Breaking Sixty Years of Silence

ABSTRACTThis study intends to indicate the extent of gender disparity; compare gender gap in science and engineering with that of social science and health fields; and explore the reasons for gender gap in Addis Ababa University (AAU). It employed a mixed design, using document analysis for collecting quantitative data regarding the extent of disparity and using interview for collecting qualitative data regarding the reasons for disparity. Quantitative data were analyzed using percentages while qualitative data were analyzed using thematic analysis. Accordingly, the study showed that the gender gap in enrolments, in graduates, and in honours lists in the last five years remains wide in favour of males. Females’ underrepresentation was worse in science and engineering fields. Moreover, females’ educational attainment was lower as compared to males; and their attainment in science and engineering fields was lower than that in social science fields. It appears that females’ underrepresentation in the university in general and in science and engineering fields in particular is attributable to different factors rooted in social and cultural norms and practices.

Physics Laws of Social Science

In this article, we present an overview of the growing field of the integration of qualitative evidence. Based on an analysis of 177 syntheses published in a variety of professional and social science fields, they introduce a way of categorizing the various approaches that synthesists use to combine evidence derived from primary qualitative studies. Finally, they argue for the place of a constructionist approach when synthesizing findings from primary qualitative research.

<p>The ISNAD is a Turkey-based academic writing and referencing style developed to be used in studies done in the fields of Humanities and Social Sciences. “Citation” is one of the  essentiality of the scientific nature of knowledge as well as a requirement of respect for intellectual property and copyrights. It is a crime of publication ethics when the original source of the text is not cited (plagiarism). Therefore, the sources of a scientific study must be cited correctly and completely with its bibliographic components so that other researchers can easily access to them. </p> <p>The ISNAD citation style, as a Turkey-based citation style, has been developed to meet the reference requirements in the fields of Humanities and Social Sciences such as Anthropology, Archeology and Art History, Geography, Language and Literature, Education, Philosophy, Folklore, Law, Economics and Administrative Sciences, Theology, Psychology, Arts, Social Work, Sociology and History. </p> <p> </p> <p>The ISNAD citation stylecontains all the rules necessary to know and apply in academic writings such as how to determine the title of an academic work, what information should be included in its abstract, how to select the keywords, how the outlining format should be, how to create the tables and figures, how to write the names of authors and the titles of studies carried out in Arabic, Persian or English, how to indicate dates and centuries, what should be considered in the context of publication ethics, how to quote directly or indirectly from the source work, how to cite the references in the text or footnotes and how to create the bibliography.</p> <p> </p> <p>The word “isnād” (pl. asānīd) is derived from the root “sanad (pl. asnād)” in Arabic, meaning “to rely on, to lean, to put one’s trust in” in dictionary. Therefore, it means “to ground, to base upon, to take the word back to its owner, to indicate the way through which a word or a narration has been arrived, or to take it back to its origin.” It is used to question and indicate the source of the word as in the example of “what is the origin of your word?” in this sense, the word “ISNAD” was chosen as a name for the citation style by the majority (70.4%) of editors who work for the journals publishing in the field of Theology in Turkey. </p> <p> </p> <p>The ISNAD citation stylewas developed first as “Theology Citation Style” between 2017-2018 and its first version was published on 12/03/2018 in printed form and online and was put into service free of cost. This style, upon gaining interest in the journals belong to the field of Theology and also upon being demanded in other fields in Turkey and Turkic Republics, was put into service, updated to be used in all of social sciences in September 2018 as the second version of the ISNAD. From now on, the ISNADcan be used in all the fields Humanities and Social Sciences. </p> <p> </p> <p>The ISNAD citation stylehas been created by Dr. Abdullah Demir, as a part of RGD-015 numbered Project called “The National Ilahiyat Citation Index Project” which is supported by the administration of Sivas Cumhuriyet University within the scope of Sivas Cumhuriyet University Religious Sciences Implementation and Research Center (DIMER). This citation style has been developed by considering the views, suggestions and evaluations of the editors and of academicians who are specialists in the academic publications and peer-reviewed journals. Among the popular citation styles, APA has been upgraded by American Psychology Association, and Chicago by the Modern Languages Association and both have been launched for marketing. </p> <p> </p> <p>The ISNADis a style that was developed within Turkey and was launched in 12/03/2018. It is a style that has been, within a short period of time, adopted by peer-reviewed academic journals and book publications as well as by the faculty deans (in writing graduation thesis) and the Administration of the Institutes of Social Sciences (in writing Master and Ph.D. theses). It is also a style that has been integrated as one of the forms of citation in the index and journal platforms such as TUBITAK (The Scientific And Technological Research Council of Turkey) TR Indexand TUBITAK DergiPark (JournalPark Platform). In this citation style, the templates are created in the similar fashion as those of the library and citation management programs like Zotero, Mendeley and EndNote, which have been used worldwide. It is the only style which have been provided free of charge for the first time and is the only local and national citation style. Therefore, from this point of view, it is very important. If Turkish is targeted to become a scientific language, development of a scientific citation style is mandatory to achieve this target.The ISNAD citation style, that has been developed in Turkish language and is free to be used, is more convenient and easier to be learnt and used by the middle school and university students, as compared to the other citation styles, that are English in origin and are unaffordable. The scientists in Turkish speaking countries will help strengthen Turkish as a scientific language by preparing their scientific researches like symposium papers, articles and books according to the ISNAD citation style. </p> <p> </p> <p>By the ISNAD citation style, it is targeted to use a common citation style in Turkey and Turkic Republics in the publications prepared in the fields of Humanities and Social Sciences such as; Anthropology, Archeology, Geography, Language and Literature, Philosophy, ethnology, Law, Economic and Administrative Sciences, Theology, Music, Psychology, Art History, Social Services, Sociology and History. The use of the ISNAD citation stylewill help detect the citation and the degree of influence by standardizing the citation style in the fields of Humanities and Social Sciences in Turkish speaking countries and will make the scientific communication easier in Turkish speaking World.</p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p>The ISNAD citation stylehas been initiated for students, academicians, writers who research and write in the Humanities and Social Sciences and for those institutions and organizations publishing in the same field. Many journals who publish in the field of Social Sciences have started using the ISNAD citation style. The number of universities who prefer using the ISNAD citation stylein BA graduation thesis, MA and Ph.D thesis is increasing. Furthermore, institutions and organizations organizing national and international symposiums and conferences have started asking their participants to prepare their papers according to the ISNAD citation style. This style, that has been initiated free of cost, having user-friendly interface and citation software add-ons, is gaining acceptance and is being adopted rapidly. Students, writers, researchers and academicians can carry out their “reference and citation” processes easily, fast and free of mistake with the help of the ISNAD’s citation management software add-ons like EndNote, Zotero and Mendeley. The use of the ISNAD citation stylecontinues to increase in Turkey and Turkic Republics.</p> <p><a href="http://www.isnadsistemi.org/">www.isnadsistemi.org</a></p>

The ISNAD is a Turkey-based academic writing and referencing style developed to be used in studies done in the fields of Humanities and Social Sciences. “Citation” is one of the essentiality of the scientific nature of knowledge as well as a requirement of respect for intellectual property and copyrights. It is a crime of publication ethics when the original source of the text is not cited (plagiarism). Therefore, the sources of a scientific study must be cited correctly and completely with its bibliographic components so that other researchers can easily access to them. The ISNAD citation style, as a Turkey-based citation style, has been developed to meet the reference requirements in the fields of Humanities and Social Sciences such as Anthropology, Archeology and Art History, Geography, Language and Literature, Education, Philosophy, Folklore, Law, Economics and Administrative Sciences, Theology, Psychology, Arts, Social Work, Sociology and History. The ISNAD citation stylecontains all the rules necessary to know and apply in academic writings such as how to determine the title of an academic work, what information should be included in its abstract, how to select the keywords, how the outlining format should be, how to create the tables and figures, how to write the names of authors and the titles of studies carried out in Arabic, Persian or English, how to indicate dates and centuries, what should be considered in the context of publication ethics, how to quote directly or indirectly from the source work, how to cite the references in the text or footnotes and how to create the bibliography.The word “isnād” (pl. asānīd) is derived from the root “sanad (pl. asnād)” in Arabic, meaning “to rely on, to lean, to put one’s trust in” in dictionary. Therefore, it means “to ground, to base upon, to take the word back to its owner, to indicate the way through which a word or a narration has been arrived, or to take it back to its origin.” It is used to question and indicate the source of the word as in the example of “what is the origin of your word?” in this sense, the word “ISNAD” was chosen as a name for the citation style by the majority (70.4%) of editors who work for the journals publishing in the field of Theology in Turkey. The ISNAD citation stylewas developed first as “Theology Citation Style” between 2017-2018 and its first version was published on 12/03/2018 in printed form and online and was put into service free of cost. This style, upon gaining interest in the journals belong to the field of Theology and also upon being demanded in other fields in Turkey and Turkic Republics, was put into service, updated to be used in all of social sciences in September 2018 as the second version of the ISNAD. From now on, the ISNADcan be used in all the fields Humanities and Social Sciences. The ISNAD citation stylehas been created by Dr. Abdullah Demir, as a part of RGD-015 numbered Project called “The National Ilahiyat Citation Index Project” which is supported by the administration of Sivas Cumhuriyet University within the scope of Sivas Cumhuriyet University Religious Sciences Implementation and Research Center (DIMER). This citation style has been developed by considering the views, suggestions and evaluations of the editors and of academicians who are specialists in the academic publications and peer-reviewed journals. Among the popular citation styles, APA has been upgraded by American Psychology Association, and Chicago by the Modern Languages Association and both have been launched for marketing. The ISNADis a style that was developed within Turkey and was launched in 12/03/2018. It is a style that has been, within a short period of time, adopted by peer-reviewed academic journals and book publications as well as by the faculty deans (in writing graduation thesis) and the Administration of the Institutes of Social Sciences (in writing Master and Ph.D. theses). It is also a style that has been integrated as one of the forms of citation in the index and journal platforms such as TUBITAK (The Scientific And Technological Research Council of Turkey) TR Indexand TUBITAK DergiPark (JournalPark Platform). In this citation style, the templates are created in the similar fashion as those of the library and citation management programs like Zotero, Mendeley and EndNote, which have been used worldwide. It is the only style which have been provided free of charge for the first time and is the only local and national citation style. Therefore, from this point of view, it is very important. If Turkish is targeted to become a scientific language, development of a scientific citation style is mandatory to achieve this target.The ISNAD citation style, that has been developed in Turkish language and is free to be used, is more convenient and easier to be learnt and used by the middle school and university students, as compared to the other citation styles, that are English in origin and are unaffordable. The scientists in Turkish speaking countries will help strengthen Turkish as a scientific language by preparing their scientific researches like symposium papers, articles and books according to the ISNAD citation style. By the ISNAD citation style, it is targeted to use a common citation style in Turkey and Turkic Republics in the publications prepared in the fields of Humanities and Social Sciences such as; Anthropology, Archeology, Geography, Language and Literature, Philosophy, ethnology, Law, Economic and Administrative Sciences, Theology, Music, Psychology, Art History, Social Services, Sociology and History. The use of the ISNAD citation stylewill help detect the citation and the degree of influence by standardizing the citation style in the fields of Humanities and Social Sciences in Turkish speaking countries and will make the scientific communication easier in Turkish speaking World.The ISNAD citation stylehas been initiated for students, academicians, writers who research and write in the Humanities and Social Sciences and for those institutions and organizations publishing in the same field. Many journals who publish in the field of Social Sciences have started using the ISNAD citation style. The number of universities who prefer using the ISNAD citation stylein BA graduation thesis, MA and Ph.D thesis is increasing. Furthermore, institutions and organizations organizing national and international symposiums and conferences have started asking their participants to prepare their papers according to the ISNAD citation style. This style, that has been initiated free of cost, having user-friendly interface and citation software add-ons, is gaining acceptance and is being adopted rapidly. Students, writers, researchers and academicians can carry out their “reference and citation” processes easily, fast and free of mistake with the help of the ISNAD’s citation management software add-ons like EndNote, Zotero and Mendeley. The use of the ISNAD citation stylecontinues to increase in Turkey and Turkic Republics.www.isnadsistemi.org

This article provides a real-time blueprint for connecting academic research and expertise to the policy-making process. While some academic research exists on how researchers in various social science fields can use their professional expertise to inform policy, it is not voluminous, and what does exist contains significant gaps. In reviewing the literature, much of the existing research excludes input from those engaged in the policy-making process. Further, the research often applies models retroactively to policy in general. Instead of describing the process of policy engagement, most research looks at policy broadly with hindsight and tries to apply a theoretical model to describe what has happened. This article combines academic research with an autoethnographic approach and addresses the difficulty of identifying the correct policy-maker, translating complex research findings into digestible policy recommendations, and then communicating those findings to policy-makers. The research applies to multiple disciplines and provides researchers with tools and a systematic process that can be employed in real-time to convert research and expertise into policy.

Ethics/morality/professional ethics is a subject that can be discussed in many aspects in the field of health sciences and social sciences. Every social event that takes place in social life is also the subject of ethics. Ethics can be dealt with in every field from education to economy, from old age to media. In this book, experts from different fields of social sciences and health sciences have revealed their relations with the main theme of ethics. In terms of social sciences, education, economy, academic studies for disadvantaged groups, old age and ethics are discussed. In terms of health sciences, health problems in nursing, psychiatry, cancer and obesity were discussed ethically. The increasing importance of the interdisciplinary approach in all fields of science is valid in the main topic of ethics. For this purpose, it is aimed to reach the richness provided by the intersection sets of different perspectives.

The disciplines of science, social science, and education are the key to understanding and shaping the future in a world characterized by unprecedented challenges and rapid change. Although these fields are distinct, they are united in their objective to enhance human knowledge, resolve critical societal concerns, and provide individuals with the necessary skills and values to prosper in an ever-more intricate world. The objective of this book, "Advance & Applied Practices in Science, Social Science, and Education," is to provide a comprehensive analysis of innovative applications and approaches in these disciplines, thereby bridging the gap between theory and practice. The chapters in this volume are a compilation of the most recent advancements and practical implementations, as the contributors contribute a variety of perspectives and expertise. In the field of science, we investigate technological advancements and pioneering research that are revolutionizing industries and daily life. In the field of social science, we investigate the dynamic interplay of human behavior, culture, and societal structures, thereby revealing insights that influence policy and practice. In the field of education, we investigate the changing environment of teaching and learning, with an emphasis on strategies that improve student engagement, equity, and outcomes. The interconnected nature of today's global challenges is reflected in the multidisciplinary approach of this book, which frequently necessitates collaboration across traditional boundaries to address them. This collection provides readers with a diverse array of ideas and practices by combining the analytical capabilities of social science, the transformative potential of education, and advancements in science. The chapters elucidate the methods for addressing critical issues through applied research and action, ranging from sustainable development and digital learning to social justice and innovation in pedagogy. In our capacity as editors, we acknowledge the significance of not only advancing knowledge but also converting that knowledge into tangible benefits for society. This book is designed to serve as a valuable resource for students, educators, practitioners, and researchers who are dedicated to creating a positive impact through their work. It offers a platform for the exchange of experiences, best practices, and cutting-edge developments, thereby motivating readers to envision the potential of their endeavors to contribute to broader societal objectives and to think beyond disciplinary divisions. Each chapter in this volume prompts us to reevaluate conventional wisdom, challenge existing paradigms, and investigate novel possibilities. The contributions presented herein emphasize the importance of applied research and practice, whether through the application of scientific methods to address real-world issues, the utilization of social science theories to comprehend intricate human dynamics, or the implementation of innovative educational practices to promote lifelong learning. We are sincerely appreciative of the authors' insightful contributions and the reviewers' dedication to upholding the highest standards of scholarship and their constructive feedback. We also extend our gratitude to the readers, whose continued engagement with these subjects will serve to expand the boundaries of what is feasible in the fields of education, social science, and science. We aspire for this book to serve as a catalyst for further exploration, collaboration, and innovation, by not only informing but also inspiring. We can collectively contribute to a more informed, equitable, and sustainable future by adopting the applied practices and advancements delineated in these pages.

Information activities in the field of social sciences in Czechoslovakia

Call for Papers: Demography Prize for Young Researches 2016/2017

Regional development is a field of research and a discipline of study that transcends several fields of social sciences, and can be studied by students in the fields of administrative, political, economic, social and humanistic sciences and others that include this subject in the curriculum. Regional development is also an attribute of public administration in all Member States of the European Union, as well as outside Europe, with ministries dedicated to implementing balanced regional development policies. Therefore, the book written by the author Daniela Antonescu, “Dezvoltarea regională. Teorie și practică” [Regional development. theory and practice], published by Lumen Publishing House in Iași, Romania, in 2019, who I consider a great specialist in this field (as she is the organizer of a conference on this topic, that attracts specialists from Romania and abroad), addresses a broad public of readers: both researchers and teachers concerned with development issues, as well as civil servants, members of national governments or parliaments, MEPs, members of other international fora, concerned with regional development, which includes not only the region as a territory but also subdivisions at local level: county, municipality / city, commune, village, on a case-by-case basis.

This article shows how the notion of social representation acts as a catalyst for interdisciplinary relations between sociolinguistics and both language sciences and all other fields of social sciences. The theoretical and methodological problems posed by the study of social representations show that interdisciplinary discussion may be a necessity and not only a scientific choice. We show how interdisciplinary exchanges have influenced the methodological and analytical framework used in the sociolinguistic study of social representations, and how these protocols have revealed in turn the limitations of the definition of the notion and, finally, led to a reorientation of the initial methodologies. We will illustrate the results of these interdisciplinary intertwining in practical terms, by proposing a new approach to social representations (i.e. the representation-in-action) that was inspired by different fields of language and social sciences. We will analyze the representations of interactional competences built by actors of didactic interactions, which allows us to show the relevance of a praxeologic conception of social representations.

The study presents the results of quantitative analysis of bibliographic sources on the search word-combination "non-formal education" in open access foreign journals in order to study the history of non-formal education as a scientific term. Data were collected using the EBSCO search resource; the key word-combination of the search was "Non formal education" in the field of education and social sciences. The search time limits cover the period from January 1960 to July 2021. Methods of quantitative analysis of publications in open access foreign journals; monitoring references to the term "non-formal education" in scientific publications; analysis and comparison of data on the study of non-formal education with the subsequent synthesis of hypotheses and conclusions were applied. Conclusions are substantiated that Ukrainian scientific area lacks research on the history of the emergence and spread of non-formal education as a methodologically new educational paradigm and social phenomenon. The lack of established periodization of the formation of non-formal education in Ukraine and abroad leads to the spread of contradictory author's ideas. It is established that the first publications mentioning non-formal education (1964; 1972; 1982) coincide in time with the introduction of the strategy of mass education in most European countries (60-70s of the twentieth century). The use of the term "non-formal education" was associated with a description of the state of access of certain categories of the population to education and the corresponding way of life, which may characterize the correlation between non-formal education and social work. Non-formal education as a part of the scientific apparatus of research began in the field of social sciences, but has become more popular in the field of education and pedagogical research. Quantitative data of publications indicating non-formal education in the scientific apparatus of research mean the possibility of periodization of the formation of non-formal education in the research of foreign authors. The article identifies four stages depending on the number of publications, their content, and the direction of research: 1) the middle of the twentieth century-1980s − the stage of considering non-formal education as a tool of social changes, a means of overcoming the crisis in education and giving it a more mass character taking into account the social status and individual characteristics of different categories of the population; 2) 1980s-1990s − the stage of transfer the term "non-formal education" in the field of pedagogical research; 3) 1990s-2010s − the stage of origin and spread of the concept of lifelong learning, accompanied by growing interest in nonformal education as a form of lifelong learning; 4) 2010s-2020s − the stage of rapid growth in the number of publications on non-formal education, which reflects the scientific interest in the application of non-formal education for social transformations and responses of the information society.

The aim of this research is to evaluate the effect of biomimicry approach on the learning-teaching process, based on the results of the studies on teaching practices on the biomimicry approach. The research was carried out by systematic review method. Depending on this method, the review protocol of scientific studies, which consists of four stages: planning, research, selection and synthesis, was employed. Within the scope of the research, the studies indexed in the Web of Science (WOS) database were searched with the keywords "biomimicry", "biomimicry in education", and then the relevant studies were selected by scanning TRDizin, Wiley, Scopus databases. Additionally, the relevant postgraduate studies were scanned through the National Dissertation Center and ProQuest databases and were included in the review. Within the scope of research themes, all the related studies in the fields of Educational Sciences, Social Sciences, Education, Psychology and Sociology were included in the review. During the selection phase, the contents were evaluated and the studies suitable for the research purpose were determined in line with the elimination criteria. In the synthesis phase, the selected studies were evaluated in terms of their theoretical basis, aims, methods, findings, and limitations. The total number of studies included in the systematic review was determined as 16. The results of the study provide a perspective on the current status of the biomimicry approach in the field of social sciences, how it is conceptually defined, and the effects of this approach on responding to needs in the field of education and learning characteristics.

BackgroundPrior research has inconsistently operationalized Science, Technology, Engineering, and Math (STEM) fields, presenting an interpretation challenge. A content analysis of 51 quantitative, gender-focused, higher education-oriented, STEM-related studies in the ERIC database published between January 2010 and July 2018 revealed that only 13 articles used an existing STEM definition. In 15, STEM was not explicitly defined, and others defined STEM independently. This wide range of definitions may lead to confusion or misrepresentation of findings for interventions and practices to support women in STEM. To illustrate the issue and prompt recommendations for future research, this study uses data from the United States National Center for Education Statistics’ Education Longitudinal Study (ELS:2002/12) to investigate the connection between STEM definition and the outcome of college degree completion, comparing results by gender for five ways of operationalizing STEM fields.ResultsWe found the size, direction, and significance of the gender gap depended on STEM operationalization. When STEM was defined as high paradigm fields, the odds of women attaining a non-STEM degree were higher than otherwise. When social science fields were included in STEM, there was no statistically significant difference by gender. When looking specifically at fields considered related to science and engineering, the direction of the relationship was reversed.ConclusionWhile our findings follow expectations about social science fields and gender, it is noteworthy that results regarding STEM degree completion by gender for science and engineering-related fields were opposite those of high paradigm STEM fields. This result highlights that the definition of STEM matters, and inconsistent operationalization in the literature presents an interpretation challenge. We argue the field should strive to find common categorizations of STEM that retain the legitimate variation in how STEM can and should be defined, while providing a basis for consistent comparison. We recommend researchers and practitioners developing research-based practices: 1) interpret research findings understanding potential inconsistency from different STEM operationalizations, 2) explicitly describe STEM operational definitions to enable comparing findings, 3) routinely analyze sensitivity to alternate STEM definitions, and 4) find common STEM categorizations that retain legitimate variation while providing a basis for consistent comparison.