Suchergebnisse

Las identidades son manifestaciones culturales dinámicas, narrativas, históricas, sociales, plurales y en permanente construcción mediante las que se interpreta el mundo y se organizan las subjetividades. Por su impronta en la acción y anclaje en el futuro, el concepto de identidad y su construcción es de relevancia para la enseñanza de la democracia y las Ciencias Sociales. Desde una perspectiva interpretativa y crítica y mediante una metodología principalmente cualitativa, este trabajo se propone explorar y analizar qué dicen las currículas de secundaria de Ciencias Sociales de Argentina, Cataluña y Sudáfrica respecto de las identidades para luego, a partir de testimonios sobre la práctica, establecer algunos posibles lineamientos para potenciales propuestas e innovaciones curriculares en cuanto al tema. Las currículas se abordan a través de un análisis de documentos bastante exhaustivo y los testimonios -correspondientes a cuestionarios y entrevistas realizados a algunos miembros del profesorado de los tres sitios-, se analizan poniendo acento en las perspectivas sobre la práctica indagando e interpretando su significado. Si bien en las tres currículas analizadas las identidades se asumen como construcciones sociales, históricas y temporales, en cada caso ocurre de manera diferente y con características propias. Una mayoría del profesorado concibe las identidades como rasgos o características de las personas y una minoría las piensa como construcciones. Entre los posibles aportes para potenciales innovaciones curriculares se aprecia poner énfasis en las identidades como construcciones sociales y en su relevancia en la enseñanza de las ciencias sociales. ; Identities are dynamic, narrative, historical, social, plural and permanently constructed cultural manifestations through which the world is interpreted and subjectivities are organized. Because of its imprint on action and its anchoring in the future, the concept of identity and its construction is relevant for the democracy and Social Sciences teaching. From an interpretative and critical perspective and through a mainly qualitative methodology, this work intends to explore and analyze what the Social Sciences secondary curricula of Argentina, Catalonia and South Africa say about identities and then, based on testimonies about the practice, establish some possible guidelines for potential proposals and curricular innovations regarding the subject. The curriculas are approached through a quite exhaustive analysis of documents and the testimonies -corresponding to questionnaires and interviews made to some professorate members of the three sites-, are analyzed with an emphasis on the perspectives on the practice, investigating and interpreting its meaning. Although in the three analyzed curriculas the identities are assumed as social, historical and temporal constructions, in each case they occur in a different way and with their own characteristics. A majority of the professorate conceive the identities as traits or characteristics of the people and a minority thinks them as constructions. Among the possible contributions for potential curricular innovations, it is appreciated to put emphasis on identities as social constructions and their relevance in the social sciences teaching. ; peerReviewed

A CONTENT ANAYSIS IS MADE OF ARMS CONTROL ARGUMENTS MADE IN THE SENATE COMMITTEE ON FOREIGN RELATIONS AND ITS SUBCOMMITTEE ON DISARMAMENT BY 5 GROUPS: GOVERNMENT SCIENTISTS, ACADEMIC SCIENTISTS, POLITICIANS, MILITARY PERSONS AND CITIZENS. GOVERNMENT SCIENTISTS ARE CLOSER IN ARGUMENTATION TO OTHER GOVERNMENT PERSONS THAN TO FELLOW SCIENTISTS. ACCESS IS THE VARIABLE IN POLICY-RELATED BEHAVIOR.

Based on the synthesis of outside versus inside perspectives, this paper weighs the positive attributes of the so-called deprived place against its negative media image. Applying the concept of territorial stigmatization, small-scale citizen science was conducted to gain a unique understanding of the Swedish neighborhood from within. With the United Nations' Sustainable Development Goal 11 in mind, this approach enables researchers to reach otherwise difficult to access young urban outcasts and probe the potential to overcome their community's lack of political influence. An overlap between local media narratives and urban outcasts' perceptions of "drug and crime" and "football and school" was revealed. Yet, this first-generation study also painted a somewhat different picture of the stigmatized neighborhood, supplying new insights about places that matter most for marginalized young males. In this Swedish case, their pictures revealed that the local corner market, football court and youth club act as an antidote for the effects of stigmatization. This Our Voice citizen science initiative proved to be a good measure of two communities' abilities to withstand stigmatization, which is either tainted by false perceptions from the outside or weakened by crime from within. Finally, attempting to bypass structural discrimination, citizen scientists' findings and researchers' conclusions were made available to students, colleagues and guests at a poster presentation hosted by Mälardalen University and to concerned politicians from Eskilstuna City Hall as well as the broader public via a local Swedish television station.

Abstract
This study explores the individual- and country-level factors that influence how getting news from social media relates to people's beliefs about anthropogenic climate change. Concepts of psychological distance and motivated reasoning are tested using multilevel analysis with survey data in 20 countries (N = 18,785). Results suggest that using social media for news is associated with a decrease in climate skepticism across the sample. However, social context at the individual-level (conservative political ideology and low trust in science) and at the macro-level (high gross domestic product and individualism) moderate the effect, and therefore reduce social media's potential to inform the public about climate change. This study contributes to conversations about the ability of emerging media to address science issues, particularly in developing countries.

First published in 1978, this reissue presents a seminal philosophical work by professor Putnam, in which he puts forward a conception of knowledge which makes ethics, practical knowledge and non-mathematic parts of the social sciences just as much parts of 'knowledge' as the sciences themselves. He also rejects the idea that knowledge can be demarcated from non-knowledge by the fact that the former alone adheres to 'the scientific method'.The first part of the book consists of Professor Putnam's John Locke lectures, delivered at the University of Oxford in 1976, offering a detailed

The current study examines the influence of press releases about scientific studies in terms of their impact on news coverage. Using an innovative approach that allowed for analysis of a large corpus of text and calculation of similarity scores, we were able to trace the uptake of press release materials into news media articles. In some cases, up to 65% of sentences in science news articles reflected high similarity to press release material—a potent indication of how powerful information subsidies can be. While our results contain some good news for public relations practitioners, they also carry a warning for consumers of journalism and for the public science agenda, which may be left vulnerable to bad actors undermining the trust that the public, and journalists, have in science. News organizations that had a history of producing award-winning science journalism were much less likely to draw on press release materials, indicating the importance of topic area expertise in producing independent science journalism.

As the US National Park Service marks its centennial in 2016, parks and protected areas worldwide are under increasing threat from a variety of factors, including storms and fires of greater severity, plant and animal extinctions, the changing attitudes of a public that has become more urbanized, and the political pressures of narrow special interest groups. In the face of such rapid environmental and cultural changes, Science, Conservation, and National Parks gathers a group of renowned scholars including Edward O. Wilson, Jane Lubchenco, Thomas Dietz, and Monica Turner, among many others who seek to address these problems and, in so doing, to secure a future for protected areas that will push forward the frontiers of biological, physical, and social science in and for parks. Examining the major challenges of parks and protected areas throughout the world, contributors provide answers to a number of key conservation questions, such as: How should stewardship address climate change, urban encroachment and pollution, and invasive species? How can society, especially youth, become more engaged with nature and parks, and are there models to guide interactions between parks and their neighbors? What are appropriate conservation objectives for parks in the Anthropocene? Charting a course for the parks of the next century, this book is certain not only to catalyze the continued evolution of US park conservation policy, but also to be an inspiration for parks, conservation, and management worldwide

Der Wunsch der Wissenschaftlichkeit.
In einem kürzlich veröffentlichten Artikel unternimmt ganz unerwartet Edmond Malinvaud eine Kritik an den vom Großteil der Okonomen geteilten epistemologischen Prinzipien, namentlich an einer übertriebenen Verwendung der Mathematisierung. Das Ereignis ist nicht nur bemerkenswert durch die eminente Stellung des Wortnehmers innerhalb des Berufsstandes, sondern vor allem auch dadurch, dais es vollständig zugleich einem persönlichen intellektuellen Werdegang, wie zum anderen der Historie eines kollektiven Projekts zu widersprechen scheint, innerhalb dessen Malinvaud die herausragende Figur bildete, d.h. die Gründung einer französischen Schule der mathematischen Ökonomie in der Absicht, sich einer angelsächsischen Norman, am Grad der Mathematisierung ablesbaren Wissenschaftlichkeit einzugliedern, dessen sich bislang die in einer literarischen und historischen Ausübung des Fäches befangene wissenschaftliche Gemeinschaft als unfähig erwiesen hatte. Diese unerwartete Umkehr ist schon für sich allein, wie durch die Art der gewählten Formen, ein aufschlußreiches Indiz der Gesetze des Felds der ökonomischen "Wissenschaft, deren eine ihrer grundlegensten Spaltungen, durch die die Wissenschaftler in ihrem Verhältnis zur Wissenschaftlichkeit des Fäches untereinander geteilt sind, sie aufzeigt. Die Besonderheit dieser Stellungnahme bildet folglich einen in doppelter Richtung verwertbaren Anlaß zu näherer Betrachtung. Zunächst einmal läßt die Textanalyse die Zwänge sichtbar werden, die innerhalb des Feldes zum einen auf « üblicherweise » Gesagtem, zum anderen auf « ausnahmsweise » Gesagtem lasten. Diese Unterscheidung wird an gewissen, vom Autor in Anspruch genommenen stilistischen Freiheiten sichtbar, die unmittelbar die strukturellen Freiheiten widerspiegeln, die ihm seitens des Feldes in seiner Gesamtheit zugestanden werden. So läßt sich denn, namentlich durch das Schreiben in der ersten Person, die vom Autor zur Geltung gebrachte Breite der symbolischen Ressourcen aufzeigen, durch die ein außergewöhnlicher Gedankengang mit dem ganzen Kapital an Legitimität untermauert wird, und ganz offenkundig ist dank seiner Position im Feld jede Art von Abstandnahme dazu völlig ausgeschlossen. Zum zweiten soll die Auf- merksamkeit auf eine grundsätzliche Disposition der Ökonomengemeinschaft gelenkt werden, die sich den Diskursen einer reflexiven Soziologie in dem Maße verschließt, wie sie ihrer eigenen Wissenschaftlichkeit sich nicht sicher ist. Es wird kurz die Analyse dièses schwierigen Verhältnisses zur Wissenschaftlichkeit skizziert, in dem die Frage der Mathematik als unbestrittendstes Wissenschaftsattribut begreiflicherweise einen zentralen Platz innehat. Insbesondere wird gezeigt, wie sich die im Prinzip nützliche und (theoretisch) legitime Mathematisierung in einer Logik der Metonymie verfangen hat, um zuguterletzt ein dermaläen wertvolles epistemologisches Zeichen zu werden, daß ihr fast vollständig die theoretische Ausarbeitung untergeordnet wurde, für die sie nur ein Instrument hätte bleiben dürfen.