ABSTRACT This article describes the creation and implementation of a new online assessment program ("PACKS") for the department of politics at the University of Virginia. It discusses the benefits of online assessments, including the ease of administration, minimal faculty involvement, ability to link assessment data to existing student data (e.g., GPA and courses completed), and ability to track student progress over time. The assessment can be easily adapted for use by other departments in the social sciences and by other colleges and universities. The authors discuss the drawbacks to this type of assessment, including the challenge of obtaining the highest number of respondents. They recommend using a strong incentive to ensure full participation, such as an advising hold that prevents students from registering until they complete the assessment. The authors contend that implementing survey-based assessment tools is an ideal way for departments to meet their accrediting institutions' assessment requirements.
Text contains a wealth of information about about a wide variety of sociocultural constructs. Automated prediction methods can infer these quantities (sentiment analysis is probably the most well-known application). However, there is virtually no limit to the kinds of things we can predict from text: power, trust, misogyny, are all signaled in language. These algorithms easily scale to corpus sizes infeasible for manual analysis. Prediction algorithms have become steadily more powerful, especially with the advent of neural network methods. However, applying these techniques usually requires profound programming knowledge and machine learning expertise. As a result, many social scientists do not apply them. This Element provides the working social scientist with an overview of the most common methods for text classification, an intuition of their applicability, and Python code to execute them. It covers both the ethical foundations of such work as well as the emerging potential of neural network methods.
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This book analyzes how the increase in migration from other Latin American countries to countries of the American Southern Cone such as Brazil, Argentina and Chile has generated a crisis fueled by the emergence of hate discourses towards migrant populations. While extracontinental migration to Europe, North America and elsewhere has waned over the last decades, migration between Latin American countries has increased dramatically as a product of the differential development of the region's economies, violence, and political turmoil. This book sets out to explain the effects of these trends by analyzing statistical data, official documents and ethnographic material gathered over a long period of research carried out throughout South America. The volume is divided in two parts. In the first part, it presents a theoretical contribution, synthesizing particularities of intraregional migration in Latin America, as well as the emergence of hate discourses towards migrant populations, developing approaches oriented towards a critical gender perspective. It also underlines important contributions that Latin American migration studies can make to current debates about migration across the globe. In the second part, it presents case studies dedicated to Argentina, Brazil and Chile. The Migration Crisis in the American Southern Cone: Hate Speech and its Social Consequences will be a valuable resource to migration studies researchers by presenting fresh theoretical and empirical contributions to the field from a Latin American perspective.
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Abstract Sociolinguistic debates around the definitions and significance of "pidgin" and "creole" languages were increasing in the 1960s and the SSRC's Committee on Sociolinguistics played a role in cultivating these discussions. This 1968 report by Dell Hymes summarizes issues raised at a conference convened by the Council at the University of the West Indies, Jamaica, to better understand the historical development, the grammatical and lexical evolutions, and the social uses of pidgin and creole languages. Though he highlights how social science can better inform research on pidginization and creolization, Hymes identifies knowledge gaps, among them the nature of the relationship between these languages and national identity, and more broadly the lack of historical and social scientific knowledge of this topic.
This book asks, 'what are the implications of blurring genres for the discipline of Political Science, and for Area Studies?' It argues novelists and playwrights provide a better guide for political scientists than the work of physicists. It restates the intrinsic value of the Humanities and Social Sciences and builds bridges between the two territories. The phrase blurring genres covers both genres of thought and of presentation. Genres of thought refers to such theoretical approaches as post structuralism, cultural studies, and especially interpretive thought. Part 1 explores genres of thought, focusing on the use of narratives. Specific examples include the narratives of post-truth political cultures; narratives in Canadian general elections; autoethnography as a new research tool; and novels as a way of understanding economic development. Part 2 emphasises genres of presentation and focuses on the visual arts. The chapters cover: photography in British political history, the architecture of American statehouses and city halls, design, comics, and using the creative arts to improve policy practice. This book is interdisciplinary and should have an appeal beyond political science to area studies specialists and others in the humanities. It is an advanced text, so it is aimed primarily at academics and postgraduates. R. A. W. Rhodes is Professor of Government (Research) at the University of Southampton, UK, and Director of the Centre for Political Ethnography. Susan Hodgett is the founding Professor of Area Studies at the University of East Anglia, UK.
The concept of Soviet science was formed in many ways spontaneously. Initially, under the conditions of the Civil War, science was viewed by the Bolsheviks as a tool and a way to achieve political and military goals. But, as with other objects of social design — socialist economy, culture, education, etc. — they did not have clear ideas about socialist science. Only the opinion about the class character of bourgeois science and its role, subordinate to the interests of capital and the monarchy, was stable. Taking this factor into account, the attitude of the new government to various scientific areas was formed. The Bolsheviks had more confidence in the natural and technical sciences, the achievements of which were supposed to be "taken as they are passed on to us by the bourgeois heritage". The social sciences and humanities were judged sharply critically as, on the whole, hostile to the socialist idea.The Soviet model of science finally took shape in the 1930s. It was distinguished by some specific features that largely determined its achievements and failures. These include a hierarchical, open-ended organisational structure that includes 3 sectors of science (departmental, academic and university). In addition, it is necessary to note such features of Soviet science as decentralisation, complete dependence on the state and the planning system.The tactics of state support for strategically important areas of science and the lack of alternative mechanisms for financing scientific research contributed to the rapid bureaucratisation of Soviet science, deformation of the structure of scientific knowledge (imbalance between the exact, natural, technical, social sciences and the humanities in terms of the pace and level of development) and the priority of applied research over fundamental. And one more feature is the strict ideological control of scientific knowledge, supplemented by repressions against "bourgeois" science and its representatives, as well as the prohibition (explicit and implicit) on direct contacts, which led to the isolation and low level of mobility of the scientific community. ; Концепция советской науки формировалась во многом стихийно. Первоначально, в условиях Гражданской войны наука рассматривалась большевиками как инструмент и способ достижения политических и военных целей. Но, как и с другими объектами социального проектирования — социалистической экономикой, культурой, образованием и т. д., — четких представлений о социалистической науке у них не было. Устойчивым было только мнение о классовом характере буржуазной науки и ее роли, подчиненной интересам капитала и монархии. С учетом этого фактора формировалось отношение новой власти к различным научным направлениям. Больше доверия у большевиков вызывали естественно-научные и технические науки, достижения которых предполагалось «взять такими, какими передает их нам буржуазное наследие». Общественные и гуманитарные науки оценивались резко критически, как в целом враждебные социалистической идее.Советская модель науки окончательно сложилась в 1930-е гг. Она отличалась некоторыми специфическими чертами, во многом определявшими ее достижения и провалы. К ним можно отнести иерархическую, разомкнутую организационную структуру, включающую три сектора науки (ведомственный, академический и вузовский). Кроме того, необходимо отметить такие черты советской науки, как децентрализация, полная зависимость от государства и системы планирования.Тактика государственной поддержки стратегически важных направлений науки и отсутствие альтернативных механизмов финансирования научных исследований способствовали быстрой бюрократизации советской науки, деформации структуры научного знания (дисбаланс между точными, естественными, техническими, общественными и гуманитарными науками по темпам и уровню развития) и приоритету прикладных исследований над фундаментальными. Еще одна особенность — жесткий идеологический контроль научного знания, дополненный репрессиями против «буржуазной» науки и ее представителей, а также запретом (явным и неявным) на прямые контакты, что обусловило замкнутость и низкий уровень мобильности научного сообщества.
Dans cet article, nous proposons d'analyser la démarche de recherche et le comportement des sujets-chercheurs au prisme de la notion de reconnaissance. Nous questionnons notre propre démarche et notre propre comportement de sujet-chercheuse dans le cadre de notre recherche doctorale en Bolivie. Plus particulièrement, nous analysons deux dimensions clés de la recherche en sciences sociales : la performance du travail de terrain et l'espace académique (eurocentriste) dans lequel s'inscrit le chercheur.L'analyse du travail de terrain (compris comme une performance sociale) au prisme de la notion de reconnaissance nous permet d'abord d'éclairer les tensions entre conformisme stratégique du chercheur et reproduction de normes sociales locales. Dans un deuxième temps, nous mettons en évidence le désir du chercheur d'obtenir une reconnaissance académique et la façon dont ce désir l'enjoint à reproduire la grammaire dominante de reconnaissance académique. Nous éclairons notamment le fait que ce désir d'obtention d'une reconnaissance, sociale ou académique est étroitement lié aux relations de pouvoir qui structurent l'espace académique (lequel n'est, au demeurant, pas considéré comme un espace neutre).Enfin, nous montrons que, si la promesse de reconnaissance rend la contestation des normes de reconnaissance difficile, elle n'empêche pas leur contournement, par exemple par l'adhésion à des récits alternatifs de la qualité de la recherche (« slow science »). Ces derniers peuvent en effet agir comme des canaux alternatifs de reconnaissance, producteurs de nouveaux récits et nouvelles grammaires de reconnaissance. Or ces mécanismes de conformisme, résistance ou contournement des normes de reconnaissance, autant en ce qui concerne la performance de terrain que l'espace académique, se déroulent souvent dans le domaine de l'inconscient et du non cognitif.
En el presente artículo se exponen los resultados de una investigación guiada por el objetivo general de explicar el sistema de interacciones de actores sociales de la comunicación pública de ciencia y tecnología (CPCT), en un contexto en que toma forma la sociedad Red mediante los novedosos sistemas de comunicaciones fundados en las tecnologías de información y comunicación (TIC). El estudio se emprendió desde un marco teórico en el cual se señala la importancia de la comunicación pública como estrategia encaminada a generar la apropiación pública de la C y T, trascendiendo el periodismo y divulgación científica como herramientas de comunicación en solitario, dirigidos a mantener informado a un público especializado productor y conocedor de la información científico-tecnológica, para articularla a las políticas y toma de decisiones en el área en las cuales participen organismos internacionales, gobiernos, productores de ciencia y tecnología, asociaciones de periodistas, instituciones educativas y ciudadanos . El marco metodológico se constituyó mediante el tipo explicativo con diseño documental y bibliográfico para realizar la revisión y arqueo de los autores y documentos pertinentes a la investigación. La indagación concluye que el sistema de interacciones sociales mediado por comunicaciones globales de carácter personal, interpersonal y grupal, define las relaciones de intercambio comunicacional del actor social en torno a las políticas y la comunicación pública de C y T orientadas a su apropiación. ; This paper presents the results of a research aimed at explaining the system of interactions of social actors in Public Communication of Science and Technology (PCST), in the context of a social web defined by the novel systems of communication sustained on informational and communication technologies. The study's theoretical framework highlights the strategic importance of a Public Communication which focuses on promoting public appropriation of Science and Technology, going beyond the role of Journalism and Science Communication that informs a qualified public, to one that stablishes a bond with policies and decision making in the area, made with participation of international agencies, governments, producers of science and technology, journalists' associations, educational institutions, and citizens. The research relies on Explicative Methodology. A revision of pertinent bibliography leads to the conclusion that the system of social interactions mediated by personal, interpersonal and grupal global communications, define the relationships in the communicational exchange of the social actor with regard to public communication of science and technology and policies aimed at its appropriation.
En el presente artículo se exponen los resultados de una investigación guiada por el objetivo general de explicar el sistema de interacciones de actores sociales de la comunicación pública de ciencia y tecnología (CPCT), en un contexto en que toma forma la sociedad Red mediante los novedosos sistemas de comunicaciones fundados en las tecnologías de información y comunicación (TIC). El estudio se emprendió desde un marco teórico en el cual se señala la importancia de la comunicación pública como estrategia encaminada a generar la apropiación pública de la C y T, trascendiendo el periodismo y divulgación científica como herramientas de comunicación en solitario, dirigidos a mantener informado a un público especializado productor y conocedor de la información científico-tecnológica, para articularla a las políticas y toma de decisiones en el área en las cuales participen organismos internacionales, gobiernos, productores de ciencia y tecnología, asociaciones de periodistas, instituciones educativas y ciudadanos . El marco metodológico se constituyó mediante el tipo explicativo con diseño documental y bibliográfico para realizar la revisión y arqueo de los autores y documentos pertinentes a la investigación. La indagación concluye que el sistema de interacciones sociales mediado por comunicaciones globales de carácter personal, interpersonal y grupal, define las relaciones de intercambio comunicacional del actor social en torno a las políticas y la comunicación pública de C y T orientadas a su apropiación. ; This paper presents the results of a research aimed at explaining the system of interactions of social actors in Public Communication of Science and Technology (PCST), in the context of a social web defined by the novel systems of communication sustained on informational and communication technologies. The study's theoretical framework highlights the strategic importance of a Public Communication which focuses on promoting public appropriation of Science and Technology, going beyond the role of Journalism and Science Communication that informs a qualified public, to one that stablishes a bond with policies and decision making in the area, made with participation of international agencies, governments, producers of science and technology, journalists' associations, educational institutions, and citizens. The research relies on Explicative Methodology. A revision of pertinent bibliography leads to the conclusion that the system of social interactions mediated by personal, interpersonal and grupal global communications, define the relationships in the communicational exchange of the social actor with regard to public communication of science and technology and policies aimed at its appropriation.
A synthesis of major trends & key concerns related to the call for the indigenization of social science research. Largely an effort by Third World social scientists to decolonialize the social sciences, indigenization is currently in a reactive/resistive phase. Indigenization calls for teaching & producing texts in local languages, reevaluating social science paradigms in the Third World context, returning to native categories of thought, & emphasizing the validity of the insider's view. Newly decolonialized countries inevitably remain dependent on developed countries for the education of an initial cadre of competent social scientists. Others must overcome friction between their foreign-language-speaking social science elite & their native-language-speaking new generation. A lack of good native language texts prevents development of a native body of social science. Progress in other aspects of indigenization is spotty; Mahbub Ul Haq's The Poverty Curtain: Choices for the Third World (New York: Columbia U Press, 1976) is cited as an example of an indigenous reevaluation of social science paradigms. 15 References. J. Woodward.
Heroin addiction impairs every aspect of physical and psychological health of the addict, and at the same time, it impairs all forms of social functioning of the addict, as well as of everyone who loves him/her and of society as a whole, so it's necessary to put a lot of effort into treating this disease successfully. Working with heroin addicts shows that the treatment is a long and uncertain process, as the treatment must simultaneously cover three segments: psychological traits of heroin addicts, the degree of social support they have, and their motivation for this treatment. The theoretical goal of this research was to find out whether there is a link between social support and motivation for addiction treatment. The practical goal is to provide the improvement of the motivational aspect of treating heroin addicts, as well as to determine the role of social support in evaluating treatment outcomes. The research was conducted on a sample of 227 heroin addicts under treatment. The perception of social support for heroin addicts is the greatest when it comes to their families. A positive correlation was found between persistence in treatment and perceived social support from family members.
Open and distance education is now being accepted worldwide as an alternative teaching, learning and training medium. It was quite popular in teaching courses in Humanities and Social Sciences at the higher education in the country since 1962. The emergence of distance education and use of information and communication technology (ICT) made this mode effective in delivering courses in disciplines which needed intensive practical and face to face situations. In spite of the potentialities of the media and self-learning nature of the instructional/training modules, many obstacles have been encountered in teaching practical base courses like courses in Science and Technology, Agriculture, Nursing, Medicine, Vocational Training and so on. // IGNOU aims at democratization of higher education and maintenance of high standards covering larger segments of population, vocations and professions. Besides, it has to encourage and strengthen the open and distance education system in and outside the country. The School of Sciences is developing programmes in science disciplines. School has developed 92 courses, of which 62 courses are on offer in the B.Sc. programme. The other 30 comprise of Ph.D., M.Sc., Diploma, Certificate & Appreciation courses. Recently School has started face to face M.Sc programmes in Chemistry and Life Sciences.
