Suchergebnisse

Citizen Science is part of a broader reconfiguration of the relationship between science and the public in the digital age: Knowledge production and the reception of scientific knowledge are becoming increasingly socially inclusive. We argue that the digital revolution brings the "problem of extension" — identified by Collins and Evans in the context of science and technology governance — now closer to the core of scientific practice. In order to grasp the implications of the inclusion of non-experts in science, the aim of this contribution is to define a role-set of non-certified knowledge production and reception, serving as a heuristic instrument for empirical clarifications. ; Citizen Science ist Teil einer Rekonfiguration des Verhältnisses von Wissenschaft und Öffentlichkeit im Kontext des digitalen Wandels: Sowohl die Produktion als auch die Rezeption wissenschaftlicher Ergebnisse werden sozial inklusiver. Damit aber stellt sich das "problem of extension", das Collins und Evans im Hinblick auf die wissenschaftliche Politikberatung ausgemacht haben, nun in neuer Weise. Es betrifft nicht mehr nur Fragen politischer Partizipation, sondern wird im Zuge des digitalen Wandelns nun auch im Kernbereich wissenschaftlicher Tätigkeit relevant. Ziel dieses Beitrags ist die Definition eines Rollen-Sets nicht-zertifizierter Wissensproduktion und -rezeption, das als heuristisches Instrument weitere empirische Forschung anregen soll, um die Implikationen der sozialen Inklusion von Nicht-Professionellen in die Wissenschaft genauer zu eruieren.

Background knowledge plays an important role in understanding and appreciating both visual and literary creations. As society becomes more knowledgeable, more mature, technologically more advanced, and more sophisticated, the knowledge required to appreciate arts, including verbal art, increases greatly. In the comprehension of science fiction (SF), equal to reading experience, a substantial degree of background knowledge is needed to perceive the narrative and the plot devices, properly appreciate the informative and the aesthetic aspects of the discourse, and contemplate its consequences. This background knowledge challenging human intellect in SF is based on epistemology – the theory and construction of knowledge and the study of knowledge acquisition addressing cognitive sciences, involving an awareness of certain aspects of reality and seeking to discover what is known and how it is known. Moreover, in its relation to SF, epistemology explains why our minds relate to reality and how these relationships are either valid or invalid. Hence, the results of the present study based on case study, extrapolative and linguostylistic methods of investigation, show that epistemology helps to distinguish between the truth and falsehood as we obtain knowledge from the world around us and, in this case, from such a literary genre as SF.

Das International Social Survey Programme (ISSP) ist ein länderübergreifendes, fortlaufendes Umfrageprogramm, das jährlich Erhebungen zu Themen durchführt, die für die Sozialwissenschaften wichtig sind. Das Programm begann 1984 mit vier Gründungsmitgliedern - Australien, Deutschland, Großbritannien und den Vereinigten Staaten - und ist inzwischen auf fast 50 Mitgliedsländer aus aller Welt angewachsen. Da die Umfragen auf Replikationen ausgelegt sind, können die Daten sowohl für länder- als auch für zeitübergreifende Vergleiche genutzt werden. Jedes ISSP-Modul konzentriert sich auf ein bestimmtes Thema, das in regelmäßigen Zeitabständen wiederholt wird. Details zur Durchführung der nationalen ISSP-Umfragen entnehmen Sie bitte der Dokumentation. Die vorliegende Studie konzentriert sich auf Fragen zu nationalem Bewusstsein und nationaler Identität.

A review of R. A. Dahl's WHO GOVERNS? DEMOCRACY AND POWER IN AN AMERICAN CITY & E. C. Banfield's POLITICAL INFLUENCE: A CONTRIBUTION TO THE THEO- RETICAL UNDERSTANDING OF PATTERNS OF POLITICAL PRESSURE IN VARIOUS SETTINGS. The following themes are seen as summarizing Dahl's study of New Haven: (1) 'the history of pol'al power in New Haven has been one of the shift from oligarchy based on wealth & soc position to a pluralism based on a series of dispersed inequalities;' (2) 'because of the soc, econ, & ethnic basis of pol'al power, pol'al leadership consists in the building of coalitions that reward subleaders;' (3) there is only a minimum of overlap of individuals in the diff areas of decision making; & (4) 'actual & potential influence is related to the interaction between leaders & followers, which emerges in a variety of forms of mass pol'al participation & is conditioned by the values of the democratic creed.' Neither of the books is seen as influencing community pol'al studies in any signif direction. While Dahl's book is an outstanding scholarly case study, Banfield's is 'a one-sided treatise with some disjointed theoretical elements.' It is suggested that the following operations are required to lift the study of community power structures out of its present casestudy mold: (1) comparative res & (2) the development of an 'exp'al stance' which would include 'group discussions with community leaders, systematic observation of soc exp's, & evaluation of new org'al formats.' For purposes of comparative res it is necessary 'to trace out the instit'al arrangements by which competing interest are or are not adjudicated.' I. Taviss.

The aim of this study is to explore whether and how school-based social capital (SSC) may increase or reduce inequalities in the academic achievement and well-being of students from different backgrounds (class, gender, and ethnicity). SSC here refers to those qualities of social relationships and the degree of interconnectedness between students, teachers, and parents that can support the educational attainment and social adjustment of young people. As the results of our ethnographic studies indicate, there is a significant association between SSC and school composition—i.e., the class and ethnic background of students in a school. The association indicates the stratification effect of social capital in schools as a predominant pattern. In a school with students from higher socio-economic backgrounds, we observed more qualified and motivated teachers, an intensive parental involvement, and, consequently, more constructive and friendly relationships among students. In contrast, in a school located in a disadvantaged area, the social relations were quite the reverse. We then found a third category. In a school with children from lower social class backgrounds placed in an immigrant-dense area, highly committed school staff were able to create an emotional closeness and trust between them, the pupils, and their parents. School-based social capital in this context introduced a sense of solidarity and created a pro-educational climate.

The Human Genome Project will target an important set of scientific issues. Moreover, the Human Genome Project will address the ethical issues that arise from better understanding of human genetic make-up. Finally, and the focus of my talk today, a series of challenging policy and institutional issues surround biotechnology and the Human Genome Project in particular. The Project's leadership should address concerns of science funding and the conflicts of interest generated by for-profit enterprise. The end results should be policy development that is rational and provides the best possible path to the potentially revolutionary results of genetic research.

The internationalization of political science makes it especially difficult to identify a distinctive British approach to comparative politics. While there is certainly evidence of a distaste for cross-national comparison in Britain, this is no more marked than in other countries. In fact, on the evidence of a survey of major journals, Britons make relatively heavy use of the comparative method. British comparative research is less likely to use statistical indicators and methods than that found in other countries. Apart from this, the distinctions between comparative politics here and elsewhere are more matters of style and less matters of substance.

Teaching Political Science in Southeast Asia can be an easy academic exercise. Structure the courses after those of a department in an established university in Europe or America, use the textbooks produced by the major publishing companies, list the references carefully worked out by their counterparts in some western universities, organize the facts and points in the texts, present them in class, give one or two examinations to find out how much the students know, mark them strictly or leniently, hand in the grades to the Registrar's office and the academic year is over. With few exceptions, everything seems to be ready-made for the teacher and the student.

The study of people, information, and communication technologies and the contexts in which these technologies are designed, implemented, and used has long interested scholars in a wide range of disciplines, including the social study of computing, science and technology studies, the sociology of technology, and management information systems. As ICT use has spread from organizations into the larger world, these devices have become routine information appliances in our social lives, researchers have begun to ask deeper and more profound questions about how our lives have become bound up with technologies. A common theme running through this research is that the relationships among people, technology, and context are dynamic, complex, and critically important to understand. This book explores social informatics (SI), one important and dynamic approach that researchers have used to study these complex relationships. SI is "the interdisciplinary study of the design, uses and consequences of information technology that takes into account their interaction with institutional and cultural contexts" (Kling 1998, p. 52; 1999). SI provides flexible frameworks to explore complex and dynamic socio-technical interactions. As a domain of study related largely by common vocabulary and conclusions, SI critically examines common conceptions of and expectations for technology, by providing contextual evidence