC, thereby developing spatial competency, teaching competency, and competency in democratic citizenship. ICTs are included throughout in order to develop students' digital competency. As a result, students feel empowered through having acquired the different competencies and developed an awareness of the value of cultural heritage as a cornerstone of democratic citizenship.

The unemployment among arts, humanities and social sciences graduates has been a significant phenomenon in many countries in the world including Sri Lanka, which has received intense attention from policymakers in recent times in which the fault is often directed at the universities that produce these graduates. According to the Labor Force Survey of Sri Lanka, overall unemployment remained at 5.1% while the youth unemployment rate remained at 23.3% in 2019, which included more than 50,000 unemployed graduates, most of whom were humanities and social sciences graduates. In this backdrop, this paper reviewed the causes of unemployment and the issues of the employability of humanities and social sciences graduates in Sri Lanka. The study revealed that the graduates in humanities and social sciences have not been employable mainly due to the fact that there has been a significant skills mismatch as graduates lack employable skills and attributes. Moreover, unemployment of humanities and social sciences graduates is caused by a number of factors including skills deficiency, occupational immobility, geographical immobility, technology change, a lack of sufficient jobs growth and various structural constraints in the economy. The study suggests that there is a need for significant structural reforms on both the supply side and the demand side to make graduates more employable and employed. While the government is required to play a leading role in these structural reforms to create more jobs for the graduates in humanities and social sciences, the higher education institutes need to undertake a major structural reform of study programmes through a vision that enables them to produce intellectually rich, and highly skilled graduates in humanities and social sciences.

Though it is agreed that some biomedical scientific research on human subjects must be externally monitored, the degree to which the government should be involved in this process is an open question. Evaluated here is the monitoring of such research by Institutional Review Boards (IRBs), arguing that the protection afforded research subjects by IRB regulation is far outweighed by the costs of implementing the program. The devolutionary process by which public institutions co-opt & "mindlessly expand" successful programs such that they can no longer perform their original functions -- mission drift -- is expanded here to include a deliberate, "nefarious" motive in co-opting such programs -- "mission creep." The history of mission creep over the past 30 years of government-sponsored IRB programs is chronicled & conceptual problems with IRBs are identified. The concepts of biomedical & behavior risk are explicated, & IRB interpretations of such risks are critiqued. Alternatives to the bureaucratic control exercised by IRBs that could truly protect research subjects -- particularly those in vulnerable populations -- are explored. References. K. Hyatt Stewart

AbstractSTAR METRICS is a data platform that is being voluntarily and collaboratively developed by U.S. federal science agencies and research institutions to describe investments in science and their results. It initially emerged as a result of reporting requirements associated with the 2009 American Recovery and Reinvestment Act; it has developed in response to a recognized need to begin to systematically document federal investments in science and their immediate and long‐term results. The eventual goal is to draw information from existing data on scientific and economic activities as well as from research institutions' and federal science agencies' systems to provide data that can be used for a more scientific analysis of science investments and their outcomes.

This book presents and discusses the logic and method of social science research adapted mainly for instruction at Arab universities and for research in Arab countries, but with applicability beyond the region. It illustrates major concepts and methods pertaining to research with examples of previous studies carried out in the Arab world and with exercises using Arab Barometer and other datasets. The book situates itself between a regular methods textbook and an annotated list of major concepts and methods, and includes an introduction, three chapters, and four appendices.

Das hier besprochene Handbuch der Ethnographie bietet eine sorgfältige Abhandlung des aktuellen Standes dieses Forschungsfeldes – mit großem Enthusiasmus, was die Einsetzbarkeit und den Einsatz qualitativer Methodik angeht, während die Rolle postmodernen Denkens in den gegenwärtigen Sozialwissenschaften eher desorientiert bleibt. Eine Folge ist, dass qualitative Techniken potentiell wichtige Instrumente für journalistische Erzählungen werden, während die alten Ideale der Wissenschaft – einen generalisierbaren Wissensfundus zu schaffen – von der Tagesordnung entfernt sind. Es ist zu hoffen, dass die ethnographischen Traditionen den sozialen Druck der Bürokratisierung und institutioneller Kontrollen auf die zeitgenössischen Sozialwissenschaften überleben werden. Das Handbuch bietet auch einen hervorragenden Überblick über unterschiedliche Forschungstraditionen, die aus der "Chicago School" hervorgegangen sind. Zugleich fehlt jedoch eine Darstellung und Würdigung ethnographischer Ansätze jenseits der britisch-amerikanischen Tradition. Dennoch gelingt mit dem Handbuch eine beachtliche Synthese gegenwärtigen Denkens in der und über die Ethnographie.

Misunderstanding Science? offers a challenging new perspective on the public understanding of science. In so doing, it also challenges existing ideas of the nature of science and its relationships with society. Its analysis and case presentation are highly relevant to current concerns over the uptake, authority, and effectiveness of science as expressed, for example, in areas such as education, medical/health practice, risk and the environment, technological innovation. Based on several in-depth case-studies, and informed theoretically by the sociology of scientific knowledge, the book shows how the public understanding of science questions raises issues of the epistemic commitments and institutional structures which constitute modern science. It suggests that many of the inadequacies in the social integration and uptake of science might be overcome if modern scientific institutions were more reflexive and open about the implicit normative commitments embedded in scientific cultures

PurposeThis action research project determines the extent to which the authors were able to expand ideas of both citizen and scientist through their integrated science and social studies middle childhood methods course.Design/methodology/approachApplying the ideas of citizen science, students in the course developed inquiry projects of their choice centering on the topic of local and global water issues. In addition, students participated in book groups focusing on the ideas of citizen science explicitly. The researchers used surveys, student assessments and interviews to assess the extent to which students' ideas changed.FindingsWhile the data reveal the students' conceptions of scientist and citizen both expanded, there was greater change in their conceptions of what it means to be a scientist.Originality/valueThe authors argue that the expansion of ideas of science is important for enacting critical citizenship.

The political science program of the National Science Foundation (NSF) announces its awards for basic research support and dissertation improvement grants for fiscal year 2010.

Depuis leur émergence, les sciences sociales se livrent à une double quête : d'une part, elles cherchent à construire une connaissance objective du monde humain; d'autre part, elles souhaitent employer cette connaissance pour apporter au monde humain des améliorations radicales. Ces deux ambitions ont été systématiquement tenues pour complémentaires et compatibles : la connaissance de l'homme et de la société devait être un moyen; la transformation de l'homme et de la société en était la fin. Il s'agit là d'un pari fondateur des sciences sociales, responsable de la plupart des espoirs dont on a pu les investir. En prenant comme exemple quatre « grandes théories », cet article se propose d'analyser les présupposés et les implications de cette double quête des sciences sociales.