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The study investigated comparative analysis of secondary school students' performance in science subjects in Ondo State, Nigeria. The study specifically examined the mean average performance of students in the three science subjects in the selected public secondary schools; the trend of students' performance in Biology, Chemistry and Physics in the selected public secondary schools; and the difference in students' performance in the three science subjects in public secondary schools. The ex-post facto research design was adopted in this study. The population for the study consisted of all students who sat for West African Examination Council (WAEC) from 2005 - 2008 in public secondary schools in Ondo state. The sample for the study was students who sat for WAEC in 45 secondary schools in Ondo State using purposive sampling technique. The instrument that was used for this study was an inventory on Senior Secondary School Certificate Examination results. The data collected was analysed using descriptive statistics while the hypothesis postulated was tested using Analysis of Variance (ANOVA) at 0.05 level of significance. The findings of the study revealed that the trend in performance of students does not follow any pattern. In addition, there was difference in students' performance in the three science subjects in public secondary schools in Ondo state as students performed best in Biology, followed by Physics while they performed least in Chemistry. It was recommended among others that Government should organise seminar and workshop for teachers of science subjects on ways to improve students' performance in science subjects. Keywords: Comparative Analysis, Students, Performance, Science Subjects, ; This article has been published at www.easij.com , Vol.#2, Issue#1, July 2020.

The study investigated comparative analysis of secondary school students' performance in science subjects in Ondo State, Nigeria. The study specifically examined the mean average performance of students in the three science subjects in the selected public secondary schools; the trend of students' performance in Biology, Chemistry and Physics in the selected public secondary schools; and the difference in students' performance in the three science subjects in public secondary schools. The ex-post facto research design was adopted in this study. The population for the study consisted of all students who sat for West African Examination Council (WAEC) from 2005 - 2008 in public secondary schools in Ondo state. The sample for the study was students who sat for WAEC in 45 secondary schools in Ondo State using purposive sampling technique. The instrument that was used for this study was an inventory on Senior Secondary School Certificate Examination results. The data collected was analysed using descriptive statistics while the hypothesis postulated was tested using Analysis of Variance (ANOVA) at 0.05 level of significance. The findings of the study revealed that the trend in performance of students does not follow any pattern. In addition, there was difference in students' performance in the three science subjects in public secondary schools in Ondo state as students performed best in Biology, followed by Physics while they performed least in Chemistry. It was recommended among others that Government should organise seminar and workshop for teachers of science subjects on ways to improve students' performance in science subjects. Keywords: Comparative Analysis, Students, Performance, Science Subjects, ; This article has been published at www.easij.com , Vol.#2, Issue#1, July 2020.

Argues that science has not lived up to its promise to work for the benefit of society as a whole, because of the narrow perspectives that basic & applied researchers take to their work. Among the barriers to broadening those perspectives is the myth that: the overriding purpose of science in human affairs is prediction; such predictions are prerequisites for major policy decisions; & scientific inputs to these decisions are objective & value-free. This myth is challenged from three standpoints -- epistemology, the historical context, & contemporary case studies -- as a step toward improving the responsibility & accountability of science to society. 79 References. Adapted from the source document.

Tentative conclusions on the role of women in science and technology from the contributing studies are the following. First, even though they were limited to European societies and some developed non-European countries, these studies also identify gender differentiation as an undeniably universal phenomenon. The universality of gender differences was already noticed in earlier, especially comparative, studies. In our opinion, the contribution of this book is that it can encourage systematic comparisons of gender differentiation patterns, and not only comparisons of individual data or indicators, and that these comparisons may be continuously expanded to cover an increasing number of European and other countries. Second, in the light of these studies, gender inequalities prove to be impregnated with the effects of the given society, its economic, political, technoscientific and socio-cultural specificities. This is most obvious in cross-county comparisons, proving that relations between economic and technoscientific development on one hand, and gender (in)equality on the other, have no simple, regular, or even easily interpretable patterns. European social space, not to mention global space, is highly differentiated in terms of gender inequality, and certain types of European societies can also be identified and can be related to their socio-historical background (the post-socialist societies, for example). Third, despite the gender differences in research performance corroborated here, these same differences were also relativised by the findings of two very different scientific and social milieux, with far-reaching cognitive and social implications. These findings imply that simple comparisons of the number and visibility of publications should give way to more complex comparisons and studies on the efficiency and purpose of the publication strategies of men and women scientists, and also to re-examining the evaluation criteria for scientists' production. Fourth, it has been shown that, in terms of theory and methodology, the application, modification and development of theoretical models created in STS, but also in other social sciences, crucially directs empirical studies of gender differentiation in science and technology, thus enriching them with more relevant empirical insights. Fifth, although this book does not aim to offer a set of immediately applicable results for science and/or gender policy, all of its findings have a socially applicable dimension. This refers to the analysis of gender policy conceived and introduced by a powerful science funding agency whose experiences go beyond the national level, but also to all other studies from which recommendations for improving women' s positions and roles in science and technology can be derived.

"Serial no. 111-26." ; Shipping list no.: 2010-0068-P. ; Mode of access: Internet.

What is the contribution of the social sciences to improving our understanding of social and technological innovation processes? How can they help to overcome some of the barriers to technological and social innovation and improve the management of innovation by limiting the negative side-effects of new technologies and social change? And how can social and technological innovations contribute to the better functioning of social science?. These were some of the questions tackled at the Tokyo Workshop on Social Sciences and Innovation which brought together high-level experts and policy makers

Intro -- Contents -- 1 Science Education as a Site of Struggle -- Abstract -- Introduction -- References -- 2 The Constitution of Subjectivities: Discourse, Practices, and Repetition -- Abstract -- The Importance of Althusser, Butler, and Foucault's Work -- Subjectivity and the Discourses of Biology Textbooks -- Methodology for Analyzing Science Curriculum/Textbooks -- Some Directions for Critical Analysis -- Intersections of Sex/Gender and Sexuality and Race -- Neocolonialisms: The Colonizer and the Colonized -- Constituting Depoliticized Neoliberal Subjectivities -- The "Ethical Subject" of Science Education -- Resistances and Reformulations -- References -- 3 The Ethical Subject of Science Education -- Abstract -- Ethics and Science Education -- Ethics in the Science Education Literature -- Ethics, Textbooks, and Curriculum -- Continuing with a Foucauldian Methodology -- What Quali es as an "Ethical Question or Exercise" in These Texts? -- Analysis of Ethical Questions and Exercises in Biology Texts -- Contextualizing Ethical Themes in Textbooks: Governance, Populations, and Lifestyle -- Government Regulation and Policy Recommendation -- Health and Populations -- The Individual and Lifestyle Choices -- Thinking About Relations to Self -- Toward Di erent Approaches to Ethics in Science Education -- Biotechnology, Medical Research, and New Considerations for Life -- Politicizing Questions of Environmental Destruction -- References -- 4 Science Education and Subjectivity in (Bio)Political Context -- Abstract -- Biopower and Biopolitics -- Two Modernities -- Biopolitics and Science Education -- Colonization and the Power to Make Die -- Neoliberalisms -- The Regulatory and Disciplinary Poles of Sex/Gender and Sexuality -- Biotechnology and Biosubjects -- A Biopolitical Context as an Ethico-Political Frame -- References.

Interest has grown in the past few years about the place of social work in science. Questions remain, such as whether social work should be considered a science, and if so, where it fits into the constellation of sciences. This article attempts to shed light on these questions. After briefly considering past and present constructions of science and reflecting on views of science within the social work profession over time, we present an argument for how social work contributes to predominant questions facing science today through its unique ability to draw together and integrate knowledge from a variety of disciplines. Finally, we address how the profession can best prepare the coming generation of social workers to operate to their full potential in the current transdisciplinary world of science.

Contains abstracts of publications resulting from Intergovernmental Science and Research Utilization projects. ; Includes index. ; "Intergovernmental science and research utilization, government, academic, industry." ; Cover title. ; Contains abstracts of publications resulting from Intergovernmental Science and Research Utilization projects. ; Mode of access: Internet.

Sur la base d'un suivi d'articles d'actualité de janvier 2020 à novembre 2021, cet article propose une analyse des controverses autour des réponses des politiques publiques à la pandémie de SRAS-CoV-2. Il examine, principalement dans le contexte européen (et en s'appuyant sur The Irish Times et Le Monde comme sources d'information quotidiennes), les perceptions des vulnérabilités induites par le COVID-19 depuis le « confinement » de mars 2020, les rôles préconisés pour la science et la technologie (y compris les vaccins et la transformation numérique), la nature des dilemmes qui se posent dans différentes sphères, et la crise de légitimité de l'État moderne par rapport aux différentes notions de droits et libertés économiques, religieuses et civiles. Les sociétés européennes sont fracturées par un ensemble de lignes de faille qui séparent les formes consolidées et émergentes de « superpouvoirs » (l'État, Big Pharma, Big Data) des besoins et des désirs exprimés, à travers les protestations et les populismes, pour une myriade de « petites » libertés. Des suggestions sont formulées sur la manière dont les « déficits d'être » exprimés peuvent être interprétés en termes sociologiques, et abordés dans la politique de la « nouvelle normalité » de la vie avec le coronavirus. Note : Comme contribution au numéro thématique « Crise COVID-19 et démocratie en Europe » de L'Europe en formation, cet article aborde notamment les thèmes suivants signalés dans l'appel : la résilience des démocraties européennes face à la crise du COVID-19 ; la séparation des pouvoirs en circonstances de crise ; les mouvements populistes et la crise du COVID-19 ; l'impact de l'expertise scientifique sur l'élaboration des politiques.

AbstractThis review assesses Ashley and Deely's claims regarding the relation of science and religion, taking Einstein's famous statement that "science without religion is lame, religion without science is blind" as its starting point. It argues that Ashley and Deely's bookHow Science Enriches Theologydemonstrates that the actual problem in the contemporary dialogue between the two seem to be whether the link between science and religion shall be based on an impersonal process spirituality arising from a void or on a personalism with a personal god at the source.