Kooperativer Bibliotheksverbund

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Format: 1 Online-Ressource (xxix, 200 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-319-91134-2

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-91133-5

Language: English

Keywords: Naturwissenschaftlicher Unterricht ; Sozialwissenschaften

DOI: 10.1007/978-3-319-91134-2

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Format: 1 online resource (xii, 182 pages)

ISBN: 0-262-35648-1 , 0-262-35647-3

Series Statement: The MIT Press

Content: A call to reclaim and rethink the field of designing as a liberal art where diverse voices come together to shape the material world. We live in a material world of designed artifacts, both digital and analog. We think of ourselves as users; the platforms, devices, or objects provide a service that we can use. But is this really the case We Are Not Users argues that people cannot be reduced to the entity called "user"; we are not homogenous but diverse. That buzz of dissonance that we hear reflects the difficulty of condensing our diversity into "one size fits all." This book proposes that a new understanding of design could resolve that dissonance, and issues a call to reclaim and rethink the field of designing as a liberal art where diverse voices come together to shape the material world. The authors envision designing as a dialogue, simultaneously about the individual and the social--an act enriched by diversity of both disciplines and perspectives. The book presents the building blocks of a language that can conceive designing in all its richness, with relevance for both theory and practice. It introduces a theoretical model, terminology, examples, and a framework for bringing together the social, cultural, and political aspects of designing. It will be essential reading for design theorists and for designers in areas ranging from architecture to software design and policymaking.

Note: The prisoner's song -- A very short history of designing -- We the designers -- A new vocabulary -- Design detritus -- Context, context, context -- Designing our future. , Also available in print. , English

Language: English

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

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UID:

Format: 1 online resource (XXIX, 200 p. 40 illus., 28 illus. in color.)

Edition: 1st ed. 2018.

ISBN: 9783319911342 , 3319911341

Content: This open access book examines how the social sciences can be integrated into the praxis of engineering and science, presenting unique perspectives on the interplay between engineering and social science. Motivated by the report by the Commission on Humanities and Social Sciences of the American Association of Arts and Sciences, which emphasizes the importance of social sciences and Humanities in technical fields, the essays and papers collected in this book were presented at the NSF-funded workshop ‘Engineering a Better Future: Interplay between Engineering, Social Sciences and Innovation’, which brought together a singular collection of people, topics and disciplines. The book is split into three parts: A. Meeting at the Middle: Challenges to educating at the boundaries covers experiments in combining engineering education and the social sciences; B. Engineers Shaping Human Affairs: Investigating the interaction between social sciences and engineering, including the cult of innovation, politics of engineering, engineering design and future of societies; and C. Engineering the Engineers: Investigates thinking about design with papers on the art and science of science and engineering practice. .

Note: Part I: Engineering Education and social sciences -- Evolving from Single Disciplines to Renaissance Teams -- Knowledge, Skill, and Wisdom: Reflections on Integrating the Social Sciences and Engineering -- Innovations in Energy-Climate Education: Integrating Engineering & Social Sciences -- Reconnecting Engineering with the Social and Political Sphere -- Technology, Policy and Management: co-evolving or converging? -- Ecole des Mines de Paris: a few lessons from a long history -- Part II: Engineering and Social Sciences -- The Cult of Innovation: Its Myths and Rituals -- Does Law Wear out? -- Engineering and Society -- Dealing with the future: General considerations and the case of “mobility" -- Designing the future we want -- A Generative Perspective on Engineering: why the destructive force of artifacts is immune to politics -- Part III: Study of science and engineering practice -- The Art of Science practice -- Do the best design ideas (really) come from conceptually distant sources of inspiration? -- Caring for nanotechnology? Being an integrated social scientist. , English

Additional Edition: ISBN 9783319911335

Additional Edition: ISBN 3319911333

Language: English

DOI: 10.1007/978-3-319-91134-2

URL: https://doi.org/10.1007/978-3-319-91134-2

UID:

Format: 1 online resource.

Series Statement: NISTIR ; 7211

Note: 2005. , Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes. , Title from PDF title page.

Language: English

UID:

Format: 1 online resource.

Series Statement: NISTIR ; 7430

Note: 2007. , Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes. , Title from PDF title page.

Language: English

UID:

Format: 1 online resource.

Series Statement: NISTIR ; 7289

Note: 2006. , Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes. , Title from PDF title page.

Language: English

UID:

Format: 1 online resource (222 pages)

ISBN: 9783319911342

Note: Intro -- Preface -- Acknowlegments -- Contents -- Introduction -- Background -- Meeting at the Middle: Challenges to Educating at the Boundaries -- Engineers Shaping Human Affairs -- Engineering the Engineers: Thinking about Design in Designing Thinking -- In Closing -- References -- 1 Innovations in Energy-Climate Education: Integrating Engineering and Social Sciences to Strengthen Resilience -- 1.1 Introduction -- 1.2 Advancing Energy and Climate Education in Higher Education -- 1.3 Beyond Conventional Engineering: Engaged Learning at the Climate-Energy Nexus -- 1.4 Advancing K-12 Climate-Energy Education -- 1.5 Energy Democracy for a Changing World -- 1.6 Conclusions -- References -- 2 Technology, Policy and Management: Co-evolving or Converging? -- 2.1 Introduction -- 2.2 Socio-Technical Systems -- 2.3 Socio-Technical Systems in TPM's Education and Research -- 2.4 Concluding Remarks -- 3 Reconnecting Engineering with the Social and Political Sphere -- 3.1 Science Outside the Lab -- 3.2 Community Engagement Workshops -- 3.3 Conclusion -- References -- 4 Ecole des Mines de Paris: A Few Lessons from a Long History -- 4.1 Professional Mining School: 1815-1890 -- 4.2 Generalist School: 1890-1967 -- 4.3 School Based on Research: 1967-2014 -- 4.4 What Should We Take Away from This Long History? Contemporary Challenges and New Images of the Engineer -- 5 Evolving from Single Disciplines to Renaissance Teams -- 5.1 Origins and Motivation -- 5.2 A Multidisciplinary Design Course -- 5.3 Lessons Learned -- References -- 6 Designing the Future We Want -- 6.1 The Dialogues Are Broken -- 6.2 The Design Hypothesis -- 6.3 Broken Multidisciplinary Dialogues -- 6.4 The PSI Matrix for Understanding Design -- 6.5 Epilog -- Acknowledgements -- References -- 7 Engineering Design and Society -- Acknowledgements -- References. , 8 The Cult of Innovation: Its Myths and Rituals -- 8.1 Gadgetology -- 8.2 Elitism -- 8.3 Benign Innovation -- 8.4 Smash and Grab -- 8.5 Jewel in the Crown -- 8.6 Expecting Miracles -- 8.7 Procrastovation -- 8.8 Homilies -- References -- 9 A Generative Perspective on Engineering: Why the Destructive Force of Artifacts Is Immune to Politics -- 9.1 Labor Value, Ecological Value, and Expressive Value -- 9.2 Watchmaking -- 9.3 A Cyborg Path to Generative Justice -- 9.4 Tuning for Generative Justice -- Acknowledgements -- References -- 10 Does Law Wear Out? -- 10.1 Extended Action Through Time -- 10.2 A Legal Bathtub Curve? -- 10.3 Sketches for an Empirical Test -- 10.4 Bathtub or Sawtooth or Both? -- 10.5 Possible Future Directions -- References -- 11 The Role of Emotion and Culture in the "Moment of Opening"-An Episode of Creative Collaboration -- 11.1 Introduction -- 11.2 Defining Emotion and Culture -- 11.2.1 Emotion: An Arousal-Valence Perspective -- 11.2.2 Emotion: An Awareness-Memory Perspective -- 11.3 Moment of Opening as an Episode of Creative Collaboration -- 11.4 The Role of Emotion in a "Moment of Opening" Interaction -- 11.5 The Role of Culture in a "Moment of Opening" Interaction -- 11.6 Conclusion -- References -- 12 Do the Best Design Ideas (Really) Come from Conceptually Distant Sources of Inspiration? -- 12.1 Background -- 12.1.1 Research Base -- 12.1.2 Impetus for the Current Work -- 12.2 Methods -- 12.2.1 Overview of Research Context -- 12.2.2 Sample and Initial Data Collection -- 12.2.3 Measures -- 12.2.3.1 Creativity of Concepts -- 12.2.3.2 Conceptual Distance -- Measurement Approach -- Validation -- Final Distance Measures -- 12.2.3.3 Control Measures -- 12.2.4 Analytic Approach -- 12.3 Results -- 12.3.1 Descriptive Statistics -- 12.3.2 Statistical Models -- 12.3.2.1 Max Distance -- 12.3.2.2 Mean Distance -- 12.4 Discussion. , 12.4.1 Summary and Interpretation of Findings -- 12.4.2 Caveats and Limitations -- 12.4.3 Implications and Future Directions -- Appendix 1: Topic Model Technical Details -- Document Preprocessing -- Model Parameter Selection -- Appendix 2: Statistical Modeling Technical Details -- Statistical Modeling Approach -- Model Selection -- Robustness and Sensitivity -- References -- 13 Integrating is Caring? Or, Caring for Nanotechnology? Being an Integrated Social Scientist -- 13.1 Introduction -- 13.2 Why Care? -- 13.3 Caring for Nanotechnology -- 13.3.1 Being Integrated or, I Am Outreach -- 13.3.2 Defining Integration or, 2 + 2 = 4 -- 13.3.3 Doing Integration or, the Problem with Users and Their Proxies -- 13.3.4 Managing Integration or, What Counts as Knowledge -- 13.4 Conclusion -- 13.5 Afterword -- Acknowledgements -- References -- 14 The Art of Research: A Divergent/Convergent Thinking Framework and Opportunities for Science-Based Approaches -- 14.1 Introduction -- 14.2 Divergent/Convergent Thinking Framework -- 14.3 Individual Researchers: Human Cognitive Constraints and Biases -- 14.3.1 Divergent Thinking: Overcoming Idea Fixation Through Engineered Exposure to New Ideas -- 14.3.2 Convergent Thinking: Overcoming Sloppy Thinking Through Disciplined Use of Research Narratives -- 14.3.3 Balancing Divergent and Convergent Thinking -- 14.4 Research Teams: Social Constraints and Biases -- 14.4.1 Divergent Thinking: Overcoming Over-Reliance on Strong Links by Exploiting Weak Links -- 14.4.2 Convergent Thinking: Balancing Impermeable Teams with Permeable Collaborations -- 14.4.3 Distributing Divergent and Convergent Thinking Between Individuals and Teams -- 14.5 Research Institutions: Cultural Constraints and Biases -- 14.5.1 Divergent Thinking: Balancing a Culture of Performance with a Culture of Learning. , 14.5.2 Convergent Thinking: Balancing a Culture of Consensus with a Culture of Truth -- 14.6 A Vision for the Future -- Acknowledgements -- References -- 15 Knowledge, Skill, and Wisdom: Reflections on Integrating the Social Sciences and Engineering -- 15.1 Knowledge, Skill, and Wisdom -- 15.2 An Overview of UVA's Program in Science, Technology, and Society -- 15.3 Key Concepts -- 15.4 Neither Preach nor Apologize -- References -- 16 Dealing with the Future: General Considerations and the Case of "Mobility".

Additional Edition: Print version: Subrahmanian, Eswaran Engineering a Better Future Cham : Springer International Publishing AG,c2018 ISBN 9783319911335

Language: English

Keywords: Electronic books. ; Electronic books. ; Electronic books.

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URL: SpringerLink

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UID:

Format: 1 online resource (93 pages) : , illustrations.

Series Statement: NISTIR ; 7310

Note: "May 2006." , Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes. , Title from page [1], viewed March 5, 2007.

Language: English

UID:

Format: 1 online resource (42 pages) : , illustrations.

Series Statement: NISTIR ; 7173

Content: This report presents a revised and unified view of the NIST Core Product Model (CPM) [1; 2] and the NIST Open Assembly Model (OAM) [3]. The CPM provides a base-level product model that is not tied to any vendor software; open; non-proprietary; simple; generic; expandable; independent of any one product development process; and capable of capturing the engineering context that is shared throughout the product lifecycle. The OAM represents the function, form, and behavior of assemblies and defines both a system level conceptual model and the associated hierarchical relationships. The model provides a way for supporting tolerance representation and propagation, representation of kinematics, and engineering analysis at the system level.

Note: "December 2004." , Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes. , Title from page [1], viewed March 15, 2007.

Language: English

UID:

Format: 1 online resource (56 pages) : , illustrations (color).

Series Statement: NISTIR ; 7951

Note: "August 2013." , Contributed record: Metadata reviewed, not verified. Some fields updated by batch processes. , Title from PDF title page (viewed August 27, 2013).

Language: English