Suchergebnisse

Description based on: Vol. 1, no. 2 (Oct. 1890); title from cover. ; Publisher varies. ; Numerous supplements. ; Mode of access: Internet. ; Vols. 1 (1890)-63 (Jan. 1916) issued as suppl. to Mar. 1916. 1 v. (with v. 63-64); v. 64 (Mar. 1916)-96 (July 1921). 1 v. (with v. 97-98); v. 97 (Sept. 1921)-126 (July 1926). 1 v.; v. 127 (Sept. 1926)-152 (Nov. 1930) issued as v. 159, pt. 2; v. 153 (1931)-182 (1935). 1 v.; v. 183 (1936)-212 (1940). 1 v.; v. 213 (1941)-242 (1945). 1 v.; v. 243 (1946)-272 (1950). 1 v.; v. 303 (1956)-332 (1960). 1 v.; v. 333 (1961)-362 (1965). 1 v.; v. 363 (1966)-392 (1970). 1 v.

Since the mid-2000s platforms and platform work have greatly proliferated. Although also research on platforms and platforms has expanded, there seems to be a great gulf between IT- and social research on these issues. In this article, I show, using sociologist Maurizio Lazzarato's concepts, that the technical infrastructure of the platform, in particular the algorithm, has a direct impact on work and the agency of the platform worker. From this perspective, it is possible to ask critical questions about platforms and platform work from a multidisciplinary viewpoint. Methodologically, an ethnographic approach that sees algorithms as part of culture, with its own institutions, impact on people and intersection with different contexts, could support co-operation between different disciplines. When such an approach is combined with insights from algorithm studies, research is also relevant for existing political questions regarding platform workers' labour market status and the functioning of platform firms ; publishedVersion ; Peer reviewed

This article argues that the teaching of generalizations in today's social studies classrooms is seldom done well, if at all, and that it is time to reestablish this strategy as part of the everyday practice of social studies teachers. The authors review the history and value of generalizations in the classroom and provide some practical applications and examples of their use. The case is made that such practice will not only enhance the vibrancy of social studies classes and increase student interest, but will also enhance understanding of the content and improve the development of citizenship skills.

AbstractAlthough a greater number of women are entering academic science than ever before, women remain underrepresented and are perceived as less successful than men in their fields. The reasons behind this are complicated and debatable. In this paper, I review the challenges that women continue to face in the natural and social academic sciences. Women continue to face barriers toward obtaining academic positions and securing promotions. A crucial aspect of the problem lies in the subjective definition of "success," which creates subconscious biases as well as gendered processes within institutions. These processes include biased evaluations of success in academia, limited mentorship for women in science, limited networking opportunities, and lack of institutional support for mothers. Future research should look more closely at the gendered definition of success, and related constraints within academia that keep women from breaking through the ivory ceiling.

Women's Agency and Social Change: Assam and Beyond focuses on varied oppression, power relations and ideologies embedded in the complex yet interdependent social, political, economic and legal structures, and women's subordination therein. British intervention, 1826–1947, by itself did not impact the agency aspect on women directly, but the emergence of new forces and factors sowed the seeds of women's agency to impact social change, even if minimal. In the post-Independence period, British colonial legacy perpetuated the s

In the USSR today all five million students in institutions of higher education study social sciences. Social sciences are included throughout the higher education process & include: the political history of the USSR, philosophy, political economy, & scientific communism. Social sciences are taught more intensively in humanities institutions than in ordinary colleges. Social science curricula typically are based upon equal combination of lectures & seminars followed ultimately by state examinations in scientific communism. Soviet universities & institutes usually have four special social science chairs-these entail more than 32,000 teachers. All teachers of social sciences improve their qualifications once every five years. Modified AA.