Social science which engages with the real world

2017 ◽  
pp. 225-234
Author(s):  
Anthony Heath ◽  
Andrea Scott
Keyword(s):  
2021 ◽  
Vol 1 (1) ◽  
pp. 97-102
Author(s):  
Ni Luh Putu Rastiti Era Agustini

Character education is one of the aspects in education which is important for students before they face the real world society. Character education can be learned in the formal education with the support of environment such as school staffs, teachers, and also parents. Moreover, character education can also help students to deal with academic field. Character education is not directly taught in school as a subject but it includes in the subjects learn by students such as science, social science, language and many more. Even though character education has been taught at school, there is still something unwanted happens to students especially children. This thing can be prevented using the character education. This study focuses in describing the character education especially for children in Indonesia.


2020 ◽  
Vol 9 (4) ◽  
pp. 1550-1557
Author(s):  
Dedy Prasetya Kristiadi ◽  
Po Abas Sunarya ◽  
Melvin Ismanto ◽  
Joshua Dylan ◽  
Ignasius Raffael Santoso ◽  
...  

In a world where the algorithm can control the lives of society, it is not surprising that specific complications in determining the fairness in the algorithmic decision will arise at some point. Machine learning has been the de facto tool to forecast a problem that humans cannot reliably predict without injecting some amount of subjectivity in it (i.e., eliminating the “irrational” nature of humans). In this paper, we proposed a framework for defining a fair algorithm metric by compiling information and propositions from various papers into a single summarized list of fairness requirements (guideline alike). The researcher can then adopt it as a foundation or reference to aid them in developing their interpretation of algorithmic fairness. Therefore, future work for this domain would have a more straightforward development process. We also found while structuring this framework that to develop a concept of fairness that everyone can accept, it would require collaboration with other domain expertise (e.g., social science, law, etc.) to avoid any misinformation or naivety that might occur from that particular subject. That is because this field of algorithmic fairness is far broader than one would think initially; various problems from the multiple points of view could come by unnoticed to the novice’s eye. In the real world, using active discriminator attributes such as religion, race, nation, tribe, religion, and gender become the problems, but in the algorithm, it becomes the fairness reason.


2010 ◽  
Vol 31 (2) ◽  
pp. 19-34

By the middle of the 1970s, Albert O. Hirschman’s bias for hopefulness was under siege. Gloom pervaded the social sciences. And the real world gave ample justification to those who preferred to analyze failure and futility. By then, Hirschman had left Harvard University and had joined Clifford Geertz in the creation of a School of Social Science at the Institute for Advanced Study in Princeton, New Jersey, one which would resist the quantifying and formalizing turns in American social sciences. There, the pair would become a formidable intellectual team.


2009 ◽  
Vol 7 (2) ◽  
pp. 303-316 ◽  
Author(s):  
Piki Ish-Shalom

What are social science theorists' responsibilities for the effects of their theories in the real world? I maintain that politicians and ideologues place theories in their political agendas without necessarily heeding their actual content. Hence, the ramifications of theories in the real world are mostly the result of political uses and, at times, political abuses. Consequently, theorists cannot be held morally responsible for these. They do, however, bear the obligation to examine if there are some intrinsic features of theorization and theory that render these susceptible to public misinterpretation and vulnerable to political abuse. Pointing to the rhetorical capital inherent in theories, and supported by examples involving democratic-peace theory and its political destinies, I conclude that, to discharge this task, social science theorists should substitute the prevailing objective ethic with a normative one.


2020 ◽  
Vol 50 (43) ◽  
pp. 182-196
Author(s):  
Hariz Halilovich ◽  
Iris Kučuk

Based on digital and conventional ethnography, this paper discusses how Bosnian refugees utilize digital technologies and new media to recreate, synchronize and sustain their identities and memories in the aftermath of ethnic cleansing and genocide and in the contexts of their new emplacements and home-making practices in the diaspora. In addition to discussing representations of displacement and emplacement in the “digital age”, the paper also aims to make a contribution to the understanding and application of digital ethnography as an emerging method of inquiry in anthropology and related social science and humanistic disciplines. While some researchers see digital ethnography as a form of research based exclusively online, it is also crucial to understand the online world in the context of the real world – made of real people, places and social relations.


Author(s):  
Stefanie Haeffele ◽  
Virgil Henry Storr

Over time, the fields of economics and ethics have become more distinct with economics focusing on the rationality of actors, the incentives they face, and the outcomes of interacting within an amoral market setting. However, in the real world, economics and ethics are more interconnected. Humans are social and ethical beings regardless of setting. Recent studies have shown that individuals reward trustworthiness, punish dishonesty, and can develop meaningful social bonds within markets. Economists, seeking to better understand the world, should incorporate ethics into their economics. We argue that Adam Smith is an exemplar of pursuing a fuller approach to social science, and utilize his arguments on both economics and ethics to advance a study of ethical markets.


2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


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