Environmental Studies and Ethnic Studies

2020 ◽  
Vol 43 (2) ◽  
pp. 9-16
Author(s):  
David N. Pellow
Keyword(s):  
Case Studies ◽  
Multiple Scales ◽  
Ethnic Studies ◽  
Environmental Studies ◽  
Potential Value

This article offers insights into conceptual, pedagogical, and programmatic crossings and conflicts between the fields of Environmental Studies and Ethnic Studies. It highlights both the important intersections between the two fields and their potential value, while also addressing the challenges posed in the development of programmatic collaborations. Utilizing case studies drawn from the author’s own experiences, the article’s focus is on harnessing the strengths and limitations of both fields to promote transformative knowledge and action at multiple scales.

The Causal Structure of Natural Selection

2021 ◽  
Author(s):  
Charles H. Pence
Keyword(s):  
Natural Selection ◽  
Case Studies ◽  
Genetic Drift ◽  
Evolutionary Theory ◽  
Causal Structure ◽  
Philosophy Of Biology ◽  
Philosophy Of Physics ◽  
Potential Value ◽  
Multi Level ◽  
Evolutionary Explanations

Recent arguments concerning the nature of causation in evolutionary theory, now often known as the debate between the 'causalist' and 'statisticalist' positions, have involved answers to a variety of independent questions – definitions of key evolutionary concepts like natural selection, fitness, and genetic drift; causation in multi-level systems; or the nature of evolutionary explanations, among others. This Element offers a way to disentangle one set of these questions surrounding the causal structure of natural selection. Doing so allows us to clearly reconstruct the approach that some of these major competing interpretations of evolutionary theory have to this causal structure, highlighting particular features of philosophical interest within each. Further, those features concern problems not exclusive to the philosophy of biology. Connections between them and, in two case studies, contemporary metaphysics and philosophy of physics demonstrate the potential value of broader collaboration in the understanding of evolution.

scholarly journals Using psychodynamic principles in formulation in everyday practice

2013 ◽  
Vol 19 (3) ◽  
pp. 203-211 ◽  
Author(s):  
Alison Summers ◽  
Brian Martindale
Keyword(s):  
Case Studies ◽  
Everyday Practice ◽  
Case Formulation ◽  
Potential Value ◽  
Detailed Case

SummaryWe try to demonstrate that using psychodynamic principles as part of case formulation is both possible and useful in everyday practice. We consider steps to developing a psychodynamically informed formulation, frameworks that can be used to structure this, and processes and resources needed to support good-quality formulation. We discuss the potential value of incorporating psychodynamic thinking and emphasise that this is complementary to other frameworks for understanding psychosis. Detailed case studies are provided.

Food Engineering at Multiple Scales: Case Studies, Challenges and the Future—A European Perspective

2015 ◽  
Vol 8 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Yrjö H. Roos ◽  
Peter J. Fryer ◽  
Dietrich Knorr ◽  
Heike P. Schuchmann ◽  
Karin Schroën ◽  
...  
Keyword(s):  
Case Studies ◽  
Multiple Scales ◽  
European Perspective ◽  
Food Engineering ◽  
The Future

scholarly journals Fundamentals of Robotic Fabrication in Architecture: Multi Materiality, Multiscale Resolution and Multimode Production

2019 ◽  
Author(s):  
Sina Mostafavi ◽  
Mohammad Saad Moharram ◽  
Adeeb Khaeez
Keyword(s):  
Case Studies ◽  
Architectural Design ◽  
Multiple Scales ◽  
Production Systems ◽  
Computational Design ◽  
Expanded Polystyrene ◽  
Production Methods ◽  
Robotic Fabrication ◽  
Mold Making ◽  
Multiple Materials

This paper discusses the recent advancement in architectural materialization processes. The focus is on design to robotic production systems through which the realization of more efficient building processes and building products is achieved. Introducing three prototypical case studies, the research specifically addresses some of the major fundamentals of robotic production in architecture. Considering the fact, that building systems have consisted of numerous subsystems each with varying requirements, hybridity or multi-materiality is essential in architectural design. Therefore, computation to production of efficient hybrid systems with multiple materials is tested and prototyped in a series of case studies. The introduced multilateral system is a hybrid of concrete as the structural material and expanded polystyrene as the second substance. Beyond the description about computational design, digital modeling and robotic production methods, this project highlights how through using robotic production the process of mold making and concrete casting is re-examined. The second topic is the resolution, which is about simultaneous design to production in multiple scales, ranging from micro to macro. This is elaborated and prototyped in a case study on incremental metal forming. In this project, the very micro scale manipulation of bendable thin sheets of metal results in stiffness according to the design requirements. The last subject is explained in design to robotic production of a customized table with numerous components in expanded polystyrene that will be coated in fiberglass. In this design, multimode robotic production methods are implemented according the curvature analysis. As a result, the evaluation of the efficiency of the production process is feedback to design process in which hot wire cutting is applied to single curvature surfaces, while robotic milling is only applied where needed. Providing more details about the projects, the paper will conclude with a framework on fundamentals of robotic production in architecture.

scholarly journals Towards a Risk Based Cooperative and Collaborative Culture - the Attitudinal Elements and Influences that Shape Our Behaviour and Public Opinion

2020 ◽  
Vol 7 (4) ◽  
pp. 496-506
Author(s):  
Richard Bradford-Knox
Keyword(s):  
Public Opinion ◽  
Case Studies ◽  
Constructivist Approach ◽  
Collaborative Culture ◽  
Extant Literature ◽  
Potential Value ◽  
Actual Behaviour ◽  
Public Risk

The focus of this paper is on attitudes and behaviour and the constructs they are influenced by with attention drawn to the key attitudinal elements that influence actual behaviour. Using a constructivist approach the paper is based on a review of the extant literature including the author’s previous work. The paper identifies the key constructs that form attitudes and behavioural intent, how they can be influenced by various types of intervention, including nudging, to have the potential for a functional rather than dysfunctional outcome. The literature is wide ranging, but it is possible that some key elements and approaches of the various cultures may have been overlooked. Therefore, researchers are encouraged to test them in further research. Case studies of various organisations, cultures and experiences are of potential value. The paper includes implications for the development and constructing an effective public risk-based culture. This paper works towards a need to identify and emphasize the key elements that contribute to our attitudes and subsequent behaviour.

scholarly journals Google Earth as a Powerful Tool for Archaeological and Cultural Heritage Applications: A Review

2018 ◽  
Vol 10 (10) ◽  
pp. 1558 ◽  
Author(s):  
Lei Luo ◽  
Xinyuan Wang ◽  
Huadong Guo ◽  
Rosa Lasaponara ◽  
Pilong Shi ◽  
...  
Keyword(s):  
Cultural Heritage ◽  
Case Studies ◽  
Geographical Information Systems ◽  
Multiple Scales ◽  
Google Earth ◽  
Research Field ◽  
Geographical Information ◽  
Computer Application ◽  
Observation Data ◽  
Spatial Coverage

Google Earth (GE), a large Earth-observation data-based geographical information computer application, is an intuitive three-dimensional virtual globe. It enables archaeologists around the world to communicate and share their multisource data and research findings. Different from traditional geographical information systems (GIS), GE is free and easy to use in data collection, exploration, and visualization. In the past decade, many peer-reviewed articles on the use of GE in the archaeological cultural heritage (ACH) research field have been published. Most of these concern specific ACH investigations with a wide spatial coverage. GE can often be used to survey and document ACH so that both skilled archaeologists and the public can more easily and intuitively understand the results. Based on geographical tools and multi-temporal very high-resolution (VHR) satellite imagery, GE has been shown to provide spatio-temporal change information that has a bearing on the physical, environmental, and geographical character of ACH. In this review, in order to discuss the huge potential of GE, a comprehensive review of GE and its applications to ACH in the published scientific literature is first presented; case studies in five main research fields demonstrating how GE can be deployed as a key tool for studying ACH are then described. The selected case studies illustrate how GE can be used effectively to investigate ACH at multiple scales, discover new archaeological sites in remote regions, monitor historical sites, and assess damage in areas of conflict, and promote virtual tourism. These examples form the basis for highlighting current trends in remote sensing archaeology based on the GE platform, which could provide access to a low-cost and easy-to-use tool for communicating and sharing ACH geospatial data more effectively to the general public in the era of Digital Earth. Finally, a discussion of the merits and limitations of GE is presented along with conclusions and remaining challenges.

The potential value of seasonal forecasts of rainfall categories—Case studies from the wheatbelt in Western Australia's Mediterranean region

2008 ◽  
Vol 148 (4) ◽  
pp. 606-618 ◽  
Author(s):  
Carina Moeller ◽  
Ian Smith ◽  
Senthold Asseng ◽  
Fulco Ludwig ◽  
Nicola Telcik
Keyword(s):  
Case Studies ◽  
Mediterranean Region ◽  
Seasonal Forecasts ◽  
Potential Value

scholarly journals Rock Magnetic Methods in Soil and Environmental Studies: Fundamentals and Case Studies

2013 ◽  
Vol 6 ◽  
pp. 8-13 ◽  
Author(s):  
Satria Bijaksana ◽  
Estevanus Huliselan ◽  
La Ode Safiuddin ◽  
Dini Fitriani ◽  
Gerald Tamuntuan ◽  
...  
Keyword(s):  
Case Studies ◽  
Environmental Studies ◽  
Magnetic Methods

Affective communities and millennial desires: Latinx, or why my computer won’t recognize Latina/o

2017 ◽  
Vol 29 (3) ◽  
pp. 141-159 ◽  
Author(s):  
Nicole M Guidotti-Hernández
Keyword(s):  
Puerto Rican ◽  
Case Studies ◽  
Mexican American ◽  
Ethnic Studies ◽  
Digital Discourse ◽  
History Of ◽  
The Creation ◽  
Core Value ◽  
Digital Cultures ◽  
New Phase

There is a tremendous shift in public digital discourse and the academy more broadly, about the use of Latinx, one that may appear, on the surface, as an uncritical, hip way to shift how we talk about ourselves. While there is a long history of contestation about these categories of naming, my goal in this essay is to chart out the histories of how we went from using Mexican American and Puerto Rican to Chicano and Nuyorican and then the latest iterations, like Latina/o and eventually Latinx. By drawing on specific case studies of millennial digital cultures and the creation of new-phase ethnic studies departments in the 2000s, I demonstrate how millennials use Latinx to transcend gender, racial, class, and regional constraints they see emanating from boomer-generation ethno-nationalist formations. To be a part of the affective community represents a core value for millennials because it is antiessentialist because Latinx bears the load of recognition and diversity and represents the power of inclusion without speaking for everyone. Ultimately, Latinx can carry the excessive and diverse affective load of a population in ways that other ethno-nationalist and pan-Latina/o terms cannot.

BOOK REVIEW Martyn Hammersley and Andy Hargreaves (Eds.). Curriculum Practice: Some sociological case studies (3rd edition). London and New York: Taylor and Francis, 2012. Pp. 1-280. ISBN: 978-0-415-61517-4 (Print) ISBN: 978-0-203-81617-2 (e-ISBN).

2019 ◽  
Vol 12 (3) ◽  
Author(s):  
Grigore-Dan Iordăchescu ◽  
Keyword(s):  
Middle School ◽  
Cultural Capital ◽  
Case Studies ◽  
Hidden Curriculum ◽  
Environmental Studies ◽  
Comprehensive School ◽  
The Third ◽  
School Subjects ◽  
The Way

The book titled Curriculum Practice: Some sociological case studies brings together various contributions that pertain to all three layers of curriculum: the macro-level, i.e. the level of curriculum and society, the micro-level, i.e. the classroom universe and the meso-level of organizational processes. The volume is organised into three main sections, School Subjects, Gender and the Curriculum, and Examinations, Accountability and Assessment. The first unit of the book, School Subjects, focuses on either the historical development or the forms that subjects take in the classroom. The papers in this section attempt an analysis of the differences between how knowledge is selected, reconstrued and transmitted in schools, looking at various subjects such as English, geography/environmental studies and art/design. Douglas and Dorothy Barnes investigate in their contribution, Preparing to write in further education, different forms that English may take in continuous education. They attempt to provide a complete description of the different English courses taught in a number of schools and college, making comparisons, e.g. school vs college courses, English vs Communications, courses in business departments vs those in technical departments, courses for students of higher vs those for students of lower academic status. Caroline St John-Brooks’ contribution, English: A curriculum for personal development? explores the English taught in schools through a case-study in a comprehensive school. She sadly identifies differentiation between pupils according to their social class, despite the teachers’ apparent commitment to egalitarianism. The third chapter, titled A subject of privilege: English and the school curriculum, by Stephen Ball offers a factual, narrative account of the early efforts involved in establishing English as a distinct and reputable school subject. Moreover, the author tries to validate, through the narrative, a social interaction paradigm for curricular change, along with a series of relevant concepts. Ivor Goodson’s article, Defining and Defending the Subject: Geography versus Environmental Studies tackles the conflict between geography and environmental studies, the former representing an established academic subject while the latter is an aspiring subject. Chapter five, One Spell of Ten Minutes or Five Spells of Two ...? Teacher-Pupil Encounters in Art and Design Education, by Les Tickle examines the way in which middle school teachers of this subject attempt to reconcile the gap between teaching pupils craft skills versus granting them free expression of their creativity. David H. Hargreaves argues in The Teaching of Art and the Art of Teaching: Towards an Alternative View of Aesthetic Learning that the overwhelming emphasis on art production only wastes a crucial opportunity for schools to get involved in the dissemination of cultural capital by means of the teaching and enhancement of art appreciation. The second section starts with Teresa Grafton, Henry Miller, Lesley Smith, Martin Vegoda and Richard Whitfield’s text, Gender and Curriculum Choice: A Case Study. They explore the different effects school subjects have on boys and girls. The authors show that girls and boys are practically channelled into differing patterns of option choice, due to both curriculum differentiation in the craft strand in the first three years of their secondary schooling and to the way in which family and courses is introduced into the option scheme, versus science and the craft subjects which are traditionally the realm of boys. Chapter eight, Gender and the Sciences: Pupil's Gender-Based Conceptions of School Subjects, by Lynda Measor contends that girls have low levels of participation in science courses, starting from middle school, largely based on preconceptions that physical science is quite ‘unfeminine’. Interesting findings revealed that boys’ and girls’ behaviours follow a certain ‘masculine’ or ‘feminine’ pattern and that teachers make little effort to attract girls to physics, chemistry and biology. The third section, Examinations, Accountability and Assessment, starts with the paper The Hidden Curriculum of Examinations by Glen Turner, which tackles the issue of the 'hidden curriculum' of examinations, particularly the effects it has on the attitudes of some high achieving pupils from a large comprehensive school, who were largely interested in examination success, to the detriment of all other classroom activities. Chapter 10, Teachers' School-Based Experiences of Examining by John Scarth explores the attitudes of teachers towards external and internal examinations. For most of the teachers, preparing for examinations represented an important part of their teaching activities. The author refutes the hypothesis that these teachers’ opinions are ideology-based. Richard Bowe and Geoff Whitty’s contribution, A Question of Content and Control: Recent Conflicts over the Nature of School Examinations at 16+ analyse the results of the research on examination boards initiated by Whitty in 1973. The authors claim that none of the macro-theories available could adequately account for the way in which public policy in this respect is presently changing; moreover, they emphasise the political importance of developing a more acceptable theory. Additionally, Bowe and Whitty ascertain that there is a backward trend towards a more centralised control of education in Great Britain. The last chapter, Assessment Constraints on Curriculum Practice: A Comparative Study, by Patricia Broadfoot continues along the the line of education centralisation in the French education system, as compared to the British one. She maintains that even if the way in which control is applied is different from one country to the other, both educational systems exert a similar degree of control over teachers’ activities. All in all, the book affords a sociologically informed empirical insight into the curriculum at classroom level, subject departments or examining bodies which might empower us to test and develop more speculative explanations of curriculum practice as opposed to what sociologists have presented so far, theories rather focusing on concepts such as ideology, hegemony or cultural capital. It is a useful tool for curriculum planners in their attempt to implement possible prescriptive models of curriculum change.

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