Tenderness (central), sensitivity and/or distress: Tracing gendered enactments of fibromyalgia in medical research.

Introduction: the Sociology of Medical Science and Technology

In recent years, social media marketing has evolved into a ubiquitous phenomenon, influencing the dynamics of business-consumer relationships and becoming an indispensable facet of modern marketing strategies. This positive trend led to a growing number of publications in the field of social media marketing, especially in social science studies. Thus, it is impeccable for the researcher to study this particular matter. The objective of this study is to identify the pattern of past research on social media marketing in social science studies, specifically its research status and the most up-to-date (emerging) topics in this field. This research offers a visual analysis of 1747 research articles listed in the Scopus database in the years 2009–2023. The bibliometric analysis using VosViewer and Biblioshiny presents the current research status, including annual scientific production, most cited articles, most cited authors, most active source title, co-authorship analysis, co-occurrence analysis and co-citation analysis on social media marketing in social science studies. The outcomes of this study are expected to benefit researchers specializing in consumer behaviour by offering them insights into the current research landscape and serving as a valuable reference for future investigations.

Strengthening healthcare providers' skills to improve HIV services for MSM in Kenya.

The utilisation of comics as learning media to elevate students' interest towards social science studies is not an unfamiliar phenomenon. However, based on the literature review written by the author, it is known that the existing social science comics still have shortcomings, namely, first, the content materials only cover economic-themed comics, even though social science studies at junior high school level or MTs is an integrated learning which is supposed to integrate the concepts of geography, sociology, economics and history in the learning process; and second, social science comics are less efficient in terms of cost, as it is still available in the conventional form (printed form). Hence, this study is aimed to address this gap through the transformation of existing textbooks into comic textbooks in the form of a platform called Line Webtoon as learning media for social science studies. The inquirer conducted a literature review of 43 selected articles from the year of 2016 to 2020 from Q1-Q3 and S1-S3 accredited journals, then the inquirer focused on conducting a study of the use of comics and textbooks as learning media. This study indicates that transforming textbooks into digital comics results in an excellent learning media innovation to enhance students’ motivation in the learning process of social science studies. Overall, this study provides an appropriate suggestion for further research on the effectiveness of utilising KOBUT IPS in the social studies learning process at junior high school level.

This chapter examines the continuing disparities between Whites and Blacks through extensive social science data and studies of the impacts of systemic racism. It first utilizes what demographers call the dissimilarity index to measure housing segregation in major metropolitan areas; cities with heavily Black populations, such as Detroit, have become “hyper-segregated” with almost total “social isolation” of Blacks. The chapter then examines the long-standing academic and political debates over the causes of systemic racism, beginning in 1965 with a government report, The Negro Family: The Case for National Action, by a young Labor Department aide, Daniel Patrick “Pat” Moynihan. He found the main cause of Black poverty and increasing single Black motherhood in the “pathology” of a “matriarchal” Black family structure in which males are neither needed nor welcome. Moynihan’s report spurred an angry rebuttal in a book by psychology professor William Ryan, Blaming the Victim, which found the main cause of Black poverty in the systemic racism of White society and culture. The chapter then looks at social science studies by William Julius Wilson (explaining the “racial invariance” of White and Black crime); psychologist John Dollard (explaining the prevalence of Black-on-Black crime with the “frustration-aggression-displacement” theory); and Black psychiatrists William Grier and Price Cobbs (explaining “Black rage” as rooted in White control of institutions that exclude or discriminate against Blacks). The chapter concludes with a look at the War on Drugs of the 1980s and 1990s and the resulting mass incarceration of Black men.

In today's world of education, educational technology is integrated with Metaverse. However, in reality, there are still many schools that have not utilized Metaverse in the learning process. In theory, with the help of Metaverse, it can increase interest in learning. However, in reality, student learning outcomes in mathematics, science and social studies, science and social studies subjects obtained by students are actually low. This urgently needs to be studied with the gap between theory and facts in the field, with the aim of analyzing the extent to which Metaverse technology is used in the learning process in the classroom, especially in the learning process of mathematics, science and social studies, science and social studies in junior high schools. The research method used is quantitative using a questionnaire survey. The research sample was 360 teachers spread across Samarinda. The sample selection was carried out randomly to teachers who had used Metaverse as a tool in the learning process. Data collection techniques with questionnaires. Assessment scale from point 1 to point 5. Analysis techniques with descriptive statistics assisted by SPSS Version 25.0 by calculating the mean, percentage, standard deviation and standard deviation. As a result, teachers proved to be proficient in using Metaverse technology in teaching mathematics, science and social studies, science and social studies. It was found that Metaverse technology has been effectively integrated into teachers' teaching methods and teachers provide better learning experiences to students. The conclusion is that there is a significant difference between teachers' attitudes regarding the level of use of Metaverse technology. However, no significant difference was observed based on teachers' experiences in learning.

Out of the fog: Catalyzing integrative capacity in interdisciplinary research

Popular concerns about blood-stealing, trade in body parts, surreptitious birth control and the deliberate spreading of disease are common across sub-Saharan Africa, and there are indications that they are becoming more common in pace with the process of deprivation that economic and political destructuring has, over the last quarter century, set in motion across most of the continent (Comaroff & Comaroff 2000). Such stories are commonly referred to as ‘rumours’ – by those who observe and dismiss them, but also by those who, usually with due scepticism, pass them on to others. With its connotation of hearsay and gossip, the term is often used in contrast to ‘truth’, much like the equally problematic distinction of ‘belief’ and ‘knowledge’. It is our aim in this paper to move beyond the dismissal of these stories as ‘mere’ rumour, based on erroneous belief or traditional superstition, and to appreciate them as modern commentaries on social relations that involve, and extend far beyond, scientific medical research. If we nevertheless use the words ‘rumour’, ‘story’ and ‘concern’ synonymously, we follow the historian Luise White’s understanding that rumours, such as vampire stories in 20th-century Africa, ‘are neither true nor false, in the sense that they do not have to be proven beyond their being talked about; but as they are told, they contain different empirical elements that carry different weights: stories are told with truths, commentaries, and statements of ignorance’ (White 2000). By telling these stories, relating them to empirical facts in a given locality and at a particular moment, and intertwining them with other seemingly unrelated tales, people make new connections and reveal hitherto unseen links, weaving wide, often global connections into local patterns of relatedness (Geissler 2005). When, below, we speak of ‘rumour’ we are not expressing our scepticism; rather, we are reflecting the scepticism of those who tell these stories: their ambiguity towards formations of knowledge and power that reach deep into their everyday lives, and which are set in a world order that provokes their doubts. Medical research and the ‘trial communities’ it constitutes by linking scientists and subjects, institutions and funders, media and publics, is one of the networks of global connections that has been particularly prolific in the generation of rumours (P.W. Geissler and C. Molyneux, in press). The sort of rumours mentioned above, particularly those about blood, are often directly related to medical research and health interventions. During 15 years of involvement in medical research in Africa we have repeatedly encountered such rumours. From friends and colleagues we have heard many more reports of such rumours, sometimes impeding recruitment to research, affecting adherence to interventions and even threatening the continuation of whole research projects while more commonly providing a background noise without direct impact (Geissler 2005; Molyneux et al. 2005a; Pool & Geissler 2005; Fairhead et al. 2006; for a rare note in a medical paper, see Nchito et al. 2003; for the potential detrimental impact of public debates see most recently Singh & Mills 2005). Most of these rumours follow a relatively limited number of themes, while also showing regional and locally specific variation. On a more general level they merge into related genres such as urban legends and oral traditions (Burke 1998; Ellis & Ter Haar 2001), Tropical Medicine and International Health doi:10.1111/j.1365-3156.2006.01682.x

This study departs from a conceptual issue regarding the relationship between Social Sciences and Social Studies (IPS), which is often still vaguely understood. Social Sciences as an academic discipline has broad branches, such as sociology, economics, history, geography, anthropology, politics, and social psychology, while IPS is present as a form of implementation of these branches of science in primary and secondary education. Through a literature review using the SPAR-4-SLR approach, this study not only collects and summarizes relevant sources but also analyzes the contribution of each Social Science discipline to Social Studies material, while highlighting the role of society as both a source and a real-world laboratory for learning. The results of the study show that Social Sciences and Social Studies have a hierarchical and functional relationship. Social Sciences provide the theoretical framework, concepts, and scientific methods, while Social Studies simplifies and contextualizes them to suit the developmental level of students. This shows that Social Studies cannot be separated from the roots of Social Sciences, while Social Sciences find their relevance through application in Social Studies. Furthermore, IPS learning is not merely a transfer of knowledge, but also plays an important role in shaping students' critical attitudes, social skills, and civic character. Thus, this study confirms that the relationship between Social Sciences and IPS is not only important to understand theoretically, but must also be used as a basis for developing an IPS curriculum that is more contextual, responsive to scientific developments, and in line with the dynamics of contemporary society. ABSTRAKPenelitian ini berangkat dari persoalan konseptual mengenai hubungan antara Ilmu Sosial dan Ilmu Pengetahuan Sosial (IPS) yang seringkali masih dipahami secara kabur. Ilmu Sosial sebagai disiplin akademik memiliki cabang yang luas, seperti sosiologi, ekonomi, sejarah, geografi, antropologi, politik, dan psikologi sosial, sementara IPS hadir sebagai bentuk implementasi dari cabang-cabang ilmu tersebut dalam ranah pendidikan dasar maupun menengah. Melalui metode literature review dengan pendekatan SPAR-4-SLR, penelitian ini tidak hanya mengumpulkan dan merangkum sumber relevan, tetapi juga menganalisis kontribusi tiap disiplin Ilmu Sosial terhadap materi IPS, sekaligus menyoroti peran masyarakat sebagai sumber sekaligus laboratorium nyata pembelajaran. Hasil kajian memperlihatkan bahwa Ilmu Sosial dan IPS memiliki hubungan yang hierarkis sekaligus fungsional. Ilmu Sosial menjadi penyedia kerangka teori, konsep, dan metode ilmiah, sedangkan IPS menyederhanakan serta mengontekstualisasikannya agar sesuai dengan tingkat perkembangan peserta didik. Hal ini menunjukkan bahwa IPS tidak dapat dilepaskan dari akar Ilmu Sosial, sementara Ilmu Sosial menemukan relevansinya melalui penerapan di IPS. Selain itu, pembelajaran IPS tidak hanya sekadar transfer pengetahuan, tetapi juga berperan penting dalam membentuk sikap kritis, keterampilan sosial, dan karakter kewargaan peserta didik. Dengan demikian, penelitian ini menegaskan bahwa relasi antara Ilmu Sosial dan IPS tidak hanya penting dipahami secara teoretis, tetapi juga harus dijadikan pijakan dalam mengembangkan kurikulum IPS yang lebih kontekstual, responsif terhadap perkembangan ilmu, serta selaras dengan dinamika masyarakat kontemporer.

Sex Genes: A Critical Sociomaterial Approach to the Politics and Molecular Genetics of Sex Determination

This paper seeks to reassess the significance of philosophical inquiry, which, despite its historical importance, often remains marginalised in contemporary discussions. The relationship between philosophy and social science is symbiotic and mutually enriching. Philosophy provides the theoretical foundations, critical perspectives, and conceptual tools that inform social scientific inquiry, while social science research offers empirical data and real-world contexts that challenge and refine philosophical theories. This dynamic interaction contributes to a deeper understanding of human society and enriches both fields of study.To begin, let us delve into the etymological origins of the word "Philosophy". Etymologically, "philosophy" is derived from the Greek words 'Philein', meaning "to love", and 'Sophia', meaning "knowledge" or "wisdom". The Greeks believed that anyone seeking knowledge in any area could be considered a philosopher, as philosophy once encompassed nearly all forms of knowledge.[i] Despite the inherent value invested in philosophy, it has not received adequate recognition to justify its importance in contemporary discourse. It often faces the burden of constant justification, particularly within academic contexts, including social science studies. This raises questions about the role and subject matter of philosophy.Philosophy, as a subject, engages in critical inquiry into fundamental questions about existence, knowledge, ethics, and society. Its methodology requires ongoing justification within academic discourse, especially within the realm of social science studies. This paper aims to address some of these morally problematic questions and argue for the immense significance of philosophical inquiry in enhancing social science research. The objective of this paper is to highlight key insights that a philosophical examination of the social sciences can offer. By doing so, it aims to underscore the pivotal role of philosophical inquiry in advancing our understanding of human society and advocating for its integration into social science studies. A philosophical approach can critically assess the assumptions, methodologies, and ethical implications inherent in social science research, leading to more robust and reflective scholarship. For instance, philosophical analysis can challenge biases in sociological theories, offer deeper insights into ethical issues in psychological research, and question the epistemological foundations of anthropological studies. By incorporating philosophical inquiry, social scientists can attain a more nuanced and comprehensive understanding of human behavior and social structures, ultimately fostering a more ethical and reflective practice. This paper, therefore, argues for a closer integration of philosophical perspectives into social science disciplines to enhance their theoretical and practical contributions to understanding and improving human society.

Application of experimental animals in medical scientific research design

Research design is a critical topic that is central to research studies in science, social science, and many other disciplines. After identifying the research topic and formulating questions, selecting the appropriate design is perhaps the most important decision a researcher makes. Currently, there is a plethora of literature presenting multiple approaches to the formulation of research design. Although the existence of multiple approaches is a powerful source in the development of a research design, new public administration (PA) researchers and students may see it as a source of confusion because there is a lack of clarity in the literature about the approaches to research design, research methods, and research methodology in the social sciences. The purpose of this research paper is to lessen the confusion over research design and offer a better understanding of these approaches. The comparison analysis obtained in this research can provide guidance for PA researchers, students and practitioners when considering the research design most appropriate for their study. To achieve the research purpose, a comparison analysis was conducted to study the differences in research design perspectives and approaches. Three dominant works related to research design, by Earl R. Babbie, Elizabethann O’Sullivan et al., and John W. Creswell, were selected as representative of the wide array of approaches in the PA literature. In identifying similarities and differences across the scholars’ approaches, the analysis includes: (a) definitions of and steps in research design, and (b) the perspectives on research methods and research methodology. The analysis showed that research design approaches are convergent and divergent and that it is necessary for PA researchers and students to be knowledgeable about the various research design approaches before selecting a specific design for their research. An example scenario was provided to show the impact of different perspectives on research design in the PA literature.

Integrating generative artificial intelligence (GenAI) in higher education provides opportunities and creates challenges. This study aims to determine and assess the key factors affecting the adoption of GenAI in social science studies, utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) model. An expanded examination of prior research in the area has been conducted in the theoretical section. The empirical study is based on the analysis of survey results from social science students and researchers at universities in the Baltic Sea region. The PLS-SEM method was applied to investigate the relationships between the independent and endogenous variables in a theoretical model. Our findings show that habit, study values, and social norms have a notable impact on the adoption of GenAI. The study underlines the role of social norms as a moderating factor that influences the integration of GenAI in social science studies. This research facilitates a deeper understanding of how GenAI can be applied to enhance social science studies and research while addressing the challenges associated with its adoption.

This chapter explores multiple tensions between the three bodies of inquiry: feminist, philosophical, and social studies of science. Feminist, or contextual, empiricism offers an account of knowledge as partial, fragmentary, and ultimately constituted from the interaction of opposed styles and/or points of view. Feminist, or contextual, empiricism offers an account of knowledge as partial, fragmentary, and ultimately constituted from the interaction of opposed styles and/or points of view. The chapter outlines the feminist agenda to be and the tensions in which it finds itself vis-a-vis the dominant traditions in philosophy and social studies of science. It summarize the relevant elements of the contextual empiricist account of inquiry with a view to indicating how it is possible within this account to reconcile the claim that scientific inquiry is value or ideology laden and that it is productive of knowledge. The chapter concludes by proposing that such an account goes further toward meeting the methodological needs of feminist science studies.