The Concept of Handoff as a Model for Ethical Analysis and Design

2020 ◽  
pp. 231-251
Author(s):  
Deirdre K. Mulligan ◽  
Helen Nissenbaum
Keyword(s):  
Social Studies ◽  
Human Action ◽  
Ethical Analysis ◽  
Sociotechnical Systems ◽  
Analysis And Design ◽  
System Components ◽  
Different Types ◽  
Political Dimensions ◽  
Images Processing ◽  
Values In Design

This chapter introduces the concept of handoff, which offers a lens through which to evaluate sociotechnical systems in ethical and political terms. It is particularly tuned to transformations in which system components of one type replace components of another. Of great contemporary interest are handoff instances in which AI take over tasks previously performed by humans, for example, labelling images, processing and producing natural language, controlling other machines, predicting human action (and other events), and make decisions. Grounded in past work in social studies of technology and values in design, the handoff analytical model disrupts the idea that if components of a system are modular in functional terms, replacing one with another will leave ethical and political dimensions intact. Instead, the handoff lens highlights different ways that different types of system components operate and interoperate and shows these differences to be relevant to the configuration of values in respective systems. The handoff lens offers a means to make ethically relevant changes salient that might otherwise be overlooked.

A Methodology for Situated Analysis and Design

2009 ◽  
pp. 23-34
Author(s):  
Vivienne Waller ◽  
Robert B. Johnston ◽  
Simon K. Milton
Keyword(s):  
Information Systems ◽  
Recent Work ◽  
Human Action ◽  
Information Requirements ◽  
Analysis And Design ◽  
Operational Level ◽  
Efficiency And Effectiveness ◽  
High Level ◽  
Operational Action

This chapter presents a new high level methodology for the analysis and design of information systems specifically to support routine action at the operational level of organizations. The authors argue that traditional methods fail to adequately address the unique requirements of support for routine operational action. The main innovation of the methodology is the use of an action-centred approach derived from recent work on the nature of purposeful human action, and as such, emphasises both the information requirements for action and the dependence of action upon appropriately structured environments. A brief case study illustrates how using the methodology can sensitize the analyst to opportunities to increase human efficiency and effectiveness through lighter weight information systems.

Battles of Ideas Between the Legal and the Legitimate

2021 ◽  
pp. 145-161
Author(s):  
Paula Castro ◽  
Sonia Brondi ◽  
Alberta Contarello
Keyword(s):  
Social Studies ◽  
Public Sphere ◽  
Common Sense ◽  
Social Representations ◽  
Human Action ◽  
Public Spheres ◽  
The Public ◽  
The Difference ◽  
The Public Sphere ◽  
The Many

This chapter discusses how social psychology can offer theoretical contributions for a better understanding of the relations between the institutional and public spheres and how this may impact change in ecological matters. First, it introduces the difference between natural and agreed—or chosen—limits to human action and draws on Sophocles’s Antigone to illustrate this and discuss how legitimacy has roots in the many heterogeneous values of the public sphere/consensual universe, while legality arises from the institutional/reified sphere. Recalling some empirical research in the area of social studies of sustainability, it then shows how a social representations perspective can help us understand the dynamic and interdependent relations between the institutional or reified sphere and the consensual or common sense universe—and their implications for social change and continuity.

scholarly journals Understanding the Social Studies Curricula in Turkey as a Political Text Within the Context of Citizenship Education: Views of Academics and Teachers

2021 ◽  
Vol 14 (6) ◽  
pp. 34
Author(s):  
Fadıl Şiraz ◽  
Erdal Bay
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Political Influence ◽  
Political Factors ◽  
Curriculum Structure ◽  
Content Analysis Method ◽  
The Social ◽  
Political Effect ◽  
Political Dimensions

This study attempted to understand the curricula in conveying the state’s own understanding to individuals, according to the reconceptualization approach. As content, the social studies curricula (SSC), with the assumption that political influence would be seen most in these curricula, were examined. This study aims understanding the social studies curricula as a political text within the context of citizenship education in order to see how politics affect these curricula. To determine what political factors affected SSCs in which way, the opinions of academics and teachers were examined regarding curricula from 1998, 2005 and 2018, prepared during different government periods in Turkey. It was tried to determine how the changes in SSCs were defined in political/non-political dimensions, explanation and definition, the criticism, reasons and recommendation regarding these changes. This study was designed as a case study, one of the qualitative methods. Data analysis was done by content analysis method. It was determined that the changes in social studies curricula in 1998, 2005 and 2018 were affected by different political reasons and that there were some prominent ideological elements in all 3 curricula. As a result, it was determined that political effect on SSCs prepared in different government periods and can be seen radical changes were made in terms of curriculum structure and content from 1998 to 2005 and that the SSC of 2018 is similar to that of 2005 in terms of structure.

An Optimal Design Procedure of Wave Barriers for Mitigation of Underground and Above-Ground Railway Vibrations

2020 ◽  
Vol 20 (11) ◽  
pp. 2050121 ◽  
Author(s):  
Farbod Yarmohammadi ◽  
Reza Rafiee-Dehkharghani
Keyword(s):  
Genetic Algorithm ◽  
Design Procedure ◽  
Ground Surface ◽  
Fe Model ◽  
Optimal Layout ◽  
Analysis And Design ◽  
Different Types ◽  
Parallel Finite Element ◽  
Model Geometry ◽  
Better Than

In this paper, a robust parallel finite-element/genetic-algorithm (FE/GA) procedure is presented for finding the optimal layout of wave barriers in the ground alongside the underground or above-ground railways. The proposed FE/GA procedure is capable of optimizing the topology of the wave barriers by altering the FE model geometry and mesh at each optimization step to cope with the excitations by underground, above-ground, and simultaneous under- and above-ground loadings. The results obtained show that this coupled procedure is effective for the analysis and design of different types of wave barriers subjected to dynamic transient loadings. Three different types of wave barriers are studied including wave impeding blocks (WIBs), jet-grouted columns, and trenches. It is found that the open trenches have the largest mitigation capacity and if they cannot be used, the WIBs perform better than the jet-grouted columns. Although the wave barriers can notably reduce the ground vibrations induced by underground trains, they perform more effectively when the source of vibrations is located at the ground surface.

scholarly journals „Neugier beflügelt unsere Wahrnehmung“ – eine effektive Lernmethode im Fremdsprachenunterricht

1970 ◽  
Vol 44 (1) ◽  
pp. 173-182
Author(s):  
Anna Weigl
Keyword(s):  
Human Action ◽  
Foreign Languages ◽  
Specific Content ◽  
The Core ◽  
Learning By Teaching ◽  
New Learning ◽  
Learning Technique ◽  
Different Types

As in any human action, motivation is playing a key role in learning foreign languages. There are different types of motivation – one of them is curiosity. Curiosity is one of the strongest motivators, since it is based in the human character. Psychologists call curiosity the core of motivation. In my paper I will address a new learning technique, which consists of two didactic concepts at the same time: Learning by teaching and subject orientated learning. Subject orientated learning means the combination of a specific content to be learnt and a given person.

We the Gamers

2021 ◽  
Author(s):  
Karen Schrier
Keyword(s):  
Social Studies ◽  
New World ◽  
Teaching Ethics ◽  
Mobile Computer ◽  
Public Spheres ◽  
Ethical Decisions ◽  
Card Games ◽  
The People ◽  
The World ◽  
Different Types

The world is in crisis. The people of the world are all connected, and rely on one another to make ethical decisions and to solve civic problems together. Ethics and civics have always mattered, but it is becoming more evident how much they matter. Teaching ethics and civics is essential to the future. This book argues that games can encourage the practice of ethics and civics. They can help people to connect, deliberate, reflect, and flourish. They can help people to reimagine systems and solve problems. Games are communities and public spheres. Like all communities, they may encourage care, connection, and respect. They may also be used for hate, disinformation, and exclusion. Games reveal humanity’s compassion as well as its cruelty. We the Gamers provides research-based perspectives related to why and how people should play, make, and use games in ethics, civics, character, and social studies education. The book also shows how people are already engaging in ethics and civics through games. It systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as resources, activities, and case studies. It includes examples of all different types of games—virtual reality, mobile, computer, and card games, and big-budget commercial games, indie games, and more. How can people play and design a new world, together?

Data Integration Mechanisms

1994 ◽  
Author(s):  
Alan W. Brown ◽  
David J. Carney ◽  
Edwin J. Morris ◽  
Dennis B. Smith ◽  
Paul F. Zarrella
Keyword(s):  
Data Integration ◽  
Code Generation ◽  
Implementation Process ◽  
Design Tool ◽  
Analysis And Design ◽  
Data Semantics ◽  
System Components ◽  
Data Persistence ◽  
Share Data ◽  
Integration Mechanisms

Data integration is a basic need for a CASE environment because individual tools operate on data that are of interest to other tools. For example, many CASE analysis and design tools produce code templates representing the interfaces between system components. These templates are of interest to tools that assist in code generation since they specify an interface between system components that ideally is maintained during the implementation process. Likewise, changes made to these interface descriptions during the implementation process often have an impact on the design of the system as reflected in the analysis and design tool. Many approaches have been developed to facilitate the sharing of data between components of a CASE environment. These approaches differ both in the mechanisms used to provide this support and in the degree of support provided. In this chapter we consider some concepts central to the problem of data integration, discuss the major strategies adopted to provide data integration, and analyze the strengths and weaknesses of these strategies. Finally, we discuss particular mechanisms that reflect these strategies. If environment components are to share data, then two issues must be addressed. First, agreements must be made between components concerning what data are stored, where, and how they are accessed. Second, the components must share a common understanding of the meaning of the data. We refer to the first issue as data persistence, and the second issue as data semantics. These two issues provide the backdrop for our discussion of the principal types of mechanisms for data integration. One type of mechanism focuses on different storage strategies, and the second type of mechanism focuses on semantic agreements. Although we consider each separately, no mechanism exclusively addresses only data persistence or data semantics. In practice, all mechanisms address both data persistence and data semantics to varying degrees. There are two basic strategies that support storage and sharing of persistent data. The first involves data import and export, whereby tools maintain separate databases for their unique data, and sharing is accomplished by some translation from an internal form to an external form to make it available to other tools.

Nature, Custom, and Reason as the Explanatory and Practical Principles of Aristotelian Political Science

2002 ◽  
Vol 64 (3) ◽  
pp. 469-496 ◽  
Author(s):  
James Bernard Murphy
Keyword(s):  
Political Science ◽  
First Principles ◽  
Social Order ◽  
Human Action ◽  
Ethical Analysis ◽  
Ethical Reflection ◽  
Freedom Of Choice ◽  
Moral Excellence ◽  
Social Explanation

According to Aristotle, nature (physis), habit or custom (ethos), and reason (logos) are the first principles of social explanation as well as the first principles of moral excellence. Just as we explain the order found in a polity as the product of natural, customary, and rationally stipulated kinds of order, so we become excellent persons through our good natural potential, the development of that potential in right habits, and sound ethical reflection upon those habits. For Aristotle, nature and convention are not mutually exclusive; rather, nature, custom, and reason form a hierarchy such that custom presupposes nature, but cannot be reduced to it, while reason presupposes custom, but cannot be reduced to custom. It is argued that Aristotle's account of social order is superior both to the prior Sophistic accounts and to the account in Aquinas. Because Aristotle roots the order of deliberate human action in the order of nature and the order of custom, he focuses his ethical analysis not on the abstract freedom of choice but on the concrete freedom of the person who must act.

The Effects of Different Types of Advance Organizers on Classification Learning

1979 ◽  
Vol 16 (3) ◽  
pp. 223-239 ◽  
Author(s):  
Joseph T. Lawton ◽  
Susan K. Wanska
Keyword(s):  
Social Studies ◽  
Hierarchical Classification ◽  
High Order ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Rural Children ◽  
Classification Learning ◽  
Different Types ◽  
Transfer Tasks ◽  
Order Of Training

The effects of three types of advance organizer lessons containing high-order social studies concept (AO1), high-order rules for hierarchical classification (AO2), or both (AO3), on the learning of social studies concepts and hierarchical classification (as defined by Piaget) were evaluated for a sample of 237 rural children in kindergarten, third, and fifth grades. The overall order of training effect was AO3 → AO2 → AO1 → C. Effects on delayed posttests and or transfer tasks are also presented.

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