Top PDF Developing the Greek Reference Index for the Social Sciences and Humanities

Developing the Greek Reference Index for the Social Sciences and Humanities

Developing the Greek Reference Index for the Social Sciences and Humanities

EKT has, since many years, identified the fields of the Humanities and the Social Sciences as ones of great potential with regard to developing e-infrastructures and has, accordingly, directed numerous of its activities there, 2 which now also include the innovative pilot project GRISSH. This project addresses primarily the lack of systematic indexing of the Greek output in the SSH and the lack of international visibility, especially for the publications in the Greek language. Further, it essentially offers the structured information on which metrics and other indicator systems can be developed for the SSH publications in the future. The lack of indexing, and thus visibility, can be attributed to the particular research processes in the SSH, whereby the research and publication process is a much longer, and often a solitary, process, whose outputs in publications may take years to materialize. The SSH thus display a much slower dissemination process than, for example, the natural or medical sciences, and one that until recently has relied a lot less on technology than the first. Regional studies in the Social Sciences and the Humanities, often carried out in the local languages, in this case in Greek, further act as a factor of ‘isolation’, in the sense that this type of research is very difficult to include in international indices, such as the ISI or Scopus and disseminate widely. Finally, in contrast with other scientific output, Social Sciences and Humanities research is harder to evaluate using the standard methodology of referencing and impact factors 3 . For all of these reasons, EKT considers that recording the Greek publications in the SSH and making them widely available is of prime importance and urgency.
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Carrying out research across the arts and humanities and social sciences: developing the methodology for Dementia and Imagination

Carrying out research across the arts and humanities and social sciences: developing the methodology for Dementia and Imagination

Also of significance to the project are methods that are specifically related to the arts and humanities which are described by Bakhshi, Schneider, and Walker (2008) as seeking to “ understand human experience, agency, identity and expression, as con- structed through language, literature, artefacts and performance ” . This is aligned with the non-positivist approaches described above but not with positivist ones. Hope (2016) describes arts practiced-based research as involving the research questions and methods emerging through “ making, doing and testing things out ” (p. 77) not necessarily being established at the start of the process. She presents three main ways of understand- ing this form of research which overlap. Firstly, research into practice, secondly research through practice and finally research for/as practice. She emphasises that within this classi- fication there will be overlaps with researchers normally taking a combination of different positions in any particular project. Visual methodologies are used increasingly as a way in which to capture experiences and concepts that explore the complexity of the human con- dition (Reavey, 2012). In keeping with a social constructivist stance, visual data and its interpretation foreground subjective experience and acknowledge that in any study there are multiple realities. Artwork documents and communicates psychological issues including emotions, memory and identity, all highly relevant to research on the condition of dementia.
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World Journal of Social Sciences and Humanities

World Journal of Social Sciences and Humanities

On the other hand, prolonging the project execution time usually results in contractors who have to deal with cost overruns due mostly to the extra expenses on management personnel, cost escalations of materials, increase of financial cost, paying contract penalties, and so forth. Moreover, given the usual competitive environment in the construction industry, contractors who fail to complete projects on time may get their reputation harmed and become impeded to obtain new contracts. Project quality can also be affected due to construction delays since the construction team usually dedicates less time to quality control when the main concern is completing the project on time. When this is the case, workers are usually pushed to work overtime and to increase the production rate, which very often entails failures and reworks. In developing countries, delays during the construction of public assets, such as schools, could also result in social harm given the fact that this kind of infrastructure is usually urgently needed. Therefore, the sooner those projects are completed, the better for satisfying the social needs in those countries.
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College of Humanities and Social Sciences

College of Humanities and Social Sciences

The Research Essay is designed to act as an introduction to research in the field of Media Studies. It provides training for and tests the following range of skills: defining an area of research, formulating a question for investigation, developing a sustained and coherent argument, synthesising various forms of data, commenting analytically on material used, meeting the formal requirements of the genre(s) in which results are presented and furnishing scholarly documentation. The results of the research may be partially embodied in the form of an artistic work.

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World Journal of Social Sciences and Humanities

World Journal of Social Sciences and Humanities

Fourthly, the Industrial Revolution 4.0, especially the Internet communication, poses challenges for information security for individuals and the whole social community system; especially national economic and political security. The contingent of intellectuals is an important intellectual resource for socio-economic development for each nation as well as international community. They play a great role in creating spiritual and cultural values, bringing about important achievements in science and technology, social sciences and humanities, contributing to promoting social progress. Especially in the context of Industrial Revolution 4.0, science and technology are developing like a storm, the digital age and the Internet connecting everything with artificial intelligence, the role of the intellectual team is becoming increasingly be more important than ever. The role of intellectual hierarchy in different country with variety of political regimes, civilization levels and culture diversities. This topic in the situation of Vietnam is still a gap in the literature review. This study is devoted to clarify the important role of intellectual hierarchy in the successfulness of social security, economic development and environmental protection.
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Altmetrics in Humanities and Social Sciences

Altmetrics in Humanities and Social Sciences

Projects ​ ​such​ ​as​ ​these​ ​may​ ​point​ ​the​ ​way​ ​toward​ ​more​ ​generative​ ​modes​ ​of​ ​assessment, relying ​ ​as​ ​they​ ​do​ ​on​ ​analytics​ ​that​ ​do​ ​not​ ​simply​ ​turn​ ​a​ ​quantitative​ ​lens​ ​from​ ​the​ ​journal-level to ​ ​the​ ​article-level​ ​or​ ​from​ ​a​ ​singular​ ​focus​ ​on​ ​citations​ ​to​ ​a​ ​broader​ ​examination​ ​of​ ​the​ ​ways​ ​that the ​ ​products​ ​of​ ​scholarly​ ​research​ ​move​ ​through​ ​academic​ ​and​ ​public​ ​networks.​ ​Both​ ​of​ ​these shifts ​ ​have​ ​been​ ​important​ ​in​ ​the​ ​development​ ​of​ ​richer,​ ​alternative​ ​metrics​ ​for​ ​understanding the ​ ​impact​ ​of​ ​research.​ ​But​ ​neither​ ​really​ ​admits​ ​the​ ​more​ ​qualitative​ ​modes​ ​of​ ​evaluation​ ​that form ​ ​the​ ​core​ ​methodologies​ ​of​ ​most​ ​humanities​ ​and​ ​many​ ​social​ ​science​ ​fields.​ ​Metrics,​ ​in whatever ​ ​form,​ ​can​ ​only​ ​provide​ ​certain​ ​kinds​ ​of​ ​evidence,​ ​which​ ​must​ ​be​ ​contextualized​ ​and interpreted ​ ​to​ ​have​ ​meaning,​ ​and​ ​that​ ​work​ ​of​ ​contextualization​ ​and​ ​interpretation​ ​requires,​ ​as Collini ​ ​(2017)​ ​has​ ​noted,​ ​not​ ​only​ ​measurement​ ​but​ ​judgment.​ ​We​ ​would​ ​add​ ​that​ ​it​ ​also requires ​ ​narrative,​ ​the​ ​ability​ ​to​ ​tell​ ​a​ ​story​ ​about​ ​the​ ​progress​ ​of​ ​a​ ​career,​ ​the​ ​values​ ​that underwrite ​ ​it,​ ​and​ ​the​ ​goals​ ​that​ ​determine​ ​its​ ​own​ ​particular​ ​markers​ ​for​ ​success.​ ​QRiH​ ​and HuMetricsHSS, ​ ​in​ ​different​ ​ways,​ ​present​ ​means​ ​of​ ​refocusing​ ​assessment​ ​practices​ ​on​ ​values and ​ ​goals​ ​—​ ​on​ ​the​ ​qualitative​ ​and​ ​the​ ​narrative.​ ​But​ ​much​ ​work​ ​still​ ​needs​ ​to​ ​be​ ​done.​ ​It​ ​is​ ​our hope ​ ​that​ ​many​ ​others​ ​will​ ​take​ ​up​ ​the​ ​challenge​ ​of​ ​developing​ ​approaches​ ​that​ ​move​ ​beyond merely ​ ​what​ ​can​ ​be​ ​counted​ ​to​ ​instead​ ​reward​ ​what​ ​should​ ​truly​ ​count.
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College of Social Sciences and Humanities

College of Social Sciences and Humanities

Value of Children Project, supported by International Development Research Centre (IDRC), duration: 1975- 1979. (Nation-wide study carried out in Turkey as a part of a 9-country cross-national comparative project); Early Childhood Development and Education Project, undertaken for the Turkish Ministry of Education, duration: 1978-1980 (two phases), Co-director in the first phase: Dr. Selçuk Özgediz; Comprehensive Preschool Education Project, (The Turkish Early Enrichment Project), supported by IDRC, duration: 1982-1986. Longitudinal study; 1978-Present: Consultative work with the Turkish Ministry of Education, focusing on early child care and education and adult education (parent education) programs; 1977-1991: Consultative work with the Turkish Radio and Television. Prepared an 11-session Parent Education Program which was broadcast in 1985. Chief Academic Advisor for the Turkish Sesame Street program (1988-89); Follow-up Study of the Turkish Early Enrichment Project (supported by MEAwards) (1991-92). Long-term effects on the mother and children of an empowerment and early enrichment program (respectively); Based on the above work a mother- Child Training Program is developed (including cognitive materials and books as well as child rearing content in group discussion format): It is in wide application in Turkey (in the Ministry of Education Adult Education Centers) and in some centers in Holland. Since 1993, it is run by the Mother-Child Education Foundation (MOCEF); founding member and advisor of MOCEF and its Mother-Child Education Program (MOCEP), Functional Adult Literacy Program (FALP) and Father Support Program (By 2002 more than 150.000 peoples have participated in the programs all over Turkey); Development of a screening instrument for assessing the child’s environment, designed for use in developing countries; Review of instruments on child development and environmental indicators in Turkey and developing countries (India, Kenya, the Philippines, Sri-Lanka) and preparation (with Cassie Landers) of a report on Measuring the Development of Young Children. (Supported by the Consultative Group on Early Childhood Care and Development, UNICEF); 1993-94: director of Study Group on “The Interaction Between the Providers of Family Services” of the Council of Europe; Member of the Perception and Assessment of Environmental change Study
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World Journal of Social Sciences and Humanities

World Journal of Social Sciences and Humanities

These higher education institutions are also occupied with corrupt and immoral leaders. The Behavior of educational leaders in Ethiopian public universities is unethical and cannot meet the standards that are expected from ethical leaders [17]. It is not difficult for university workers to observe that universities are becoming the center of corruption and other various pervasive discriminations, even more than other public institutions and offices. Academic dishonesty which truly leads to corruption and other academic scandals has reached startling degree in Ethiopian higher education institutions [18]. This is because there is no strong and binding code of ethics and the practices of ethical culture in these universities. If there is such ethical code, and strong ethics training and disciplinary action as well as its effective practical implementation that can be timely inspected and regulated by government, corruption and other various unethical practices can be significantly reduced. It is very important to learn from universities of developed countries including most of American, European, Australian, Chinese and other developing countries university such as some of South African Universities and so forth. They have strong code of ethics and the practice of work ethics as well as strict disciplinary actions. Their workers evaluation method and ethics training is better. Unlike Ethiopia, the government and university leaders of developed countries are serious about corruption, bad governance, academic dishonesty and other unethical behavior of the workers. These universities are politically neutral and their leaders are elected basing on their merit rather than political loyalty to the government.
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Social Sciences and Humanities

Social Sciences and Humanities

All four of the subject areas encompassed by the secondary program in social sciences and humanities – family studies, general social science, philosophy, and world religions – are con- cerned with how students view themselves, their families, their communities, and society as they seek to find meaning in the world around them. Through practical experiences, discus- sions, debates, research, study and reflection, and other vehicles for developing critical and creative thinking skills, social science and humanities courses help students become self- motivated problem-solvers equipped with the skills and knowledge that will allow them to face their changing world with confidence.
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Front line of OA in humanities and social sciences

Front line of OA in humanities and social sciences

I will now move on to technical solutions (#15). There are some reasons for drilling down into the technology, because sometimes it is so entwined with the social solutions. One of the largest costs in the academic production process is typesetting. You might think this is redundant in the digital age, but it is not. We have to encode works into open formats so that they can be forward migrated for digital preservation purposes. As a quick example, there are certain formats that were available 10 years ago an Apple Macintosh that you cannot open today. If we work only in closed formats, we run that risk with scholarly articles as well, so we have to encode in this open XML format. Commercially available software for the typesetting process cost in the region of UK £20,000 per year. That is a lot of money. We have been developing at a fairly advanced stage an open tool to perform this process. It converts from Microsoft Word documents into an intermediary text encoding initiative format and finally into XML. This is being integrated into PKP’s open journal system software for future versions.
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World Journal of Social Sciences and Humanities

World Journal of Social Sciences and Humanities

Abstract The objectives of this article is to provide an overall assessment of how globalization, has crushed Ethiopian women. More, specifically, the paper attempts to explore and touch how the globalization has impacted on: Gender equality, Feminization poverty, Feminization of migration, and exacerbate Divorce in Ethiopia. It is fact that it should be impossible for globalization to have a neutral impact on women, i.e. be equally positive or negative, when: established conditions are biased against women; policy-making institutions do not conduct policy monitoring and evaluations and mistreat the gendered outcomes of globalization; and growth is dependent upon women’s unpaid reproductive and productive role. Thus, globalization has gender discriminating effects because of gender-differentiated initial conditions which discriminate against women. The fundamental reasons for gender-biased effects of globalization in developing countries in general and in Ethiopia in particular are: the discriminatory gender ideologies that result in differential roles for women and men in the productive and reproductive spheres. The sexual division of labour disadvantage women in a double sense: first, through their inferior position in the labour market and, secondly, through their role in the care economy and the reproductive responsibilities ascribed to their gender role. Both positions limit women’s access to resources, increase their vulnerability to feminization of poverty, migration and consequently increase the risks associated with globalization. Poverty is a critical factor contributing to child marriage, and divorce. Thus, Poverty drives Ethiopian women and children into divorce, commercial sex and streets in the major cities of the countries, which make them vulnerable to sexual exploitation, abuse and rape. As early marriage is rampant in the rural areas of Ethiopia, those escaping this type of marriage, or those simply escaping rural poverty, migrate to towns and cities or abroad where they will either become maidservants or join the commercial sex industry.
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Humanities and Social Sciences

Humanities and Social Sciences

The Humanities and Social Sciences Learning Area provides opportunities for students to acquire the knowledge, skills and values to become active citizens in a rapidly changing world. During the course of the Lower School Humanities and Social Sciences Program, students will develop an understanding of how and why individuals and groups live together and interact with their environment. This will involve developing a respect for our cultural heritage, a commitment to social justice, the democratic process and ecological sustainability.
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YOUR GUIDE TO ARTS, HUMANITIES, AND SOCIAL SCIENCES

YOUR GUIDE TO ARTS, HUMANITIES, AND SOCIAL SCIENCES

The Chinese programme offers Chinese language papers that range from beginners through to advanced. The culture papers explore Chinese history, society and film. No knowledge of the Chinese language is necessary in order to enrol in these papers. Besides a selection of language papers, the majoring requirements include the completion of either 241.103 Chinese Cultural World or 241.203 Twentieth Century Chinese Literature and Society. Students often study Chinese alongside other areas relevant to New Zealand’s relationship with the Chinese- speaking world, such as business, social work, science or politics.
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Preparing Future Faculty in the Humanities and Social Sciences

Preparing Future Faculty in the Humanities and Social Sciences

Higher education has a long history of educational innovations that emerge, gain widespread attention, and then disappear from the landscape, especially if they are dependent on external funding. A major challenge for PFF is to sustain the significant number of departmental and university-wide programs that currently exist across the disciplines. Although the humanities and social science disciplines have provided a receptive environment, they also face special challenges. These disciplines are related intellectually in ways that augur well for synergy. Larger numbers of programs will be required, however, to effect systemic change in the culture of graduate education in these disciplines. This fourth phase of PFF included six disciplinary societies, each of which created four or five experimental PFF programs that have operated for only two years. These departments repre- sent less than 10 percent of doctoral departments in any of these disciplines, and these departmental programs have operated for less than one-half of the average time required to complete a Ph.D. degree (Hoffer, et al. 2002). Much more time will be needed to produce Ph.D. graduates who demonstrate by their successful faculty careers the benefit of PFF to students and to departments. In the human- ities and social sciences alone, many more departmental programs with similarly well-documented results will be needed to change the “culture of preparation” of faculty. Effecting change throughout such a large, complex, and decentralized enterprise as doctoral education is a far greater and longer-term undertaking.
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CANADIAN COLLEGE RESEARCH IN THE SOCIAL SCIENCES AND HUMANITIES

CANADIAN COLLEGE RESEARCH IN THE SOCIAL SCIENCES AND HUMANITIES

Cross-disciplinary research is frequent between technology and social sciences. One respondent stated that “recipe development is based in food technology, but consumer tasting and preference studies on that recipe are social sciences research activities”. One community agency worked with a college on database development and management tools to track clients, and now wants further research on the needs of those clients and the effectiveness of social programs for the clients. A key informant respondent noted that a “signal” advantage for colleges in the research field is the opportunity for putting together interdisciplinary teams, such as a sustainability committee that includes both technology and social sciences faculty and students. College faculty welcome cross- disciplinary research and colleges do not exhibit the “silos” in programs and research that may be present in other institutions.
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Research In Vietnam: The Experience Of The Humanities And Social Sciences

Research In Vietnam: The Experience Of The Humanities And Social Sciences

Several participants referred to the advantages of obtaining either collegial or professional assistance with English as a basis for getting research papers published less stressfully. Participant 14 reported, for example: “Submission to international journals is hard if we do it alone. Much easier with support of international colleagues/co-authors.” Participant 16 commented: “English used in social sciences research tends to have a high level of sophistication. It is so hard to get published in an international outlet without language assistance.” Though the matter was not explored systematically with the participants, it did generally appear that, especially in the social sciences, co-authoring papers with an English-speaking colleague enhanced productivity in terms of achieving international publications. For participants in the purely humanities disciplines, such as aesthetics, literature and history, co-authorship was more difficult because their publications were more likely to be concerned with arguing the author’s distinctive and creative interpretation of a particular aesthetic, literary or historical phenomenon.
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Data Service Infrastructure for the Social Sciences and Humanities

Data Service Infrastructure for the Social Sciences and Humanities

Norwegian Social Science Data Services (NSD) was established in 1971 and was from the start institutionally affiliated to the Research Council of Norway. On 1 January 2003, NSD became a limited liability company owned by the Norwegian Ministry of Education and Research. As a national research infrastructure NSD’s main objective is to promote and facilitate empirical research. This is achieved by collecting, processing, archiving, maintaining and disseminating data to research communities. NSD is located in Bergen, Norway. NSD is a member of CESSDA. GESIS Data Archive (GESIS) was originally founded in 1960 as Central Archive for Empirical Social Research (Zentralarchiv für empirische Sozialforschung, ZA), Europe’s first data archive in the Social Sciences. In 1986 it became a member of the newly founded GESIS, a collaboration of three independent Social Sciences infrastructure institutions. Since 2007, the Data Archive is one of five scientific departments of GESIS. GESIS offers services tailored to the needs of the Social Sciences community and aligned with relevant thematic and structural developments in the field. These services are informed by the results of GESIS’s research as well as its close co- operation with universities and other partners. GESIS is located in Cologne and Manheim, Germany.
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College of Humanities & Social Sciences Department of History

College of Humanities & Social Sciences Department of History

• Students are expected to be engaged with course readings, lectures, and discussions.. • Reading is essential to you learning and will make the class better.[r]

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Comparative Religion. College of Humanities and Social Sciences

Comparative Religion. College of Humanities and Social Sciences

The Bachelor of Arts in Religious Studies is designed for those who: (1) want a humanities undergraduate background focusing on religion as a preparation for further study in such fields as education, law, social work, counseling and government service; (2) wish to pursue graduate studies in religion with the aim of teaching and/or conduct- ing research in the subject; (3) are considering a career in various religious ministries or in religious education.

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Thesis Thoughts for Postgraduate Students in Humanities and Social Sciences

Thesis Thoughts for Postgraduate Students in Humanities and Social Sciences

Hello, people, and welcome to this new resource for research students in humanities and social sciences, which we’re calling Thesis Thoughts Online. The purpose of this resource is to help you think about some of the considerations involved in writing a thesis; to suggest strategies that other people have found useful; and to point you at other really useful resources elsewhere. Many of these have been created by my colleagues at other, mostly Australian universities – people who do the same sort of work that I do, namely, talking to students about how they want to approach their academic work, and how they might solve some of the problems they encounter. In particular, I’d like to alert you to resources that you may not have thought of consulting if English is your first language, because these resources have been designed primarily for students with English as an Additional Language. But this is why they’re so useful, whatever your background, because the people who write them have expertise in linguistics, so they can describe the language of a research thesis in quite specific terms, rather than just saying vaguely that your writing should be clear. And they’re used to thinking about the differences between traditions of learning and writing in different academic cultures, so they’ll focus on particular features of the writing that might seem so natural to your supervisors that they’d just “go without saying”. So as you look through this resource you’ll find a lot of places where I suggest that you go and read material on a website at Monash, or The University of Queensland, or the University of South Australia, or someplace else; and I’d really urge you to go there and have a look. For copyright reasons, I can’t reproduce everybody else’s stuff here, but on their websites you’ll find good, extended explanations and examples of many things that can help you at every stage of the writing process. The homepages of those websites are listed all together in the section called “References”.
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