A methodological framework to evaluate the impact of disruptions on airport turnaround operations: A case study

ADAPTAÇÃO ÀS MUDANÇAS CLIMÁTICAS EM PEQUENOS HIDROSSISTEMAS: O CASO DO HIDROSSISTEMA DE CRUZETA SAMIRIA MARIA OLIVEIRA DA SILVA1; SANDRA HELENA SILVA DE AQUINO2 E FRANCISCO DE ASSIS DE SOUZA FILHO3 1Curso de Engenharia Civil, Universidade Federal do Ceará, UFC, Russas, CE, Rua Felipe Santiago, 411, Cidade Universitária, CEP 62900-000, [email protected]; 2Programa de Pós-Graduação em Sociologia, Universidade Federal do Ceará, Fortaleza, CE, Rua Ministro Joaquim Bastos, 471, Apto. 1302, Bairro de Fátima, CEP 604150-40, [email protected]; 3Departamento de Engenharia Hidráulica e Ambiental, Universidade Federal do Ceará, Fortaleza, CE, Campus do Pici, Bloco 713, 1º andar, Centro de Tecnologia, CEP 60451-970, [email protected]; 1 RESUMO Este estudo propõe um arcabouço metodológico para a avaliação do impacto das mudanças climáticas em pequenos hidrossistemas, apresentando um estudo de caso, capaz de elucidar estratégias de adaptação para as sociedades humanas que passam ou poderão passar por situações similares. Os resultados obtidos a partir da avaliação climática para o hidrossistema de Cruzeta, localizado no estado do Rio Grande do Norte, evidenciam a possibilidade de ocorrência de cenários mais secos no futuro do que o atual, observando redução nas garantias de 90% a 80%. Este fato mostra que os hidrossistemas para aumentarem sua resiliência, precisam ter estratégias de adaptação, arranjos institucionais flexíveis, gestão de conflitos e provimento de infraestrutura. Palavras – chave: adaptação, risco e clima. SILVA, S. M. O.; AQUINO, S. H. S.; SOUZA FILHO, F. A. S.ADAPTATION TO CLIMATE CHANGE IN SMALL HYDROSYSTEMS: THE CASE OF CRUZETA HYDROSYSTEM 2 ABSTRACT This study proposes a methodological framework for assessing the impact of climate change on small hydrosystems, presenting a case study, able to clarify adaptation strategies for human societies that undergo or may undergo similar situations. The results from the assessment of climate for Cruzeta hydrosystem, located in the state of Rio Grande do Norte, demonstrate the possibility of future scenarios drier than today, with 90% to 80% reduction in warranties. This fact shows that hydrosystems to increase their resilience need to have adaptation strategies, flexible institutional arrangements, conflict management and provision of infrastructure. Keywords: Adaptation, risk and climate.

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Institutional Control of Social Studies Teaching as Phronesis: A Multi-Case Study

The Qualitative Report ◽

10.46743/2160-3715/2017.3250 ◽

2017 ◽

Author(s):

Austin Pickup

Keyword(s):

Social Studies ◽

Social Science ◽

Practical Wisdom ◽

Human Values ◽

Educational Goals ◽

Methodological Framework ◽

School Based ◽

The Impact ◽

Social Studies Teaching

This paper presents findings from a multi-case study of social studies educators which focused on the impact of institutional requirements on social studies teaching as phronesis. The concept of phronesis, or practical wisdom of human values, occupies a central space in this study, acting as both the theoretical and methodological framework. As a theoretical framework, Aristotle’s articulation of phronesis, and its distinction from the intellectual states of episteme and techne, guided the development of research questions and acted as an entry point for analysis of participant data concerning the impact of school-based requirements on social studies teaching. As a methodological framework, this study is grounded in Flyvbjerg’s (2001) argument for a “phronetic social science,” which envisions social science work as contributing to dialogue about human values, rather than a vain attempt of strict prediction and explanation. I merge these considerations with the value and utility of qualitative case study, which functions as the study design. Based on this framing, I sought to gain an in-depth understanding of the role that schools play in the development or control of teacher’s practical wisdom and socially-minded educational goals. Answers to this question are discussed through the examination of four different cases of social studies teachers from Alabama. Through a thematic analysis of qualitative data, I illustrate that institutional teaching requirements largely constrained “phronetic” possibilities for social studies education. The major findings indicate that, rather than supporting professional teacher judgments and fostering socially conscious goals, school-based requirements pushed participants to implement technical pedagogies in order to meet pre-determined outcomes. I conclude with a discussion that critically evaluates the nature of contemporary educational reform and considers the place of social studies in this climate.

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