Negotiating Right Along: An Extended Case Study of the Social Activity of Engineering Design

1998 ◽  
pp. 32-50 ◽  
Author(s):  
Scott L. Minnemann ◽  
Steven R. Harrison
1992 ◽  
Vol 8 ◽  
pp. 77-114 ◽  
Author(s):  
John Fien

Any discussion of curriculum should consider the social setting, especially the relationship between schools and society and its influence on curriculum decisions…. Curriculum decisions take place in a complex social setting, through demands that are imposed by society and filter down to schools (Ornstein and Hunkins, 1988: 114).Context is an important element in understanding the nature of the curriculum in any field and its goals. Thus, Cornbleth (1988: 89) describes curriculum as “an ongoing social activity shaped by various contextual influences within and beyond the classroom”. She argues that curriculum is a “contextualized social process” which:… cannot be understood adequately … without attention to its setting or context. Curriculum is contextually shaped…. (C)urriculum emerges from the dynamic interaction of action, reflection and setting (Cornbleth, 1990: 6-7)Similarly, Berlak and Berlak (1981: 24) write of the need to investigate teachers' decision making in terms of “the social, cultural and political forces and structures that are omnipresent in all social situations”. Sharp and Green (1975) argue that comprehensive explanations of teaching require an investigation of the “sociology of situations, their underlying structure and interconnections and the constraints and contingencies they impose” (p. 25).


2017 ◽  
Vol 20 (2) ◽  
pp. 280-316 ◽  
Author(s):  
Barry P.C. Molloy

Warfare is increasingly considered to have been a major field of social activity in prehistoric societies, in terms of the infrastructures supporting its conduct, the effects of its occurrence, and its role in symbolic systems. In the Bronze Age many of the weapon forms that were to dominate battlefields for millennia to come were first invented—shields and swords in particular. Using the case study of Ireland, developments in Bronze Age warfare are traced from the Early to the Late Bronze Age. It is argued that during this period there was a move from warfare that made use of projectiles and impact weapons to warfare that used both defensive and cutting weapons. This formed the basis for a fundamental reorganization in combat systems. This in turn stimulated change in the social organization of warfare, including investment in material and training resources for warriors and the development of new bodily techniques reflecting fundamental changes in martial art traditions. Metalwork analysis of bronze weapons and experimental archaeology using replicas of these are used to support this position. The article explores how developments in fighting techniques transformed the sociality of violence and peer-relations among warriors and proposes that these warriors be regarded as a category of craft specialist exerting significant social influence by the Late Bronze Age.


Teosofia ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Jazilus Sakhok ◽  
Siswoyo Aris Munandar

<p>This study is entitled "Tarekat and Philanthropy: Study of the Social Activities of the Al-Haqqani Naqsyabandiyah Congregation in Indonesia". The background of this case study is Sufism so far known as the esoteric dimension in Islam. This identification often gets Sufism considered to be mystical and ascetic. So far, the Sufis are seen as a group of people who emphasize individual piety (personal) rather than social piety. However, in contrast to the Naqshbandiyah Al-Haqqani Congregation, its students must go into the community and be active in social life. In terms of the formulation of the problem two questions can be drawn namely; First, what is behind the Naqshabandiyah Al-Haqqani Congregation is engaged in social and philanthropic activities. Second, What is the social activity and philanthropy of the Al-Haqqani Naqshbandiyah Order. Efforts to answer the problems in this study will be used field research methods, namely by digging field data and observing directly. This paper describes the social activities of the tarekat as the object of study. The results of this study indicate that there is a Naqsyabandiyah Al-Haqqani order which is active in social and philanthropy. The social activities of the Al-Haqqani Naqsyabandiyah Congregation are realized through institutions such as: HCNS (Hajjah Naziha Charitable Society), Rumi Café, Karem Food Drive, Rabbani Sufi Center and CV Sogan Jaya / Sogan Batik.</p>


2018 ◽  
Vol 11 (12) ◽  
pp. 117
Author(s):  
Monirah A. Al-Mansour

This study is mainly based on conducted naturalistic descriptive observation of 13 children ages 6&ndash;8 years using open-ended materials in their play at the Creative Play Club (CPC). The research carefully examines and analyzes how four boys and nine girls in the CPC used open-ended materials in their play over 8 weeks. One aim was to evaluate changes in the quality of play over time. A second aim was to analyze the influence of various factors on children&rsquo;s social and nonsocial play behaviors. Those factors were the materials&rsquo; characteristics and affordances and the social activity setting. The research gave special attention to the possible influences that flatten expression in play and those influences that might reignite play expression within or across CPC sessions. The research generated evidence that children&rsquo;s drawing, manipulating objects, and reflecting are meaning making. Interpretations of data were guided by an activity setting model, affordance theory, and a multimodality and meaning-making conceptual framework. The main findings were that the CPC and the case study are good conduits for exploring the possibilities and challenges that emerge from children&rsquo;s experiences with open-ended materials in play with other children.


Babel ◽  
2018 ◽  
Vol 64 (5-6) ◽  
pp. 671-691 ◽  
Author(s):  
Ge Bai

Abstract This article aims to investigate the relationship between paratexts and the translation product with a case study of Lolita translations in China. Since Lolita has been one of the most frequently retranslated literary works in China over the past three decades, it can serve as a bellwether of the changes that have taken place in the translation field as well as those in the social, cultural and historical context. Therefore, a comparative study of the paratextual elements of Lolita translations acts as a reflection of the negotiations between the translation activity and the changing socio-political context. The analysis of paratexts locates translation as a social activity in which many agents are involved other than simply the translator and the source text. Through their organic integration with the translation products, the paratextual elements, functioning as genre indicators, work to promote the translation while potentially predicting its target readership. In the translation and retranslation of the same source text, a discussion of the paratexts may provide new insights into understanding the relationship between translations and retranslations as well as the evolution of the translation field in relation to Chinese society.


2020 ◽  
Vol 27 (6) ◽  
pp. 477-488
Author(s):  
Bente Elkjaer

Purpose This paper aims to contribute to the debate on what is a learning organization (LO). The author proposes that pragmatist philosophy may be a source of inspiration in this endeavor. Design/methodology/approach The author revisits a 25-year-old case study in which the process of implementing an LO in a public enterprise was observed. This was in the heyday of LOs, when they were regarded as an organizational form that could provide solutions for almost all organizational problems. The author starts by considering this case using the first four types of understanding in Örtenblad’s LO taxonomy (2018): “learning at work,” “climate for learning,” “organizational learning” and “learning structure.” Then the author uses Örtenblad’s fifth version of LOs, the “social perspective,” to show that the pragmatist concepts of experience, inquiry and commitment are helpful in revealing and explaining how learning happens as part of the “social”. Findings The author proposes the sixth version of Los, involving letting experience and inquiry loose. This is an extension of Örtenblad’s fifth version of LOs, which rests upon collective as the learning unit and learning as context-dependent cultural or social activity. The sixth version makes it possible to understand organizational learning and LOs as recursive processes of inquiry into tensions in experiences and the organizational affordances of voicing and enacting these tensions. Originality/value Regarding LOs from a pragmatist perspective makes it possible to view learning as cultural and social activity without making learning a matter of either motivational persons for learning or organizations as “conducive” for learning, but understands the two as connected in recursive, iterative and rhythmic processes of tensions and resolutions.


Author(s):  
Melanie SARANTOU ◽  
Satu MIETTINEN

This paper addresses the fields of social and service design in development contexts, practice-based and constructive design research. A framework for social design for services will be explored through the survey of existing literature, specifically by drawing on eight doctoral theses that were produced by the World Design research group. The work of World Design researcher-designers was guided by a strong ethos of social and service design for development in marginalised communities. The paper also draws on a case study in Namibia and South Africa titled ‘My Dream World’. This case study presents a good example of how the social design for services framework functions in practice during experimentation and research in the field. The social design for services framework transfers the World Design group’s research results into practical action, providing a tool for the facilitation of design and research processes for sustainable development in marginal contexts.


2005 ◽  
Vol 84 (2) ◽  
pp. 202-220 ◽  
Author(s):  
Colin Kidd

Hugh Trevor-Roper (Lord Dacre) made several iconoclastic interventions in the field of Scottish history. These earned him a notoriety in Scottish circles which, while not undeserved, has led to the reductive dismissal of Trevor-Roper's ideas, particularly his controversial interpretation of the Scottish Enlightenment, as the product of Scotophobia. In their indignation Scottish historians have missed the wider issues which prompted Trevor-Roper's investigation of the Scottish Enlightenment as a fascinating case study in European cultural history. Notably, Trevor-Roper used the example of Scotland to challenge Weberian-inspired notions of Puritan progressivism, arguing instead that the Arminian culture of north-east Scotland had played a disproportionate role in the rise of the Scottish Enlightenment. Indeed, working on the assumption that the essence of Enlightenment was its assault on clerical bigotry, Trevor-Roper sought the roots of the Scottish Enlightenment in Jacobitism, the counter-cultural alternative to post-1690 Scotland's Calvinist Kirk establishment. Though easily misconstrued as a dogmatic conservative, Trevor-Roper flirted with Marxisant sociology, not least in his account of the social underpinnings of the Scottish Enlightenment. Trevor-Roper argued that it was the rapidity of eighteenth-century Scotland's social and economic transformation which had produced in one generation a remarkable body of political economy conceptualising social change, and in the next a romantic movement whose powers of nostalgic enchantment were felt across the breadth of Europe.


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