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Автор: Grafiati
Опубліковано: 7 липня 2024
Оновлено: 7 липня 2024

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Статті в журналах з теми "Sociology of Scientific Professions":

1

Gauchat, Gordon, and Kenneth T. Andrews. "The Cultural-Cognitive Mapping of Scientific Professions." American Sociological Review 83, no. 3 (May 21, 2018): 567–95. http://dx.doi.org/10.1177/0003122418773353.

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Even with widespread interest, public perceptions of science remain understudied and poorly theorized by social scientists. A central issue has been the persistent assumption that publics require a base of scientific knowledge for science to have broad cultural meaning. Yet, recent advances in cultural and cognitive sociology point to alternative research programs seeking to identify how publics come to understand complex and uncertain issues, when information is incomplete and asymmetric. We use this approach to analyze data on public perceptions of how scientific different fields are from the 2006 and 2012 National Science Foundation’s Science and Technology Survey. Our multivariate analyses allow us to approximate how mass publics map the social space of scientific professions, while accounting for individuals’ social location and cultural identity (e.g., race, class, gender, age, scientific sophistication, and political ideology). We then focus our attention on public perceptions of sociology and economics. Overall, we find that public perceptions, rather than being disorganized, map onto recognizable dimensions indicating how publics distinguish between scientific professions.
2

Brante, Thomas. "Professional Fields and Truth Regimes: In Search of Alternative Approaches." Comparative Sociology 9, no. 6 (2010): 843–86. http://dx.doi.org/10.1163/156913310x522615.

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AbstractSociology of the professions has faced difficulties in delineating and defining the core of its object of study, the concept and phenomenon of profession. Setting out from the so-called French epistemological tradition, this article tries out a new possibility. It is argued that if there are trans-historical elements in professions, they are found at the cognitive side, as a certain reasonably invariant cognitive structure. The structure implies that a specific type of (scientific) knowledge can be coupled with professional practice, that is, know-why is linked to know-how. This is what the notion of profession primarily should be based on. Science, profession, and “object” together constitute a “truth-regime” in Foucault’s sense. On the other hand, the social side of professions is historically variable. Indeed, the social attributes of a profession changes with social transformations and external interests, with its position in Bourdeauian professional fields, and with its relations in “the professional complex.” The article concludes with a suggestion for a new definition of professions.
3

Fava, Sylvia F., Violet B. Haas, and Carolyn C. Perrucci. "Women in Scientific and Engineering Professions." Contemporary Sociology 14, no. 4 (July 1985): 477. http://dx.doi.org/10.2307/2069192.

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4

Balakireva, E. V., and A. S. Robotova. "Why Pedagogy Needs Clarity in Definition of the Concept of Profession." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 73–83. http://dx.doi.org/10.31992/0869-3617-2019-28-5-73-83.

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The article discusses the pedagogical understanding of the concept of profession as extremely important for the pedagogical community in the conditions of the modern state of education. The authors believe that the current situation in pedagogy is characterized by the confusion of the concepts profession, specialty, qualification, position, imprecise identification of subjects of education (teacher, educator, tutor, pedagogical worker, etc.), which makes it difficult to develop professional and educational standards, ensure their continuity, define labor actions and competencies clearly. For this reason, it would seem, a private matter acquires social, theoretical and practical significance. The logic and content of the article determine the authors’ position in the consideration of the stated topic – they believe that analyzing the specifics of the teaching profession and related concepts requires taking into account the achievements and recommendations of sociology and psychology of professions, studying the possibilities of the pedagogical professiology. Consideration of the problem only from within the pedagogy itself limits the possibilities of disciplinary analysis, the activity of scientific reflection, the creation of holistic ideas on the teaching profession as a significant humanitarian activity in society, which initially carries humanitarianism as a leading quality. The authors critically consider the Professional standard of a teacher, in which they find contradictory positions, and come to a conclusion about the need for the clear scientific and pedagogical understanding of the concepts of profession, professionalism, professional, specialty, qualification, activity, labor functions, competencies.
5

Halliday, Terence C. "Knowledge Mandates: Collective Influence by Scientific, Normative and Syncretic Professions." British Journal of Sociology 36, no. 3 (September 1985): 421. http://dx.doi.org/10.2307/590459.

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6

Pushkareva, N. L. "Study of scientific community by methods of ethnology: gender approach relevance." BULLETIN of the L.N. Gumilyov Eurasian National University. Historical sciences. Philosophy. Religion Series 133, no. 4 (2020): 100–116. http://dx.doi.org/10.32523/2616-7255-2020-133-4-100-116.

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The article describes the methodology and methods of ethnographic knowledge in the focus of their application in sociology and sociopsychology. The author turns to classical studies of M. Weber, G. Zimmel, P. Sorokin and others, who laid the foundation for the study of professional (including scientific) communities. Interdisciplinary interaction of scientific directions focused on the daily routine world, on identification of methods used by a person in society to perform routine actions, which eventually determined the research vector of ethnomethodology. The author describes the undertaken studies of the daily life of the scientific community in the conditions of the laboratory, the fixation of many actions taken by scientists that require additional microanalysis and explanations, anthropologization of the study of the scientific community, gender approach in ethnography of professions. The author considers the main task of the ethnographer of science in the study of daily practical routine activities of the scientist, in the design of «laboratory world» - social institutionalization of the scientific community. The gender aspect is important in the ethnography of science, focusing on the scientist as an active social subject, on gender inequality in scientific (academic, university) communities.
7

Balon, Jan. "O samotné myšlence jednotné sociologie: Harvard a Columbia." Teorie vědy / Theory of Science 33, no. 3 (November 21, 2011): 358–86. http://dx.doi.org/10.46938/tv.2011.123.

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On the Very Idea of Unified Sociology: Harvard and ColumbiaAbstract: The article concentrates on the historical context of American sociology's development in the period between 1930 and 1965, which is here associated with a specific project of the field's unification elaborated at Harvard University and Columbia University. It is argued that the idea of unified sociology is worked in the very project of American sociology as a science and found its genuine expression in the efforts to reach "objectivity and coherence" of sociological thought/knowledge. It also distinctly formed the professional identity of the discipline. It was expected that the scientific integrity would be achieved by means of securing the continuity of theory and practice, which was to provide a general methodological pillar for cumulative research. The historical contextualization of this formative period studies how the very idea of unified sociology affected both theoretical and methodological perspectives within the discipline and also the possibility of its integrated research agenda.O samotné myšlence jednotné sociologie: Harvard a ColumbiaAbstrakt: Článek se zaměřuje na historický kontext vývoje americké sociologie v období mezi lety 1930-1965, jež je spojeno se specifickým projektem sjednocení oboru rozpracovaným na Harvardské a Kolumbijské univerzitě. Samotná myšlenka jednotné sociologie je neoddělitelně vpletena do celého projektu americké sociologie jako vědy a své „čisté" vyjádření nalezla v úsilí prokázat „objektivitu a koherenci" sociologického myšlení/vědění. Zcela zřetelně také formovala profesní identitu oboru. Prostředkem zajištění vědecké integrity bylo především zajištění kontinuity teorie a praxe, ježby založilo a o něž by se mohlo opírat pevné metodologické „sebevědomí". Historická kontextualizace tohoto formativního období si klade za cíl sledovat, nakolik myšlenka sjednocené sociologie ovlivnila teoretické a metodologické perspektivy v rámci oboru i vlastní představy o možnosti jeho integrované výzkumné agendy.
8

Sándor, Alexandra Valéria. "Motivations and Self-Perceived Career Prospects of Undergraduate Sociology Students." European Journal of Social Science Education and Research 7, no. 3 (October 12, 2020): 1. http://dx.doi.org/10.26417/332irk90k.

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Sociology undoubtedly plays an important role in the world of sciences, as it provides an opportunity to examine the society in which we live and our social relationships using widely accepted means with real scientific value. As Giddings has noted, 'sociology tells us how to become what we want to be' (Giddings, 2011). However, discussions of the social sciences can be controversial, as they are sometimes perceived as ‘inferior’ to natural sciences. To alleviate this discrepancy, it is essential to supply professionals with useful knowledge in the field of sociology, understand their motivations and ensure the best career prospects for them. In this pilot study, 18 sociology B.A. students answered seven open-ended questions in the form of a short essay regarding their motivations in terms of faculty choices, initial expectations and the fulfilment thereof, their aims in the study of sociology, preferred areas of employment, willingness to undergo further training, five-year plans and their opinions about the prospects of newly graduated sociologists in Hungary compared to graduates from other areas in terms of the usefulness of knowledge gained, perceptions of their professions and earning opportunities. According to the results of this study, the future plans of the participants were very different, but all of them believe that an undergraduate sociology degree provides extensive knowledge about the functioning of society and has helped them to form attitudes that they consider to be extremely valuable on the labour market.
9

Sándor, Alexandra Valéria. "Motivations and Self-Perceived Career Prospects of Undergraduate Sociology Students." European Journal of Education 6, no. 2 (August 10, 2023): 1–9. http://dx.doi.org/10.2478/ejed-2023-0011.

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Abstract Sociology undoubtedly plays an important role in the world of sciences, as it provides an opportunity to examine the society in which we live and our social relationships using widely accepted means with real scientific value. As Giddings has noted, ‘sociology tells us how to become what we want to be’ (Giddings, 2011). However, discussions of the social sciences can be controversial, as they are sometimes perceived as ‘inferior’ to natural sciences. To alleviate this discrepancy, it is essential to supply professionals with useful knowledge in the field of sociology, understand their motivations and ensure the best career prospects for them. In this pilot study, 18 sociology B.A. students answered seven open-ended questions in the form of a short essay regarding their motivations in terms of faculty choices, initial expectations and the fulfilment thereof, their aims in the study of sociology, preferred areas of employment, willingness to undergo further training, five-year plans and their opinions about the prospects of newly graduated sociologists in Hungary compared to graduates from other areas in terms of the usefulness of knowledge gained, perceptions of their professions and earning opportunities. According to the results of this study, the future plans of the participants were very different, but all of them believe that an undergraduate sociology degree provides extensive knowledge about the functioning of society and has helped them to form attitudes that they consider to be extremely valuable on the labour market.
10

Serpa, Sandro, Carlos Miguel Ferreira, and Fernando Diogo. "Specialization or Fragmentation of Sociology: Scientific, Academic, and Professional Challenges." International Journal of Interdisciplinary Social and Community Studies 15, no. 2 (2020): 15–32. http://dx.doi.org/10.18848/2324-7576/cgp/v15i02/15-32.

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Також вас можуть зацікавити розширені добірки на тему "Sociology of Scientific Professions" для конкретних типів джерел:
Статті в журналах Дисертації Книги

Дисертації з теми "Sociology of Scientific Professions":

1

Renisio, Yann. "L'infortune des sciences sociales : sociologie d'une illégitimation scientifique récurrente." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0073.

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À la croisée des sociologies des sciences, de l’éducation et du travail, cette thèse présente, à partir d’une analyse de l’ensemble des disciplines de l’enseignement supérieur, une série de processus qui contribuent à la perpétuelle remise en cause de la légitimité scientifique des sciences sociales dans la recherche française contemporaine. Cette analyse en trois temps, historique, statistique puis par enquête par questionnaire et entretiens met en évidence un phénomène de désavantages cumulatifs de ces domaines. Institutionnalisées dans les facultés de lettres et de droit dans une période d’ascension forte de la légitimité de celle des sciences, les sciences sociales occupent une position inconfortable d’altérité et d’infériorité scientifiques, que l’enseignement secondaire contemporain contribue à entretenir. Situées à l’intersection des pratiques des sciences humaines, biologiques et mathématiques, ces disciplines se voient fréquemment accusées de ne pas répondre au modèle des sciences physiques. Scindées en deux facultés, les profils scolaires et sociaux de leurs étudiants et de carrières de leurs chercheurs sont plus hétérogènes que dans les sciences non sociales, ce qui affaiblit leur cohérence. Intériorisant leur position dominée, ces disciplines naturalisent la faiblesse des moyens qui leurs sont accordés en les justifiant par des besoins temporels spécifiques et une imprévisibilité indépassable
Combining the sociology of science, of education and of professions, this thesis analyses the field of academic disciplines to present a series of social process contributing to the constant questionings regarding the scientificity of the social sciences in contemporary France. This three steps analysis (historical, statistical, and through surveys and interviews) unveils a phenomenon of cumulative disadvantages for these disciplines. Institutionalized in the Facultés of law and literature in a period of important rise to power of the scientific one, social sciences have been considered as “other” and “inferior” in terms of scientificity from the beginning, a situation that is strongly maintained today through the implicit hierarchies of fields taught in high school. At the crossroad of humanities, biological and mathematical sciences, the scientific practices of the social sciences are frequently evaluated and denigrated through the criteria of the physical sciences. Divided into two facultés, students and faculties in those fields have more heterogeneous social and educational backgrounds then those in other sciences, contributing to a social image of dissensus. Interiorizing their subordinated position, social scientists tend to justify the small share of resources that they receive through the valorization of specific temporal needs and unpredictability of their research
2

Veillard, Hélène. "Les lauréat·es : ce que l'ERC fait aux professions scientifiques. Les cas des sciences de l'univers et de l'histoire en France." Electronic Thesis or Diss., université Paris-Saclay, 2024. http://www.theses.fr/2024UPASU002.

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À l'intersection d'une sociologie des professions scientifiques, des sciences et de l'action publique, cette thèse analyse les interactions entre un dispositif particulier de financement sur projet de la recherche européenne d'« excellence », celui de l'European Research Council (ERC), et les logiques de carrières professionnelles des chercheur·es en sciences de l'univers et en histoire, ceci dans le contexte universitaire français. Ancrée dans les travaux étudiant les modifications de la recherche sous l'effet de ce mode de management du financement sur projet, cette thèse étudie la façon dont les identités des chercheur·es, mais aussi les relations individuelles et collectives de la science se reconfigurent à partir de l'appel à projet spécifique que constitue l'ERC. Ainsi, à partir du cas de la sélection d'individus et de projets d'« excellence », ce travail interroge la fabrique des « lauréat·es » à travers un jeu intriqué d'incitations institutionnelles au dépôt de projets, de configurations de marchés universitaires nationaux et internationaux, ainsi que de logiques de fonctionnement et de cultures épistémiques plurielles.Alors que le dispositif sociotechnique de l'ERC à l'échelle européenne et les mesures incitatives au niveau national concourent à renforcer le financement d'une recherche exploratoire, individuelle et d'« excellence », comment dans ce cadre les scientifiques lauréat·es conçoivent-ils·elles leur candidature et l'obtention du projet à l'ERC ? En prenant le parti de suivre les cheminements et les différentes étapes suivies par les lauréat·es dans le cours de « leurs » projets, cette thèse scrute les cheminements individuels vers le statut de candidat·e en identifiant quatre logiques d'engagement (idée, financement, indépendance et carrière). La rédaction du projet questionne quant à elle les formes d'adéquation, d'adaptation et de traduction de soi et de son projet dans la candidature selon la perception des attendus du financeur. Le projet obtenu, c'est à la question de l'identité de chercheur·e des lauréat·es à laquelle nous nous intéressons en analysant les modalités de mise en œuvre d'un « collectif personnalisé en mode projet », non exempt d'un souci du collectif et des carrières d'autrui. Enfin, l'analyse revient de façon plus générale sur les effets de l'ERC sur les trajectoires des scientifiques des deux disciplines observées depuis le point de vue des enquêté·es, interrogeant ainsi l'émergence de voies contemporaines de carrières scientifiques renouvelées
This doctoral dissertation explores the ramifications of a specific European research funding initiative, namely the European Research Council (ERC), within the broader context of the sociology of scientific professions, science, and public action. Focused on researchers in the realms of universe sciences and history within the academic landscape of French universities, this study systematically examines the transformative impact induced by the ERC's project-based funding paradigm on the dynamics of research. Scrutinizing alterations in the identities of researchers and the intricate fabric of both individual and collective scientific relationships, the thesis closely examines the distinct call for projects put forth by the ERC. By analyzing the selection processes leading to the identification of "excellent" individuals and projects, the investigation dissects the intricate interplay between institutional incentives for project submissions, national and international configurations of the university market, operational logics, and a diverse array of epistemic cultures.The socio-technical framework of the European Research Council (ERC) at the European level and the incentive policies at the national level are strategically devised to enhance the support for exploratory, individual, and "excellent" research endeavors. In this context, an inquiry arises: How do the recipients of ERC grants perceive their application process to the ERC and evaluate the success of their respective projects? The narrative meticulously traces the trajectories of laureates throughout the lifecycle of their projects. This involves a close scrutiny of the rationales underpinning their decision to seek ERC funding, the intricacies of candidacy construction, and an exploration of the identities of laureates tasked with orchestrating personalized collectives within the project mode. The dissertation culminates in a thorough analysis of the broader implications of ERC funding on the careers of scientists in the observed disciplines, as articulated by the interviewees
3

Macdonald, Keith M. "The sociology of the professions and other occupations." Thesis, University of Surrey, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257157.

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4

Webb, Keith. "Uncertainty and the social scientific response." Thesis, University of Kent, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481719.

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5

Campbell, Jonah. "The XMRV virus: reality and artefactuality in scientific controversy." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107915.

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The retrovirus XMRV (xenotropic murine leukemia virus-related virus) was first identified in association with Chronic Fatigue Syndrome in 2009. Following the publication of this research there erupted a major controversy within the scientific literature over the status of the XMRV virus, that wound to a close in 2012 with the editorial retraction of the original research and the conclusion that the virus was a laboratory artefact. This paper maps the dynamics of the XMRV-CFS controversy, and how the status of the virus itself changed over the course thereof. The question of the "reality" of both the virus and its putative association with Chronic Fatigue Syndrome were pivotal to the actors involved, and the thesis focuses on how the endogenous discourses of artefactuality (along with the procedures, materials, and instrumentation with which such discourses were entangled) figured into the perpetuation and eventual resolution of the controversy.
Le rétrovirus XMRV (xenotropic murine leukemia virus-related virus) a été identifié pour la première fois en 2009 en association avec le Syndrome de fatigue chronique. Suite à la publication de ces recherches, une controverse importante a éclaté dans la presse scientifique quant au statut du virus XMRV. Cette controverse s'achèvera en 2012 avec la rétractation de l'article original et la révélation que le virus était en fait un artefact de laboratoire. Le présent mémoire retrace la dynamique de la controverse autour du couple XMRV-SFC en examinant de plu près le changement de statut du virus au cours de cette même controverse. La question de la « réalité » même du virus et celle de son lien putatif avec le Syndrome de fatigue chronique occupent une place centrale au sein du débat entre les scientifiques concernés. Le mémoire s'intéresse donc en particulier au rôle qu'ont joué dans la perpétuation et l'éventuelle résolution de la controverse les discours endogènes concernant l'artefactualité, ainsi que les instances matérielles (procédures, matériaux et équipements) rattachées à ces discours.
6

Bwanika, Daniel. "Realistic Theory as Methods for Scientific Research." Thesis, Örebro University, School of Humanities, Education and Social Sciences, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-6327.

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7

RIVIERA, EMANUELA. "Mapping scientific literature. Structuring scientific communities through scientometrics." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/40095.

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A sociologically integrated approach suggesting an interpretation of bibliometric indicators and maps is developed in this work. The programmatic element of the thesis is the integration of the constructivist perspective relating to the re-production of scientific community with the metric program in Bibliometrics. The accomplishment of the main purposes introduced above is realised through the following goals, which can be listed according to the level of generality. First of all, this work aims to demonstrate the potentialities of a proposal in the field of citation theory which encompasses different and divergent perspectives as it is based on the integration of structural-functionalist and constructivist approaches. More specifically, this proposal is applied to the field of Scientometrics, where the lack of a theoretical frame for interpreting bibliometric indicators as well as bibliometric maps constitutes a real problem as we are witnessing the affirmation of what can be called the “metric era”: as a matter of fact, like it or not, bibliometric measures and analyses are more and more important for scientists’ career. The purpose of providing a description of the intellectual and cognitive structure of the scientific field of Italian Sociology allows us, at the same time, to test the reliability of those bibliometric techniques employed in the empirical work here presented. In particular, we are testing the effectiveness of Bibliometrics in mapping scientific literature, as well as the effectiveness of the normative approach in describing citers’ behaviour with reference to high citation counts.
8

Coatesworth, Megan Gebhardt. "Women staying in STEM professions long-term| A motivation model." Thesis, The University of the Rockies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686149.

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This qualitative grounded theory study sought to identify what motivates women to stay in or return to science, technology, engineering, and math professions (STEM) long-term, leading to a motivation model. Twenty women, each having a minimum of 10 years of experience in STEM professions, participated in the study. Four of the 20 participants had a career path where they left the STEM workplace for more than 26 weeks and then returned. The results of this study suggested that there may be five themes related to motivating factors for women who stay in STEM professions long term: a) interest in STEM is the constant as individual needs and priorities change, b) direct manager influence on development is critical c) performance-based workplace policies and culture are continuously sought, d) moving towards a no-bias workplace remains important, and e) the career growth path at life's crossroads remains a challenge. While this study's results suggested that some bias does still exist in the STEM workplace, as previously documented. The results suggested that an equitable workplace does not yet exist regarding career growth opportunities. As career growth is one of the motivating factors for women in STEM and environments for career growth opportunities vary in the workplace, this study's results also suggested that career growth opportunities continue to be a barrier for women in STEM.

9

Ashmore, M. "A question of reflexivity : Wrighting sociology of scientific knowledge." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355573.

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10

Shin, In-Cheol. "Matthew's inclusive community a narratological and social scientific reading /." Pretoria ; [s.n.], 2004. http://upetd.up.ac.za/thesis/availalbe/etd-05262005-154759.

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Книги з теми "Sociology of Scientific Professions":

1

Couture, Denise. Sociologie des professions: The sociology of professions. [Montreal]: Les Presses de l'Université de Montréal, 1988.

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2

Macdonald, Keith M. The sociology of the professions. London: Sage, 1995.

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3

Pavalko, Ronald M. Sociology of occupations and professions. 2nd ed. Itasca, Ill: F.E. Peacock, 1988.

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4

Pamela, Abbott, and Meerabeau Liz, eds. The sociology of the caring professions. 2nd ed. London: UCL Press, 1998.

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5

Pamela, Abbott, and Wallace Claire, eds. The Sociology of the caring professions. London: Falmer Press, 1990.

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6

Wallace, Walter L. Principles of scientific sociology. Piscataway, N.J: AldineTransaction, 2010.

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7

Wallace, Walter L. Principles of scientific sociology. New Brunswick, N.J: AldineTransaction, 2009.

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8

Wallace, Walter L. Principles of scientific sociology. Piscataway, N.J: AldineTransaction, 2010.

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9

1930-, Lal Sheo Kumar, University of Jodhpur. Dept. of Sociology., and National Seminar on the Sociology of the Professions (1984 : Jodhpur, India), eds. Readings in the sociology of the professions. Delhi: Gian Pub. House, 1988.

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10

Spranz-Fogasy, Thomas, Eva-Maria Graf, and Marlene Sator. Discourses of helping professions. Amsterdam: John Benjamins Publishing Company, 2014.

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Частини книг з теми "Sociology of Scientific Professions":

1

Schönbauer, Sarah M. "A Passion for Science: Addressing the Role of Emotions in Identities of Biologists." In Sociology of the Sciences Yearbook, 283–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61728-8_14.

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AbstractAs part of their socialization, scientists acquire the skills and know-how of the job and become part of a scientific community, its norms and values. Becoming part of a scientific community also involves that scientists adapt to its emotional culture. Emotional relationships, specifically the concept of passionate work, represent important repertoires in and for academia especially considering academic identities. In light of precarious employments and unstable academic futures, the researchers emotional relationships with their profession are tenuous. I accordingly ask: what role does passion have in scientists’ narrations of work experiences? And how does this play out in researchers’ identities? Based on interviews with biologists, I analyse how the scientists narrate passionate tales and explore how they recount their past and how they imagine a future generation of scientists. Specifically, I analyse the scientists’ stories of the past as productive for a particular rationale and storyline of their identity bringing forth qualities of a passionatescientist. These tales not only represent individual experiences but show how an emotional relationship to the science profession provides an exclusive belonging and serves to create and maintain a powerful disciplinary ideal. Consequently, I provide a jigsaw piece for understanding further how scientists build their identities and how these identities mirror today’s science cultures.
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Greer, Scott. "Professions, Data, and Political Will: From the Pandemic Toward a Political Science with Public Health." In Integrating Science and Politics for Public Health, 33–57. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98985-9_3.

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AbstractThe COVID-19 pandemic promised to teach us many things. One of the things it can help to teach us is about ways to do political science with public health. A political science with public health can work best if informed by a broad social-scientific understanding of both fields. This chapter, therefore, takes its inspiration from not just political science but also sociology and Science and Technology Studies, a field which focuses on the social construction of facts and their flow through society. The chapter focuses on three issues that seem to be particular causes of disciplinary misunderstanding and potentially fruitful research. The first is the professional authority of public health as a profession, including the extent to which it has a clear domain of expertise that others in government and academia respect. The second is the politics of data. Data are endogenous to the political process because the collection and coding of data of any kind are political decisions. The experience showed the potential value of viewing statistics as a dependent variable. The third is of the most contested concepts that can be found at the border of public health and political science: political will.
3

Monteiro, A. Reis. "Sociology of the Professions." In The Teaching Profession, 47–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12130-7_4.

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4

Collyer, Fran. "Disciplines, Professions and Specialities." In Mapping the Sociology of Health and Medicine, 139–66. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137009319_4.

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Sciulli, David. "Democracy, Professions and Societal Constitutionalism." In Handbooks of Sociology and Social Research, 81–109. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-68930-2_5.

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Larson, Magali Sarfatti. "Professions as Disciplinary Cultures." In The Blackwell Companion to the Sociology of Culture, 317–31. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996744.ch21.

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Sidhu, Jasvinder, Soma Pillay, and Mahesh Joshi. "Sociology of the Professions and Accounting." In Understanding the Sociology of the Accounting Profession, 31–52. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1572-9_2.

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Restivo, Sal. "Inside a Scientific Laboratory: An Ethnography of Scientific Practice." In Inventions in Sociology, 31–53. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8170-7_3.

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Larsson, Anna, and Sanja Magdalenić. "Establishing a Scientific Discipline." In Sociology in Sweden, 14–22. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137482310_3.

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Scimecca, Joseph A. "Christianity and scientific sociology." In Christianity and Sociological Theory, 136–54. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge advances in sociology ; 251: Routledge, 2018. http://dx.doi.org/10.4324/9780429467660-9.

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Тези доповідей конференцій з теми "Sociology of Scientific Professions":

1

Gerasimova, Alexandra. "DEVELOPMENT OF AN ALTRUISTIC ORIENTATION OF THE PERSONALITY OF STUDENTS AND EXPERTS OF HELPING PROFESSIONS." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.016.

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2

Zintsova, Anastasia. "SOCIAL-PROFESSIONAL SAFETY OF YOUNG PROFESSIONALS IN THE COURSE OF THEIR PROFESSIONAL ADAPTATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.002.

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3

Horak, Hana. "THE RECOGNITION OF PROFESSIONAL QUALIFICATIONS AND PROBLEM OF NECESSARY LANGUAGE SKILLS IN HEALTHCARE PROFESSION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.137.

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4

Szabo, Bela. "THE EDUCATION OF A PROFESSION � THE ROMANIAN PROFILE OF SOCIAL WORK." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.121.

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Cech, Petr. "PROFESSIONAL EDUCATION OF ACADEMIC WORKERS: NECESSITY OR COMMON REALITY?" In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.092.

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Bogatikova, Eugene. "KNOWLEDGE TRANSFER IN THE SCOPE OF TRANSDISCURSIVE PROFESSIONAL COMMUNICATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.065.

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7

Erokhina, Elena A. "SOCIOLOGIST LYUDMILA GLEBOVNA BORISOVA AND HER TIME." In All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-8-34.

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The article problematizes the possibility of replicating unique scientific and educational innovations in the institutional space of Russian society on the example of referring to the creative biography of Lyudmila Glebovna Borisova and her scientific sociological school. The methodology is based on the concept of the diversity of the transition to modernity by S. Eisenstadt; the method of researching scientific schools in the context of the relationship between the structure of science itself and the social problems of society, of which scientific institutions are a part; generational approach, biographical method and smart grid research method. The empirical base of the research is based on the documents of Lyudmila Glebovna Borisova from the Open Archive of the SB RAS: 10 office documentation, materials of personal origin, scientific publications. The key milestones in the biography of L.G. Borisova in the context of the institutional transformations of science and education of the late USSR, the development of the Novosibirsk Scientific Center (NSC); the history of the formation of sociological schools in the Novosibirsk Academgorodok is shown, the features of one of them, the school of sociology of education, are revealed. The characteristic of a special, selfless type of the Russian scientist is given. The history of the successes and failures of Lyudmila Glebovna Borisova is shown against the background of social changes in society and its institutions. In the context of the late USSR, the development of the scientific school of the sociology of education was influenced by the personality of L.G. Borisova, an ascetic scientist who underwent primary professional socialization in a pedagogical team with an ethos-oriented orientation, containing the ideas of humanism, the unity of word and deed, public service, and equality of interests between the elders and the younger. This ethos she conveyed in relationships with students and colleagues. The new stage of reforms significantly reduced the autonomy of professional communities of scientists and teachers, narrowed the base for recruiting scientific personnel in science and pedagogy, and increased the alienation of professionals from decision-making. In the changed conditions, her departure was irreparable for the scientific school.
8

Adamik Simegova, Miroslava. "PROFESSIONAL STAFF IN SCHOOL AND QUALITY OF LIFE IN EDUCATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.093.

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Didkovskaya, Yana. "THE PROFESSIONAL CAREER OF UNIVERSITY GRADUATES IN A TRANSFORMING SOCIETY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.135.

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Siryy, Evgen. "Exclusive factors and resource opportunities of youth in professional self-fulfillment (taking into account the social challenges of the war in Ukraine)." In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.096.

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Background.In the conditions of the deepening of the transformational processes in Ukraine, many youth problems have also become more acute. Here, one of the problems of the social formation of youth is highlighted – its prospects for economic employment and professional development from the perspective of access to socio-economic resources, which are decisive in the professional employment of young people, their professional self-realization and competitiveness in the labor market. Purpose. The study of the social formation of youth actualizes and requires the analysis of such problems, especially with the emergence of social challenges of the war and genocide against Ukraine. Methods. The article uses general scientific methods of generalization, the descriptive method, analytical analysis and induction, the sociological method of collecting social information – interviews, which integrally allow to supplement the scientific description of individual situations of social inequality in the aspect of the problem of access to social resources in the social formation of youth. Results. The author singles out and describes in several groups of factors such problems of the social formation of youth in terms of their prospects for economic employment and professional development, such as: access to quality education, resources for professional self-realization, problems of employment, entrepreneurial development and self-employment, which more or less comprehensively reflect the directions of generation obstacles to the professional involvement of young people at the present time in the field of employment and self-employment. Conclusion. It is emphasized that the possibility of full access (use) of relevant resource institutional opportunities shapes the nature of the relationship between the government and society, levels the growth of social-status differentiation, which contributes to the deepening of the social stratification of the population, a decrease in the economic level of youth activit and athe. Keywords: labor market, access to public resources, employment, professional self-realization, educational resources, employment resources, entrepreneurship, exclusion

Звіти організацій з теми "Sociology of Scientific Professions":

1

Reyes, Lucía, Luis Miguel García López, María José Camacho-Miñano, and Kimberly Linda Oliver. Participatory approaches to empower girls and young women in physical education and sports contexts: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0026.

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Review question / Objective: The purpose of this work is to systematically review the existing scientific literature on the use of participatory research approaches for the empowerment of girls and young women in physical education and sport contexts. Condition being studied: The empowerment of girls and young women in sports-physical activity contexts by means of participatory approaches. Information sources: To carry out this systematic review, a bibliographic search was carried out in eight electronic databases (Academic Search Ultimate, ERIC, MedLine, PsycInfo, Scopus, Sociology Source Ultimate, Sport-Discus and Web of Science) between the months of April and May 2021.
2

Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
3

Wagner, Daniel. The Ocean Exploration Trust 2023 Field Season. Ocean Exploration Trust, April 2024. http://dx.doi.org/10.62878/vud148.

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This annual report marks the fifteenth year anniversary of Ocean Exploration Trust’s (OET) E/V Nautilus exploring poorly known parts of our global ocean in search of new discoveries. Since its first season in 2009, E/V Nautilus has conducted a total of 158 expeditions that explored our ocean throughout the Black Sea, Mediterranean, Atlantic, Caribbean, and Pacific for a total of 1,970 days at sea (~5.5 years). These scientific expeditions included a total of 1,017 successful ROV dives, as well as mapped over 1,053,000 km2 of seafloor. The results of these exploratory expeditions have been summarized in over 300 peer-reviewed scientific publications covering a wide range of scientific disciplines, including marine geology, biology, archaeology, chemistry, technology development, and the social sciences. Throughout its 15-year history, E/V Nautilus has been not only a platform for ocean exploration and discovery, but also an inclusive workspace that has provided pathways for more people, especially those early in their careers, to experience and enter ocean exploration professions. It has also catalyzed numerous technological innovations, multi-disciplinary collaborations, and inspired millions through OET’s extensive outreach initiatives. The 2023 field season was no exception, with E/V Nautilus undertaking 12 multi-disciplinary expeditions that explored some of the most remote and poorly surveyed areas in the Pacific, all of which included numerous activities to share expedition stories with diverse audiences across the globe.
4

Maron, Nancy, and Peter Potter. TOME Stakeholder Value Assessment: Final Report. Association of American Universities, Association of Research Libraries, and Association of University Presses, August 2023. http://dx.doi.org/10.29242/report.tome2023.

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The Association of American Universities, the Association of Research Libraries, and the Association of University Presses have published a final report assessing the success of their five-year pilot project to encourage sustainable digital publication of and public access to scholarly books. The associations launched the Toward an Open Monograph Ecosystem (TOME) project in 2018 to publish humanities and social science scholarship on the internet, where these peer-reviewed works can be fully integrated into the larger network of scholarly and scientific research. The project engaged a network of more than 60 university presses and ultimately produced more than 150 open-access scholarly works. The books cover a wide range of topics in many disciplines, including philosophy, history, political science, sociology, and gender and ethnic studies. The pilot was designed to last five years, and the sponsoring associations committed to assessing its value to its target audience at the end of that period. The report analyzes whether the community of authors, institutions, libraries, and presses that participated in the pilot found it helpful. Author Nancy Maron of BlueSky to BluePrint surveyed and interviewed authors and TOME contacts at participating institutions to assess how each benefited from the pilot—from increased global readership to stronger relationships among libraries, research deans, and faculty.
5

Johnson-Lawrence, Vicki, Rodlescia Sneed, Kenyetta Dotson, Margaret Njoroge, and Pamela Pugh. Trauma-Informed Approaches and Community Engagement: Community Engaged Research (CEnR) and Programming for Public Health and Health Inequities. RTI Press, March 2024. http://dx.doi.org/10.3768/rtipress.2024.rb.0037.2403.

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In communities heavily affected by trauma, trauma-informed approaches (TIAs) are essential to minimize unintended consequences and harm associated with receiving clinical, social, and other support services. The visibility of traumatic events continues to increase. In turn, public health teams must build capacity and integrate TIAs into public health research and practice, particularly for communities managing multiple health inequities. Community-engaged approaches have become increasingly common in public health to address health inequity. Community-engaged research (CEnR) is a TIA that public health researchers use to serve traumatized individuals and communities meaningfully and respectfully. CEnR is often intended to address health disparities and inequities, and public health program developers can use similar engagement strategies. Community-engaged public health teams usually include partners from community, research, and other professions, and they often work in minoritized and vulnerable communities. In CEnR and program design, the team can use the principles of TIAs to guide the development and decision-making processes; they can also use feedback during the process to enhance the community benefit of the research and programs being offered. The team can benefit from training to understand and use TIAs to support their work. Finally, community-engaged public health teams can enhance CEnR by building upon the scientific literature about TIAs to extract strategies and practices to extend their impacts on the people they serve and their own organizations.
6

SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.

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