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"This book presents various recently developed and traditional statistical techniques, which are increasingly being applied in social science research. The social sciences cover diverse phenomena arising in society, the economy and the environment, some of which are too complex to allow concrete statements; some cannot be defined by direct observations or measurements; some are culture- (or region- ) specific, while others are generic and common. Statistics, being a scientific method - as distinct from a 'science' related to any one type of phenomena - is used to make inductive inferences regarding various phenomena. The book addresses both qualitative and quantitative research (a combination of which is essential in social science research) and offers valuable supplementary reading at an advanced level for researchers."--

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Acknowledgements -- Introduction -- PART ONE DESCRIPTION, OBSERVATION AN D EXPLANATION -- I . Questions About Society -- II . Social Description -- III . Social Observation -- IV. Social Explanation -- PART TWO METHODS OF EXPLANATION -- V. Genetic -- VI . Intentions -- VII . Dispositions -- VIII . Reasons -- IX. Functions -- X. Empirical Generalizations -- XI . Theories -- Index

The fact-value distinction and the conception of science as a practice put a premium on the ethics of the scholarly community. The principles of ethics, not those of logic, govern this process of knowledge production. Values not only enable facts, but sustain our identities as scholars and enable the practice of science. In the absence of ethical commitments, we would become indistinct from polemicists and spin doctors. Ethics are instantiated and sustained through practices. As graduate students, we learn professional ethics the same way we learn other values and habits: by emulating those we respect. It is imperative that we practice and communicate tolerance and pluralism to our graduate students and younger colleagues, not merely the professional skills we associate with the production and evaluation of research. Adapted from the source document.

Sport is one of the most ubiquitous activities of modern contemporary society. The pervasiveness of sport can be seen by the enormous amount of primary and second ary involvement in it by people of all ages and social strata. Sport penetrates into and plays a significant role in all of the social institutions. The functions of play, games, and sport is a major theme running through much of the work of social scientists. Although there is no definitive list, there are seven major categories of functions of play, games, and sport: in stinct, developmental-cognitive, mastery, social integration, socialization, social control, and personal-expressive. There is a substantial body of literature in the social sciences dis cussing the importance of each of these functions.

AbstractRecently, philosophers have developed an extensive literature on social ontology that applies methods and concepts from analytic metaphysics. Much of this is entirely abstracted from, and unconcerned with, social science. However, Epstein (2015) argues explicitly that analytic social metaphysics, provided its account of ontological 'grounding' is repaired in specific ways, can rescue social science from explanatory impasses into which he thinks it has fallen. This version of analytic social ontology thus directly competes with radically naturalistic alternatives, in a way that helps to clarify what makes some metaphysics genuinely scientific (that is, part of the scientific enterprise and worldview). I consider this competition, marshal considerations against the value to social science of analytic metaphysics, and sketch a contrasting scientific metaphysics for understanding the implications of revisionist social ontology in unified scientific ontology.

In this paper the results are given of an investigation into concepts from Economics, Organization Theory, Political Science, Psychology and Sociology. The goal of this investigation was to find out whether there is a set of concepts that may be considered to be basic to all these five social sciences. The set of concepts found will be modeled in terms of automata, thus providing a way of unifying the five fields in a general mathematical setting.

What are some of the most distinctive features of the crisis characterising the social sciences learning today? Can a crisis of this deep-rooted and extremely wide-ranging nature be delimitated to a few specific areas? Can the social sciences diverse dilemmas be reduced to the feature of crisis alone? This book argues that the social sciences are in a deep state of crisis. Kléber Ghimire analyzes how some of the basic problems began from the very inception: uncritical use of empiricism and experimentation methods emulating the natural sciences, internal fragmentation of knowledge along narrow disciplinary lines, and near-exclusive emphasis on the experience of industrial societies. As these difficulties persist, more recent evolutions have brought additional troubles. With a focus on Europe, North America and Asia, Kléber Ghimire examines the effects of university reforms that give prominence to expertise-oriented research, economic rationality and occupational skill development, leading to a widespread marginalisation of the social and human studies. The book ends with a call to reflect upon opening a new horizon for these fields of learning, especially by inventing a new era of social sciences pedagogy, leaving natural sciences for humanities and recognizing the value of culture as a crucial reservoir of social knowledge.