scholarly journals Gender Equality Survey Results of Researchers in Humanities and Social Sciences in Japan: What Are the Issues and Where We Should Head for

2021 ◽  
Vol 26 (2) ◽  
pp. 2_87-2_89
Author(s):  
Nobuko NAGASE
Keyword(s):  
Social Sciences ◽  
Gender Equality ◽  
Survey Results ◽  
Humanities And Social Sciences

The availability of open access journals in the humanities and social sciences in China

2012 ◽  
Vol 38 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Dehau Hu
Keyword(s):  
Social Sciences ◽  
Time Delay ◽  
Open Access ◽  
Full Text ◽  
Scholarly Journals ◽  
Network Construction ◽  
Open Access Journals ◽  
Print Form ◽  
Survey Results ◽  
Humanities And Social Sciences

We identified and analysed the 147 journals offering open access (OA) among the 2960 scholarly journals indexed by the Chinese National Knowledge Information (CNKI) database in the humanities and social sciences. Data were analysed concerning each journal’s organizer, discipline, publishing cycle, areas, regions or provinces covered, and first date that content was offered free of charge, together with the journal’s website construction, the way full text was accessed, and the time delay in publication. On the basis of the survey results, we identify key challenges and problems associated with OA journals in the humanities and social sciences in China, and we outline development strategies to address these issues, including actively promoting the transition of scholarly journals from print form to OA, speeding up network construction of OA journals, and enhancing the functionality of the OA journals’ websites.

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

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