The Humanities and Social

The Periodicals Contents Index (http //pcift.chadwyck.com)—an index that provides full texts from thousands of journals in the humanities and social sciences. 

Cross-disciplinary research approaches need to build on an understanding of how different methods relate to their research world , and what this means. For example, if laboratory research, field trials, crop rotation experiments and on-farm research are compared, they differ in complexity, and subsequently in the conditions for experimentation and control, and thereby for replications or reproductions of phenomena. They also differ with respect to the need for ethical considerations. Furthermore, systemic approaches that include, for example, the human and social parts of the agricultural systems into their research world are often perceived as less scientific than conventional, analytical approaches, which have delimited their research worlds to exclude those aspects of reality. However, these obviously different approaches are not different in their potential for doing good science. This recognition can serve as a basis for a reflexive discussion of the focus and meaning conveyed by different research perspectives and the strengths and weaknesses of different research methods in cross-disciplinary research approaches. 

The container was designed to hold between 5-10 books In any desired orientation. The size was Initially based on a random selection of books taken from the Humanities and Social Science collections of the British Library. The container was built to withstand the calculated maximum and minimum pressure changes which were likely to occur during processing. Monomer Introduction into the container took place under ambient conditions and several different procedures were developed and tested. 

Canadian Graduate Theses in the Humanities and Social Sciences, 1921-1946, Ottawa, 1951. 

The last two decades have produced a greater awareness of the utility of theory within the discipline of history, so that there has developed a steady stream of historical works informed by various theoretical stances derived from the humanities and social sciences. Diplomatic historians have readily employed the political science concepts of bureaucratic politics, public opinion, and ideology and have more recently introduced into their works theories of corporatism, cognitive psychology, world-systems, and dependency. Moreover, social historians have led the field... 

Financial support for the research reported in this chapter has been obtained fiom the Swedish Council for Work Life Research (formerly the Swedish Work Environment Fund), the Swedish Council for Research in the Humanities and Social Sciences and the Bank of Sweden Tercentenary Foundation. 

Yet the UK is very fond of the targets and numbers that support blueprint utopian thinking, and these can be traced all the way back to Sir Isaac Newton. As noted in Chapter 3, whilst Newton s laws changed scientific thought, his clear mechanistic explanations cannot also be applied to the human and social worlds (Berlin... 

Johnston, J. S., Shaman, S., Zemsky, R. (1988). Unfinished design The humanities and social sciences in undergraduate engineering education. Washington, DC Association of American Colleges. 

If these various programs and proposals are to gain traction among faculty of engineering and their allies in the humanities and social sciences, it is clear that attitudes toward the social and political realities of engineering practice - and the... 

Readers need not examine the course titles and numbers inside the boxes. The diagram s key feature is the array of vertical and horizontal lines that constitute the curricular core in an interlocking network of prerequisites and co-requisites. Sitting directly above them are important preparatory experiences in the basic sciences. However, the main broadening experiences, elective courses in the humanities and social sciences ( areas 2 and 3), sit off to the side on the right, connected neither to one another nor to anything else. They are peripheral. 

The core content of a B.A. in engineering will analyze three central areas of engineering using analytical tools from the humanities and social sciences (e.g., ethnographic, ethical, historical, and sociological approaches) ... 

Scholarly treatments of interdisciplinary study programs that combine elements of the humanities and social sciences on the one hand, and the natural and technical sciences on the other, are rarely found. However, we suspect that similar approaches might prepare Techno-Anthropology students to face the complexities emerging at the human-technology intersection. 

Christine DeMartini, Anthony M. Kwasnica, John O. Ledyard, and David P. Porter. A new and improved design for multi-object iterative auctions. Social Science Working Paper No. 1054, Division of the Humanities and Social Sciences, California Institute of Technology, Pasadena, CA, 1999. 

William H. Davenport, The One Culture, Unified Engineering Series (New York Pergamon Press, 1970), xi-xiv, 87-120. While in Cambridge, Davenport met Lewis Mumford, with whom he struck a twelve-year correspondence. William H. Davenport, William H. Davenport Founding Faculty, Chairman of the Humanities and Social Sciences, Willard W. Keith Jr. Fellow in Humanities, 1957-1973 Oral History Interview, conducted by Enid Hart Douglass (1990), 113. 

The need for revision can be illustrated by some readily observable aspects of engineering practice and education today. The Grinter report (1955) emphasised the inability of engineers to express themselves in clear, concise, effective, and interesting language and the importance to engineers of an acquaintance with the humanities and social sciences . These comments continue today, almost unchanged, and the consistency of such comments invites a search for a deeper intellectual explanation. ... 

In terms of recraitment strategies should more emphasis be put on the options within or emanating from an engineering degree And what of interdisciplinarity - is this solely within STEM or should it extend to the humanities and social sciences At the moment there seems to be a disconnect in this respect between the narrower (STEM-oriented) perceptions of the students and the broader understanding of interdiciplinarity conveyed by leaders in engineering education. 

In this paper we have been able to address the central themes of titis conference, social relevance and interdisciplinarity in engineering education. Our first hypothesis - that exposure to the societal implications of engineering is more appealing to women - is confirmed by our results. If we consider only student perceptions, as we do in this paper, there is not support for the second hypothesis - that increased integration of humanities and social science subjects will make the curriculum more socially relevant. Rather, the students perceptions of interdisciplinarity remained very STEM focused despite the fact that our on-going research indicates that administrators in engineering share overall a vision of interdisciplinarity which extends to the humanities and social sciences. 

The lack of interdisciplinary subjects in ET curricula is therefore acting as a foil to potential ET students, males and females. Previous studies have established that a 37.6% of female students want more interdisciplinarity in their engineering courses, such as subjects from the Humanities and social sciences (Thaler and Wachter, 2005). 

Project MUSE (1995-) http //muse.jhu.edu/ (accessed August 6,2010). Baltimore, MD Johns Hopkins University Press. Launched in 1995 by the Johns Hopkins University Press to offer full text of scholarly journals as an archive, but now includes many journals through the most current issue. Strongest in the humanities and social sciences, it also contains science and mathematics journals. 

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