Suchergebnisse

Social change comes from the combination of communication among people and their individual cognitive and emotional processes. This work systematically connects neural and psychological explanations of mind with social phenomena, covering major social sciences (social psychology, sociology, politics, economics, anthropology, and history) and professions (medicine, law, education, engineering, and business).

In this volume, the rational choice model is extended to a framework of norm-guided theories of crime are incorporated. Based on this framework, a broad range of regression analyses of crime in various parts of the world is reviewed. Many general, methodological problems of empirical studies of crime are discussed, such as identification of models, model selection, measurement errors, and choice of measures corresponding to theoretical concepts. In an empirical chapter, using panel data for police districts in Norway, a novel procedure of identification of models of crime is employed. The model includes measurement relations allowing for random and systematic errors in the registered numbers of crimes and clear-ups. Academics in economics, criminology and sociology will find this book invaluable

Continental Philosophy of Social Science demonstrates the unique and autonomous nature of the continental approach to social science and contrasts it with the Anglo-American tradition. Yvonne Sherratt argues for the importance of an historical understanding of the Continental tradition in order to appreciate its individual, humanist character. Examining the key traditions of hermeneutic, genealogy, and critical theory, and the texts of major thinkers such as Gadamer, Ricoeur, Derrida, Nietzsche, Foucault, the Early Frankfurt School and Habermas, she also contextualizes contemporary developments within strands of thought stemming back to Ancient Greece and Rome. Sherratt shows how these modes of thinking developed through medieval Christian thought into the Enlightenment and Romantic eras, before becoming mainstays of twentieth-century disciplines. Continental Philosophy of Social Science will serve as the essential textbook for courses in philosophy or social sciences

Names such as Armor, Pettigrew, Glazer, Jencks, Herrnstein, Clark and Moynihan have not yet appeared in the pages of Ring magazine, but it seems only a matter of time. It is no secret, after all, that these men, all intellectual heavyweights, are engaged in an ongoing, fierce slugging match over a host of issues related to the "limits of social policy." Their verbal fisticuffs have been characterized by a good deal of fancy footwork, plenty of hard hitting, some low blows and inevitable cries of foul. For some time Public Interest was booking the best cards, but with more than 150 pages of its February, 1973, issue devoted to a detailed critique of Jencks's Inequality, it may be assumed that the Harvard Educational Review became, as it was during the Jensen brawl, the main arena of conflict. The bulk of recent attention was focused on the hard punching of Jencks's critics, but it would be a pity if the brilliant footwork of Kenneth Clark went unnoticed. His performance is simply remarkable.

Assessments and strategic planning / Karmen Fields and Oscar Vera -- Understanding culture / James Dorough-Lewis, Jr -- Social change leadership communications / Dana Eyre -- Mandates and authorities / Betsy Andersen -- Targeted sanctions / George Lopez -- United Nations panels of experts : identifying sanctions violations and the networks behind them / Alix Boucher -- International watchdog organizations / Kristi Clough -- International supply chain controls on looting of natural resources / Merriam Mashatt -- Governance and economic management assistance program (gemap) / Matt Chessen and Robert Krech -- Customs and border control / Paul Acda -- Accountability as a countermeasure / Scott Carlson and Michael Dziedzic -- Institutional development of the legal system / Mark Kroeker -- Community-based monitoring / Lorenzo Delegues and Huma Gupta -- The civil society "triangle" / Haki Abazi -- Social media networks / Marcia Byrom Hartwell -- Criminal intelligence-led operations / Bertram Welsing -- International judges and prosecutors / Michael E. Hartmann.

This book provides the reader with an introduction to the concept and practice of terrorism embedded within a firm understanding of politics and social structure. It explores the major theories, typologies, strategies, ideologies, practices, and responses to contemporary political terrorism.

Frontmatter -- Contents -- Preface and Acknowledgments -- Introduction -- 1. Felony Conviction as Social Disability -- 2. Unwelcome Homecoming -- 3. Denying Access to Public Housing -- 4. Education's Failed Promise -- 5. Not Working and Unable to Work -- Conclusion -- Methodological Appendix -- Notes -- Bibliography -- Index -- About the Author

Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE). Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non-governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term "hidden curricula" and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship education and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education. The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encompasses the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011). This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science education and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors: - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demonstrate convincingly the necessity to consider different sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects. - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research. - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics. - By stressing critical concepts and conceptual uses in Social science education and History education, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. ; Guest Editors' introductory text to the theme issue (Hidden) Normativity in Social Science Education and History Education.

The present volume grew out of a realization on the part of the American Psychological Association as well as the editors that psychology had a substantial contribution to make to a better understanding of our present-day environmental problems and to a more effective approach in dealing with them. This book presents papers on environmental concerns, effects, and man-environment interactions. The chapters have been divided into three parts: studies of general environmental conditions; studies of special environmental settings (institutional, residential, and recreational settings); and studies of environmental decision making (including environmental attitudes and attitude formation). The chapters in this volume represent not only investigations by psychologists, but also investigations and explorations by professionals from architecture, ecology, ethology, geography, natural resource management, planning, psychiatry, and sociology. (PsycINFO Database Record (c) 2004 APA, all rights reserved)