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Does a researcher have a legal right not to reveal the identity of sources or subjects and not to reveal information obtained in confidence in the course of research, when asked to do so by a grand jury or other investigatory body? Should a researcher have such a right? Under what circumstances, if any, does a researcher have an ethical obligation to promise a source of information not to reveal the identity of the source and the content of what is learned? What position should the various social science associations take, if any, on questions of the ethical responsibilities and legal rights of researchers concerning the confidentiality of research sources and information?The above questions, among others, are believed to be of fundamental importance to the social science community. Under the initiative of the American Political Science Association, a research project was conceived to investigate these questions and others, and to recommend alternative solutions. A grant was secured from the Russell-Sage Foundation and co-sponsorship arranged through the Consortium of Social Science Associations, of the various national social science associations, including the American Anthropological Association, the American Economic Association, the American Historical Association, the APSA, the American Psychological Association, the American Sociological Association, the Association of American Law Schools, and the Association of American Geographers. In addition, liaison relationships were established with the American Statistical Association, the American Association for Public Opinion Research, the American Psychiatric Association, and the Oral History Association.

Race is one of the most elusive phenomena of social life. While we generally know it when we see it, it's not an easy concept to define. Social science literature has argued that race is a Western, sociopolitical concept that emerged with the birth of modern imperialism, whether in the 16th century (the Age of Discovery) or the 18th century (the Age of Enlightenment). This text points out that there is a disjuncture between the way race is conceptualized in the social science and medical literature: some of the modern sciences employ racial and ethnic categories

This paper addresses the significance and the challenges of various decolonized practices in research and in social science training methods in Mexico and, particularly, in Chiapas, based on a Latin American approach to the field of studies conducted by intellectuals and activists involved in social movement struggles. We analyze different forms of intercultural dialogues used in decolonizing research in terms of social, ethnic and gender relationships, according to the contexts and the knowledge production of popular and indigenous movements facing politics, education and epistemic racism. ; Este artículo aborda los alcances y los retos de diferentes prácticas descolonizadas en la investigación y la formación en ciencias sociales en México y, en particular, en Chiapas, a partir de un acercamiento latinoamericano al campo de los estudios realizados por intelectuales y activistas involucrados en las luchas de los movimientos sociales. Se analizan las formas comprometidas de diálogo intercultural en trabajos de investigación descolonizada en función de relaciones sociales, étnicas y de género, propias de los contextos y los conocimientos que se producen en movimientos populares e indígenas ante la política, la educación y el racismo epistémico.

"This book provides a detailed picture of the institutionalist movement in American economics concentrating on the period between the two World Wars. The discussion brings a new emphasis on the leading role of Walton Hamilton in the formation of institutionalism, on the special importance of the ideals of "science" and "social control" embodied within the movement, on the large and close network of individuals involved, on the educational programs and research organizations created by institutionalists, and on the significant place of the movement within the mainstream of interwar American economics. In these ways the book focuses on the group most closely involved in the active promotion of the movement, on how they themselves constructed it, on its original intellectual appeal and promise, and on its institutional supports and sources of funding. The reasons for the movement's loss of appeal in the years around the end of World War II are also discussed, particularly in terms of the arrival of Keynesian economics, econometrics, and new definitions of "science" as applied to economics"--

Cover -- Half Title -- Title -- Copyright -- Contents -- Preface -- Editors -- Contributors -- 1: Introduction -- 1.1: Why this book? -- 1.2: Defining big data and its value -- 1.3: Social science, inference, and big data -- 1.4: Social science, data quality, and big data -- 1.5: New tools for new data -- 1.6: The book's "use case" -- 1.7: The structure of the book -- 1.7.1: Part I: Capture and curation -- 1.7.2: Part II: Modeling and analysis -- 1.7.3: Part III: Inference and ethics -- 1.8: Resources -- I: Capture and Curation -- 2: Working with Web Data and APIs -- 2.1: Introduction -- 2.2: Scraping information from the web -- 2.2.1: Obtaining data from the HHMI website -- 2.2.2: Limits of scraping -- 2.3: New data in the research enterprise -- 2.4: A functional view -- 2.4.1: Relevant APIs and resources -- 2.4.2: RESTful APIs, returned data, and Python wrappers -- 2.5: Programming against an API -- 2.6: Using the ORCID API via a wrapper -- 2.7: Quality, scope, and management -- 2.8: Integrating data from multiple sources -- 2.8.1: The Lagotto API -- 2.8.2: Working with a corpus -- 2.9: Working with the graph of relationships -- 2.9.1: Citation links between articles -- 2.9.2: Categories, sources, and connections -- 2.9.3: Data availability and completeness -- 2.9.4: The value of sparse dynamic data -- 2.10: Bringing it together: Tracking pathways to impact -- 2.10.1: Network analysis approaches -- 2.10.2: Future prospects and new data sources -- 2.11: Summary -- 2.12: Resources -- 2.13: Acknowledgements and copyright -- 3: Record Linkage -- 3.1: Motivation -- 3.2: Introduction to record linkage -- 3.3: Preprocessing data for record linkage -- 3.4: Indexing and blocking -- 3.5: Matching -- 3.5.1: Rule-based approaches -- 3.5.2: Probabilistic record linkage -- 3.5.3: Machine learning approaches to linking -- 3.5.4: Disambiguating networks.

This textbook, edited by Jane Ritchie and Jane Lewis, is meant for both students and researchers, but because it primarily presents basic knowledge it is more suitable
for students. It is intended to lead practitioners through
the process of qualitative research, i.e. from the design of a
study, conducting of in-depth interviews and analysis of data
to the presentation of results. The authors impart in a professional
way both broad theoretical knowledge and practice-
oriented information. They do not provide the reader
with an overview of qualitative methods, but focus on indepth
interviews and so-called focus groups.

A mediados del mes de septiembre de 2015, una imagen sacudía las conciencias del planeta entero y movilizó (bien que de manera lamentablemente efímera), la política europea. Se trataba del cadáver de un niño sirio ahogado en una playa de Grecia. No es lugar, ni ocasión para analizar la tragedia, sus consecuencias, ni mucho menos entrar en el fondo del asunto, pero sí puede servirnos como ejemplo de algo que, en ciencias sociales venimos reclamando como reto desde hace mucho tiempo: el uso de lo visual en nuestras investigaciones, la inmensa potencia de sus contenidos. Antes de la publicación de la imagen mencionada numerosos titulares daban un dato fidedigno: diez mil víctimas civiles en el conflicto sirio, la cuarta parte ellas niños. ¿Por qué las palabras "dos mil quinientos" o el número "2.500", en ambos casos referidas a "niños muertos", no movilizó a nadie y la imagen de uno solo de ellos sí? En ciencias sociales utilizamos profusamente datos numéricos (con metodología cuantitativa) y datos textuales (con metodología cualitativa) pero, ¿qué hay del uso de datos de tipo visual?© Revista Colombiana de Ciencias Sociales.

More often than not it's a class in the social sciences that challenges the faith of students, not a class in biology. Does critical understanding of our religious traditions, institutions, and convictions undercut them? Or can a modern social scientific approach deepen faith's commitments, making us full participants in today's intellectual culture? In these conversations with eminent sociologists Robert Bellah and Christian Smith, leading scholars probe the religious potential of modern social science--and its theological limits