Littérature scientifique sur le sujet « Social sciences – methodology – moral and ethical aspects »
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Articles de revues sur le sujet "Social sciences – methodology – moral and ethical aspects"
Zhila, Rahmanikhalilelahi. « MORAL DILEMMAS AND ETHICAL CONFLICTS IN RUSSIAN LITERATURE OF THE 20TH CENTURY AND IN THE PROSE OF F. ISKANDER ». Kavkazologiya 2023, no 4 (30 décembre 2023) : 373–84. http://dx.doi.org/10.31143/2542-212x-2023-4-373-384.
Texte intégralBailey, Lucy, et Simon John Williams. « The ethical challenges of researching refugee education ». Qualitative Research Journal 18, no 4 (12 novembre 2018) : 359–70. http://dx.doi.org/10.1108/qrj-d-17-00010.
Texte intégralKatselidis, Ioannis, George Daflos et Stelios Fetanis. « The markets' evaluation triangle ». International Journal of Social Economics 47, no 12 (11 novembre 2020) : 1499–512. http://dx.doi.org/10.1108/ijse-09-2019-0580.
Texte intégralArefiev, Mikhail A., Antonina G. Davydenkova et Anastasija A. Vasilenkova. « The Phenomenon of Volunteerism as a Reflection of the Traditional Value of Mutual Assistance and Support (to the 100th Anniversary of the Passing of P. A. Kropotkin) ». Humanitarian : actual problems of the humanities and education 21, no 3 (11 octobre 2021) : 262–72. http://dx.doi.org/10.15507/2078-9823.055.021.202103.262-272.
Texte intégralFranek, Juraj. « Methodological Consilience of Evolutionary Ethics and Cognitive Science of Religion ». Journal of Cognition and Culture 16, no 1-2 (24 février 2016) : 144–70. http://dx.doi.org/10.1163/15685373-12342173.
Texte intégralThompson, Phillip. « Seeking Common Ground in a World of Ethical Pluralism : A Review Essay of Moral Acquaintances : Methodology in Bioethcs by Kevin Wm. Wildes, S.J. » HEC Forum 16, no 2 (juin 2004) : 114–28. http://dx.doi.org/10.1023/b:hecf.0000037122.94096.78.
Texte intégralÁRNASON, VILHJÁLMUR. « Nonconfrontational Rationality or Critical Reasoning ». Cambridge Quarterly of Healthcare Ethics 20, no 2 (25 mars 2011) : 228–37. http://dx.doi.org/10.1017/s0963180110000873.
Texte intégralMonshipouri, Mahmood. « Political Science ». American Journal of Islam and Society 14, no 4 (1 janvier 1997) : 99–101. http://dx.doi.org/10.35632/ajis.v14i4.2222.
Texte intégralAitalieva, Tolkun, Kaliia Kulalieva et Nurjan Sartbekova. « National specificity of the conceptual foundation of the epic poem “Manas” ». Scientific Herald of Uzhhorod University Series Physics, no 55 (29 janvier 2024) : 275–85. http://dx.doi.org/10.54919/physics/55.2024.27so5.
Texte intégralKazantseva, Larisa. « Methodological issues related to the formation of preschool children’s ecological culture within the coordinates of the modern educational ideas ». Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no 3 (128) (31 octobre 2019) : 26–32. http://dx.doi.org/10.24195/2617-6688-2019-3-4.
Texte intégralThèses sur le sujet "Social sciences – methodology – moral and ethical aspects"
Ho, Ching-ching Mary, et 何晶晶. « Socially responsible investment indices in Asian markets : merging stakeholder theories with social construction for improved index construction methodology ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193511.
Texte intégralpublished_or_final_version
Kadoorie Institute
Doctoral
Doctor of Philosophy
Fait, Stefano. « The true, the good, and the beautiful : the dark side of humanist science : a study in the anthropology of science and social history ». Thesis, University of St Andrews, 2004. http://hdl.handle.net/10023/14915.
Texte intégralWaghid, Faiq. « Towards the democratisation of senior phase school science through the applicatin of educational technology ». Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.
Texte intégralENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools. In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom. Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.
AFRIKAANSE OPSOMMING: In hierdie proefskrif doen ek verslag oor ‟n aksienavorsingstudie in verband met die demokratisering van wetenskaponderwys in ‟n Graad 10 lewenswetenskappe- klaskamer in ‟n plaaslike skool deur die toepassing van onderwystegnologie, meer spesifiek sosiale netwerkmedia soos Facebook. Ek argumenteer dat aksienavorsing vir sosiale geregtigheid met die ondersteuning van onderwystegnologie kan bydra tot die kultivering van kritiese onderrig en leer in die wetenskapklaskamer, wat dus bydra tot die demokratisering van wetenskaponderwys in skole. Hierdie studie bewys hoofsaaklik dat onderwystegnologie op drie vlakke kan bydra tot die demokratisering van wetenskaponderwys in klaskamers met verwysing na omstrede vraagstukke in die huidige lewenswetenskappe-skoolkurrikulum: eerstens kan leerders en opvoeders hoë vlakke van deelname, samewerking en beraadslaging deur Facebook ervaar; tweedens kan leerders persoonlike leerkontekste konstrueer as bevestiging van hulle sin van outonomiteit wat hulle bekom (en kan aanleer) deur leer oor die lewenswetenskappe, veral soos hulle poog om kritiese en probleemoplossingsvaardighede uit te bou, wetenskapskennis te konstrueer en toe te pas, en betekenisse van lewenswetenskappe in die konteks van sosiale verandering kan integreer; en derdens kan leerders en opvoeders gelyke verhoudings kweek in soverre gelykheid verwys na hulle aandrang daarop om pedagogiese aktiwiteite in die lewenswetenskappe-klaskamer te „verbreek‟ en te „ontwrig‟. Ten slotte wys hierdie studie dat kritiese onderrig en leer in die lewenswetenskappe-klaskamer nie onbewus kan wees van poststrukturalistiese denke oor die aanleer van risomatiese eerder as hiërargiese en liniêre denke en optrede nie, en dat die uitleef van individuele outonomie deur aanspraak te maak op intellektuele gelykheid die pedagogiese inspuiting kan wees wat benodig word om demokratiese wetenskaponderwys verder in skole te bevorder.
Harte, David. « Internet content control in Australia : data topology, topography and the data deficit ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1073.
Texte intégralCorbella, Nicole. « Ethics and social science research : a survey of social science researchers' experiences of ethically challenging incidents and ethics review ». Thesis, 2007. http://hdl.handle.net/10413/2148.
Texte intégralThesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
Koen, Jennifer Leigh. « The "over-researched community" : an exploration of stakeholder perceptions and ethical analysis ». Thesis, 2010. http://hdl.handle.net/10413/5163.
Texte intégralThesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
Majola, Pinky Zibuyile. « Autonomy, relatedness and ethics : perspectives from researchers, community members and community representatives ». Thesis, 2009. http://hdl.handle.net/10413/682.
Texte intégralMiskelly, Kenna Jill. « Exploring ethical issues in data mining : the role of collective privacy ». Thesis, 2006. http://hdl.handle.net/1828/2302.
Texte intégralLivres sur le sujet "Social sciences – methodology – moral and ethical aspects"
Granberg, Donald. A most human enterprise : Controversies in the social sciences. Lanham, Md : Lexington Books, 2010.
Trouver le texte intégralK, Sterba Sonya, dir. Handbook of ethics in quantitative methodology. New York : Routledge, 2011.
Trouver le texte intégralTrevor, Welland, et Pugsley Lesley, dir. Ethical dilemmas in qualitative research. Aldershot, Hants, England : Ashgate, 2002.
Trouver le texte intégralHoman, Roger. The ethics of social research. London : Longman, 1991.
Trouver le texte intégral1941-, Alver Bente Gullveig, Fjell Tove Ingebjørg 1961-, Øyen Ørjar et Folklore Fellows, dir. Research ethics in studies of culture and social life. Helsinki : Suomalainen Tiedeakatemia ; Academia Scientiarum Fennica, 2007.
Trouver le texte intégralJ, Downing Martin, et Tenney Lauren J, dir. Video vision : Changing the culture of social science research. Newcastle : Cambridge Scholars, 2008.
Trouver le texte intégralVan den Hoonaard, Will. C. 1942-, dir. Walking the tightrope : Ethical issues for qualitative researchers. Toronto : University of Toronto Press, 2002.
Trouver le texte intégralBell, Wendell. Foundations of futures studies : Human science for a new era. New Brunswick, N.J : Transaction Publishers, 2004.
Trouver le texte intégralGreig, Anne. Doing research with children. London : SAGE Publications, 1999.
Trouver le texte intégralHandbook of Ethics in Quantitative Methodology. Routledge, 2011.
Trouver le texte intégralChapitres de livres sur le sujet "Social sciences – methodology – moral and ethical aspects"
Casson, Mark. « Moral Leadership in Ethical Economics ». Dans Methodology of the Social Sciences, Ethics, and Economics in the Newer Historical School, 467–87. Berlin, Heidelberg : Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59095-5_18.
Texte intégralJacobs, Jonathan. « In Dialogue with Philosophy ». Dans Crime, Justice, and Social Order, 60—C4.P61. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192859600.003.0004.
Texte intégralDas, Somnath. « WOMEN AND VALUE EDUCATION ». Dans Futuristic Trends in Social Sciences Volume 3 Book 7, 142–49. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bjso7p2ch2.
Texte intégralWeinstein, Mark. « The Philosophical Importance of the Periodic Table ». Dans Mendeleev to Oganesson. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190668532.003.0018.
Texte intégral« balances) which should have been asked before the introduction of some new technology were not. Think of it in another way. Trying to frame up general questions to cover all eventualities will not work when there are so many conflicting interests at stake. Without a specific idea of the sorts of ethical questions we would like answered we are working in the dark. Unfortunately, philosophers and theoreticians, who study ethics tend not to deal in specifics, but try and formulate rules and frameworks of thought which can then be adapted to specific questions. This may seem a rather soft approach, but it does at least have the merit of being able to help in answering, if not actually answering, a question in the future which was not even dreamt of when the theoretical consideration of ethics started. Stevenson, in Ethics and Language (1944, New Haven : Yale UP), tried to demonstrate that ethics can be a rational discourse, by saying that if an individual says that tolerance is good the individual is approving of tolerance, but also more significantly, suggesting that you do as well. If you do not, then you have to be persuaded, but that implies a value judgment on the arguments which are to be put to persuade you that tolerance is good. The idea of persuasion is an interesting one, because the philosopher is always trying to produce an algebraic description of ethics and morals. The other end of the spectrum is the case where it could be stated that what is true in one case, or held to be true by an individual in a particular case, must be true in all other cases. One could logically see that this latter case would result in a pacifist point of view, that is, it is not right to kill so I will not kill, ie a general philosophical idea of ethics taken as a personal guide. Where this and every other argument falls down is in cases where a terrorist says it is correct for me to kill, but not for you. Such moral conundrums have stretched moral debate since the dawn of rational thought, with solutions being found in every moral and ethical document, whether religious or secular. But where does this lead us in terms of the legal aspects of the application of DNA technology ? In a way into a more complicated world, but also one far more relevant to the individual than a theoretical argument. DNA profiling affects the individual far more than any aspect of the other sciences. Physics has never singled out an individual ; like chemistry the moral repercussions these sciences have wrought have been on a grander scale. You may be a victim, but you are not alone. This will be small comfort to the victim, but there is solidarity in social cohesion. DNA is different. It can be used not only to single out the individual, but also to penalise and degrade that individual. The first thing to be said about ethical questions is a very practical one. It assumes a benign State, a regime which is trying to do the best for the population as a whole. A tyrannical regime of any sort can do what it likes and therefore does not have to be morally accountable for its actions. This point is important because in a benign State it is everyone’s right, if not duty, to challenge morally repugnant actions. In such a State it is legal action which is the immediate point of challenge to such behaviour, whether it is an individual committing a crime, which we have collectively decided is not acceptable, or a government behaving in a manner ». Dans Genetics and DNA Technology : Legal Aspects, 108. Routledge-Cavendish, 2013. http://dx.doi.org/10.4324/9781843146995-16.
Texte intégralActes de conférences sur le sujet "Social sciences – methodology – moral and ethical aspects"
Tebeanu, Ana voichita, et George florian Macarie. « ADDRESSING ETHICAL VALUES IN EDUCATIONAL PRACTICE. AN ESSAY ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-156.
Texte intégralRueangkhachit, Saowanee. « THE RESULTS OF USING STORYTELLING WITH POSITIVE REINFORCEMENT FOR DEVELOP RESPONSIBLE BEHAVIOR OF STUDENTS IN KINDERGARTEN 1/1 WATWETAWANTHAMMAWAT SCHOOL ». Dans THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/t873ipo.
Texte intégralCmeciu, Camelia, Doina Cmeciu et Monica Patrut. « CSR 2.0 - FRAMING ONLINE LEARNING ENVIRONMENTS IN CAMPAIGNS ON NON-FORMAL EDUCATION ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-200.
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