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  1. Theories and Methods.Morag MacDonald, Lee Harvey & Jane Hill - 2000 - Hodder Education.
    Theories and Methods is the one compulsory unit on the AEB and Interboard syllabuses. This guide outlines the main sociological perspectives, and discusses three main approaches: positivism, phenomenology and critical social research. The topic-book format should be suitable for linear and modular courses, and there are sample questions and skills advice.
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  • What farmers don't know can't help them: The strengths and weaknesses of indigenous technical knowledge in Honduras. [REVIEW]Jeffery W. Bentley - 1989 - Agriculture and Human Values 6 (3):25-31.
    Traditional Central American peasant farmers know more about some aspects of the local agroecosystem than about others. In general farmers know more about plants, less about insects, and less still about plant pathology. Without discounting economic factors, ease of observability must explain part of this difference. Certain local beliefs may affect what farmers observe and know. For example, a belief in spontaneous generation may lead people to fail to observe insect reproduction. The implications of the gaps in farmer knowledge are (...)
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  • The Development of Rationalism and Empiricism.Giorgio De Santillana & Edgar Zilsel - 1941 - University of Chicago Press.
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  • The Policy Implications of Differing Concepts of Risk.Judith A. Bradbury - 1989 - Science, Technology and Human Values 14 (4):380-399.
    The author draws on the policy analysis literature to delineate the linkage between conceptualization of risk and the formulation and proposed solution of risk-related policy problems. Two concepts of risk are identified: a concept of risk as a physically given attribute of hazardous technologies and a concept of risk as a socially constructed attribute. The argument is advanced that the social construction of risk provides a firm, theoretical basis for the design of policy. The discussion links the perception, manage ment, (...)
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