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Place, Race and Politics presents an integrated analysis of the social and political processes that combined to construct a media-driven 'crisis' concerning African youth crime in the city of Melbourne, Australia. Combining original research and analysis alongside published sources, the authors carefully dissect the anatomy of a racialized and politicized public discourse and delve into the profound impact of this on African-Australian communities in Melbourne. Drawing on political and media analysis and community-based research, the authors investigate how South Sudanese Australians in Melbourne came to be identified, supposedly, as a unique threat to community safety, the role played by the media, state and federal politics, the policing and perceptions of race in this process, and the physical and emotional impacts on affected communities of the law and order crisis concerning 'African crime'. While deeply rooted in local conditions, the book resonates with similar examples of the criminalization and othering of racialized communities, the surveillance and exclusion of 'crimmigrants', and with popular punitivism and the rise of far-right politics globally in response to deeply felt anxieties about rapid social, economic and cultural change.

Part of the Conference on the State of the Social Sciences held at Boston U, 6-7 Dec 2002. The session addresses the influence of the social sciences, focusing first on the question of methodology rather than politicization. The matters of modernity, the social objectives of the field, & the field's ambivalent if not outright cynical attitudes toward contemporary American society, especially after September 11 (2002), are discussed. Other issues considered are poverty, globalization, ideology & open/closed mindedness, social change & social order, & the actual policy effects of social science. K. Coddon

Nine books are reviewed that discuss normative international theory, GB's major contribution to international relations theory. This very positive review covers three studies in the history of international thought, two extremes in current international political theory -- genocide & humanitarian intervention -- & the changing nature of political community. Dunne's book explains roots of international relations, believing that the early philosophers gave little thought to the subject, while Boucher asserts that ancient philosophers contributed significantly to this discipline & Schmidt shows that key concepts came from before the realist-idealist debate of the interwar period. Gourevitch recounts horrifying incidents from Rwanda, showing anger at the international community's inaction. Weiss's book is a study of the challenges faced by humanitarian intervention. Hard Choices is a collection of essays that deal with the moral dimension of humanitarian intervention. Geras addresses indifference to the treatment of the Jews, arguing that social ethics is not natural & requires work. He describes socialism as a moral necessity, a solution that the reviewer refutes. Fifteen essays edited by Archibugi & Kohler confront the belief that globalization is breaking down borders & that democratic governments are challenged. The volume by Linklater, looks to the transformation, not the destruction, of the political community. 10 References. L. A. Hoffman

Work-Related Learning and the Social Sciences provides a clear and accessible introduction to the theory and practice of work. Written in a student friendly style, it makes use of the following: Theoretical Perspectives: The theoretical foundations of identity, power, community, citizenship, experiential learning and a range of employability skills provide frameworks for the chapters. Key issues: The book addresses such issues as: How are people socialised at work? Why does conflict occur at work? What types of control are exerted at work? What can we learn about our communities from the work we do? How can we develop our employability skills? Sector examples: Extensive use is made of examples of the working practices of teachers, social workers, police officers, civil servants, third sector workers as well as from people engaged in low skilled work. The student voice: The student voice draws upon the relationship between their own experiences of work and the key issues covered in the book. Written as an introductory text for students studying the social sciences, it deals with the ways in which students can appreciate the sociology and politics of work and develop an understanding of their own skills and employability. This book is particularly relevant to students studying work-related learning as part of their social science degrees and to those who wish to enhance their employability and prospects in graduate level employment.

Guiding students step-by-step through the research process while simultaneously introducing a range of debates, challenges and tools that feminist scholars use, the second edition of this popular textbook provides a vital resource to those students and researchers approaching their studies from a feminist perspective. Interdisciplinary in its approach, the book covers everything from research design, analysis and presentation, to formulating research questions, data collection and publishing research. Offering the most comprehensive and practical guide to the subject available, the text is now also fully updated to take account of recent developments in the field, including participatory action research, new technologies and methods for working with big data and social media. Doing Feminist Research is required reading for undergraduate and postgraduate courses taking a feminist approach to Social Science Methodology, Research Design and Methods. It is the ideal guide for all students and scholars carrying out feminist research, whether in the fields of International Relations, Political Science, Interdisciplinary International and Global Studies, Development Studies or Gender and Women's Studies.

Approaching global health through a social justice lens, this text explores both established and emerging issues for contemporary health and wellbeing.Divided into two parts, the book introduces key concepts in relation to global public health, such as ethics, economics, health disparities, and globalisation. The second part comprises chapters exploring specific challenges, such as designing and implementing public health interventions, the role of social enterprise, climate change, sustainability and health, oral health, violence, palliative care, mental health, loneliness, nutrition, and embracing diverse genders. These chapters build on, and apply, the theoretical frameworks laid out in part one, linking the substantive content to broader contexts.Taking an inclusive, global approach, this is a key text for both undergraduate and postgraduate students of global health, public health, and medical sociology.

Ways of achieving individualization of the learning process are one of the most important issues of modern didactics. They represent a new approach to creating modern systems of teaching. There is a growing discussion about developmental teaching that can be characterized as a model of individualized teaching. This is the answer to the classical organization of teaching in a class-lecture system in which teaching content, teaching methods, learning styles and all other working conditions are the same for all students. Therefore, the creation of a modern Science & Social Studies textbook which should meet the requirements of modern teaching has a great social importance and requires joint efforts of theoreticians, researchers and practitioners. When the textbooks is well-designed, we can expect improved student activity in didactic and methodological sense, development of his individuality and creativity, as well as positive influence on his self-formation and self-actualization. Starting from the notion of individualization, the textbook as an assumed scenario of the learning and teaching process, the authors determine the goal of the research: to examine the presence of values of individualization in Science & Social Studies textbooks for the fourth grade of primary school. The research sample is deliberate and stratified: it consists of Science & Social Studies textbooks for the fourth grade of primary school, published by the Institute for Textbooks Publishing and Teaching Aids. 121 primary school teachers from the Zlatibor and Moravicki Districts participated in this research. Independent evaluators assessed the distribution of several categories that relate to the values of individualization: 1) content in two levels of difficulty - remedial content for students with poor performance and additional content for good students; 2) examples designed in three levels of difficulty - for students with the weakest performance, for average students and for exceptional students; 3) exercises in three levels of difficulty - for students with the weakest performance, for average students and for exceptional students; 4) various procedures for solving problem-based tasks where: there are several problem-based tasks and students need to choose one, students just need to solve problem-based tasks, students define and solve problem-based tasks on their own and students identify the problem, formulate and solve it. The Likert five-point scale of responses was used for the evaluation of primary school teachers' attitudes toward the present values of individualization in the sample textbooks. The data was processed with the use of SPSS 16.0 software package, and the hypotheses were tested by calculating the intelligence quotient and the chi square. The results of the evaluation of primary school teachers by independent evaluators show that the values of individualization are insufficiently present in Science & Social Studies textbooks, that teachers' qualifications and years of experience do not affect the results and that this problem needs a more significant scientific research and professional attention. The issue of modernizing existing Science & Social Studies textbooks is thus actualized. One of the possible solutions could be an electronic Science & Social Studies textbook which can offer better technical solutions than its classic equivalent and help individualize educational work.

This book provides a comprehensive introduction to and overview of eco-global criminology. Eco-global criminology refers to a criminological approach that is informed by ecological considerations and by a critical analysis that is global in scale and perspective. Based upon eco-justice conceptions of harm, it focuses on transgressions against environments, non-human species and humans. At the centre of eco-global criminology is analysis of transnational environmental crime. This includes crimes related to pollution (of air, water and land) and crimes against wildlife (including illegal trade in ivory as well as live animals) It also includes those harms that pose threats to the environment more generally (such as global warming) In addressing these issues, the book deals with topics such as the conceptualization of environmental crime or harm, the researching of transnational environmental harm, climate change and social conflict, threats to biodiversity, toxic waste and the transference of harm, prosecution and sentencing of environmental crimes, and environmental victimization and transnational activism. This book argues that analysis of transnational environmental crime needs to incorporate different notions of harm, and that the overarching perspective of eco-global criminology provides the framework for this. Transnational Environmental Crime will be an essential resource for students, academics, policy-makers, environmental managers, police, magistrates and others with a general interest in environmental issues.

AbstractDigital technologies keep track of everything we do and say while we are online, and we spend online an increasing portion of our time. Databases hidden behind web services and applications are constantly fed with information of our movements and communication patterns, and a significant dimension of our lives, quantified to unprecedented levels, gets stored in those vast online repositories. This article considers some of the implications of this torrent of data for social science research, and for the types of questions we can ask of the world we inhabit. The goal of the article is twofold: to explain why, in spite of all the data, theory still matters to build credible stories of what the data reveal; and to show how this allows social scientists to revisit old questions at the intersection of new technologies and disciplinary approaches. The article also considers how Big Data research can transform policymaking, with a focus on how it can help us improve communication and governance in policy‐relevant domains.

Journal of Educational Research and Social Sciences Review (JERSSR) is a peer-reviewed academic Journal. It is an open-access multi-disciplinary research-based Journal that considers scholarly articles covering Education and Social Sciences disciplines. The domain Social Sciences embraces the academic disciplines concerned with individuals and society and the mutual interactions between individuals and society. The domain of Education studies individuals, businesses, governments, and even nations to satisfy their wants and needs to lead a prosperous life and also enables the society to mold itself according to the prevailing circumstances. Journal of Educational Research and Social Sciences Review (JERSSR) publishes research-based articles in its domains, encompassing the Education and social sciences domains, including Educational Psychology, educational Technology, Curriculum Studies, Educational trends and Issues, Human Resource Management, Education Policy Analysis, Educational Assessment, Qualitative Research, Quantitative Research, Mixed methods research, Test construction, Educational research, Curriculum development & Instruction, Elementary Education, Secondary Education, Higher Education, Teacher Education, Adult Education, Special Education, Educational Management, Administration and Supervision; Islamic System of Education, Educational measurement and Evaluation, Foundations of Education, Philosophy of Education, Anthropology, Cultural Anthropology, Ethnology, Linguistic and Literature, Criminology, Cultural Studies, Gender and Sexuality Studies, Cross-cultural Studies, Demographical Studies, Ethics, History, Islamic Studies, Global Pedagogies, Philosophy, Political Science, Politics, Psychology, Public Administration, Sociology and Sociolinguistic and Online & Distance Learning. JERSSR also accepts articles related to Law, Physical and Sports Education. To meet the requirements of an International Journal, JERSSR intends to facilitate the worldwide exchange of theories in different fields of ...