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Intro -- Cover Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Preface -- Acknowledgments -- Introduction Science and Inequality: Controversial Issues -- Controversial Issues -- Do Sciences and their Philosophies have a "Political Unconscious"? -- Which Philosophies of Science are Adequate for a World of Sciences? -- Nature and Culture -- The New Organization of Scientific Inquiry -- Scientific Accountability and Responsibility: from Science as Representation to Science as Practice -- Some Terminological Challenges -- The Importance of Controversy about Science and Society -- Part 1: The Social World of Scientific Research -- 1: Thinking about Race and Science -- Is Science Racist? -- Defenses of Racist Scientific Practices -- Natural Racial Types? -- The Racist Misuse and abuse of sciences and their applications and technologies -- Racist Social Structures in the Sciences -- A World of Sciences: Race, Culture, and Empire -- Conclusion: The Radical Role of Antiracist Resistance -- 2: Seeing Ourselves as Others See Us: Postcolonial Science Studies -- "Would the Gift the Genie Give Us …" -- Are the Natural Sciences Multicultural? -- Does Modern Science have Non-Western Origins? -- Could there be Other Culturally Distinctive Sciences that Work? -- Is Modern Science Culturally "Western"? -- Other Modern Sciences? -- 3: With Both Eyes Open: A World of Sciences -- One Planet, Many Sciences? -- Projects Starting in the Global South -- Integrate Other Sciences into Western Sciences -- Delinking -- Integrate Northern Sciences into Other Sciences -- Southern Models for Northern Sciences -- Projects Starting in the North -- 4: Northern Feminist Science Studies: New Challenges and Opportunities -- Feminist Science and Technology Studies in the Global North -- Surviving Discriminatory Social Structures.

AbstractHormones are the endocrine system's messengers and an important coordinating mechanism of the body's growth, development, and functioning, with often simultaneous effects throughout the body and brain. Echoing calls for more interdisciplinary research bridging the gap between endocrinology and social sciences, we review evidence for hormones influencing human psychology (behaviour, cognition, and sociality), with a focus on health, sexuality, and further outcomes. We focus on four steroid hormones: testosterone (T), cortisol (C), estrogen (E), and progesterone (P). Embedded into life history theory as a prominent evolutionary framework, effects of T are conceptualised as modulating trade-offs between mating and parenting effort, especially when exposed to potential mates, interacting with offspring, and during competition. The challenge hypothesis suggests acute increases in T when facing challenges, with high T being linked to more competitive behaviour. The dual-hormone hypothesis postulates that C, as a measure of stress, inhibits the effects of T on status-seeking behaviour. The allostatic load framework suggests that chronic stress as indicated by high C levels could have detrimental health consequences. Various measurements of C are negatively related to socioeconomic status. The female steroid hormones E and P coordinate female reproduction by regulating the development and function of the uterus. They affect women's sexual desire as well as self-perceived attractiveness and are influenced by endogenous (e.g. pregnancy) as well as exogenous (e.g. hormonal contraceptives) factors. We address misinterpretations of biological determinism, highlight potential challenges in measuring hormones, and discuss ways in which social scientists can continue to incorporate hormones into their research.

Cover -- Title -- Copyright -- Dedication -- Contents -- Preface -- Notes on the Contributors -- Part I Towards a Sociology of the Sociology of 'Race', Ethnicity and Nation -- 1 Sociology, the State and Social Change: Theoretical Considerations -- Inequality, exclusion and conflict: the problem stated -- The role of sociology and sociologists -- The identity of sociologists: the salience of 'race'/ethnicity gender and class differences? -- Sociology the state and social change: some key terms defined -- The role of case studies -- References -- 2 The Colour Line and Sociology -- Introduction -- Walls of exclusion and silence: Du Bois and Mydral -- Politics of whiteness, sociology and scholarship in the 1980s -- Public policy and black voices: checkerboard politics -- Conclusion -- Notes -- References -- Part II Non-European Societies: Histories Rooted in Slavery, Apartheid and Genocide -- 3 Whatever Tomorrow Brings: African-American Families and Government Social Policy -- The history of family policy in the United States -- Black family and national social policy: theoretical and substantive issues -- Theory and method in the study of black families -- Omissions in black family studies and their consequences for social policy -- Black families: protectors of the realm -- Summary, conclusions and implications -- References -- 4 The Racialization of Social Scientific Research on South Africa -- The mainstream network -- Unanswered questions -- Constraints on understanding -- The way forward -- Notes -- References -- 5 Independence, Incorporation and Policy Research: an Australian Case Study -- The institutional and social context to research on migration and ethnic relations -- The structure and operation of the Bureau of Immigration Research -- The research role of the bureau -- Research after the bureau -- Conclusion -- Notes -- References.

The International Social Science Council's World Social Science Report 2013 confronts global environmental change, a phenomenon that encompasses all the biophysical changes happening on the planet's land and in its oceans, atmosphere, and cryosphere. Adapted from the source document.

Classification & indexing of modern specialist literature requires a multi-dimensional system. The Decimal Classification of Melvil Dewey reflected the 'sci'fic classification' of the 19th cent into genus-species hierarchies, but only rarely provided for synthesis. The Universal Decimal Classification extended this possibility by providing the Auxiliary Signs & Tables. The work of modern psychol'ts, notably J. Piaget, J. S. Bruner & T. P. Guilford has proved that the mind creates a basic structural pattern of multiplicative classification formed into a lattice system & not a series of monolithic hierarchies. This process has been matched by S. R. Ranganathan's Colon Classification & his technique of facet analysis. This has had important applications in the construction of thesauri of terms in specialist fields, as has been shown by the work of the Classification Res Group of London, & in the detailed computerized subject indexing as in the PRECIS system of the British Nat'l Bibliog. Appendixes list the categories of terms used in 3 systems for educ: the London Educ Classification (1963), the Information Retrieval Thesaurus of Educ'al Terms (1968), & the Thesaurus of ERIC Descriptors (1969). AA.

Replies to Hugh Murray's views on race & social science (1995) [see abstract 9610092]). Murray's argument is criticized for producing an ad hominem critique of affirmative action programs; thus, a retributive ad hominem response is employed. Although Murray suggests that African American support for the radical ideologies promulgated by the Nation of Islam are dangerous, it is suggested that only majorities have the power to terrorize & subjugate minority groups. Murray's insistence that race is a nonproblematic issue reducible to biological difference is considered, & it is contended that Murray is practicing weak social science. It is noted that the advancements achieved by African civilizations during the period of European exploration & imperialization could easily have produced theories of African intellectual superiority, rather than inferiority, in contrast to Europeans. Now, however, millions of individuals continue to experience the denigration of the European assumption of blacks' intellectual inferiority on a daily basis. It is concluded that Murray's claim of racial agnosticism is merely a disclaimer to conceal his misguided racism. J. W. Parker

This book combines an overview of validity theory, trends in validation practices, and a review of standards and guidelines in several international jurisdictions with research synthesis of the validity evidence in different research areas. An overview of theory is both useful and timely, in view of the increased use of tests and measures for decision-making, ranking, and policy purposes in large-scale testing, assessment, and social indicators and quality of life research. Research synthesis is needed to help us assemble, critically appraise, and integrate the overwhelming volume of research on validity in different contexts. Rather than examining whether any given measure is "valid", the focus is on a critical appraisal of the kinds of validity evidence reported in the published research literature. The five sources of validity evidence discussed are: content-related, response processes, internal structure, associations with other variables, and consequences. The 15 syntheses included here, represent a broad sampling of psychosocial, health, medical, and educational research settings, giving us an extensive evidential basis to build upon earlier studies. The book concludes with a meta-synthesis of the 15 syntheses, and a discussion of the current thinking of validation practices by leading experts in the field.

This quantitative study was conducted to identify the misconception between social studies and social sciences among pre-service elementary teachers. Data were collected from the subjects (n=122) drawn by cluster sampling in Yogyakarta. Aiken's validity and Cronbach Alpha were then employed to examine the instrument's quality. Collected data were analyzed using descriptive techniques to examine the level of misconception. The popular misconceptions between social studies and social sciences were identified by the criteria developed by Abraham, Grzybowski, Renner, Marek (1992). The results of the study show that there was a greater understanding of social studies and social sciences for the specific fields of geography, anthropology, and politics. Therefore, the main emphasis should be placed on these fields. The fields that were misconceived included economics, geography, and history. The implications of this research will eventually become the basis and guideline for social studies lecturers to give emphases on the fields of study belonging to social studies, distinguishing them from those of social sciences. In addition, each social science discipline adopted into social studies must receive special attention, given the greater level of misconception among the pre-service teachers in these fields.

Intro -- CONTENTS -- SUSTAINABILITY, GROWTH, AND GLOBALIZATION -- ECONOMICS AND SUSTAINABILITY -- SUSTAINABILITY IN THE ARENAS OF POWER -- GEOGRAPHY AND SUSTAINABILITY -- EXPLORING PATHWAYS TOWARD GLOBAL SUSTAINABILITY THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES FOR YOUNG LEARNERS IN DEVELOPING NATIONS -- SUSTAINABILITY- A NATIONAL CASE EXAMPLE -- SUSTAINABILITY- A LOCAL EXAMPLE -- SUSTAINABILITY, MONTEVERDE AND THE SOCIAL SCIENCES -- ABOUT THE AUTHORS.