Modelling iteration in engineering design

This paper examines design iteration and its modelling in the simulation of New Product Development (NPD) processes. A framework comprising six perspectives of iteration is proposed and it is argued that the importance of each perspective depends upon domain-specific factors. Key challenges of modelling iteration in process simulation frameworks such as the Design Structure Matrix are discussed, and we argue that no single model or framework can fully capture the iterative dynamics of an NPD process. To conclude, we propose that consideration of iteration and its representation could help identify the most appropriate modelling framework for a given process and modelling objective, thereby improving the fidelity of design process simulation models and increasing their utility

Revisiting Maine’s lobster commons: rescaling political subjects

Calls for cross-scalar theoretical and methodological approaches are not new to commons scholarship. Such efforts might be hastened by channelling poststructuralist and critical theory perspectives through the geographic subfield of political ecology, including attention to political scales and subjects. Toward this end, this paper reconsiders Maine’s lobster fishery. This case has provided rich material for watershed commons scholarship, demonstrating the ability of social groups to conserve resources independent of government or markets, and it continues to offer new findings. Recent fieldwork shows that as lobster boat captains advance collective interests through state-supported co-management governance arrangements, concerns of crew and non-fishing community members may be marginalized. Regulatory exclusion prevents broader distribution of resource benefits at a time when employment alternatives are scarce. More pluralistic approaches to commons theory and its policy application have utility well beyond the lobster case

Merits of Creating a Revised CTE National Research Agenda for 2020

This article promotes the idea that clearly focused scholarly inquiry needs direction developed through a collaborative and informative process. The authors propose that the National CTE Research Agenda adopted in 2008 should be revised and updated to reflect the contemporary issues and policies of the career and technical education profession. The aim of this discussion is to propose a systematic research approach with the potential to influence policy for career and technical education. The challenge for our profession will be to create a united and informed agenda that will transform policy, promote innovation in scholarly endeavors, and foster improved outcomes for all CTE stakeholders

Supporting Water Governance and Climate Change Adaptation Through Systemic Praxis

Understanding and working with multiple perspectives on issues of change is an essential part of managing “common pool” water resources. In uncertain and complex situations arising from changes in human settlements and climate, both lives and livelihoods can be at stake. One individual’s or group’s choices can adversely affect others and traditional processes of participation and legislation are often inadequate. Discourse on environmental law recognises that noncompliance with legislation is associated with weak national governance structures. A systemic approach to managing change is required to appreciate interconnections among issues at various levels and to mediate different stakeholdings. Yet there are no blueprints for effecting systemic transformations of complex situations. This paper explores how the implementation of climate change adaptation can be supported when grounded in situations, such as water governance. It draws on the authors’ experiences of systemic praxis in the water sector

Virtual social network-mediated English language learning in a Saudi tertiary EFL context : innovation and agency : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand

The study explores the nature and roles of virtual social network (VSN) within a Saudi tertiary EFL (English as a foreign language) context, and the trajectory of the students’ experiences and perceptions of Twitter inside the classroom and of WhatsApp outside the classroom throughout a 12-week semester. The study draws on the three broad phases of Fullan’s change process (Fullan, 2001, 2007, 2016) for its underpinning theoretical framework and utilizes agency theory (van Lier, 2004, 2008, 2010) as an analytical tool for developing a deep understanding of the ways the innovative use of a VSN can aid students in and outside the classroom by allowing them to practice and collaborate in English learning. The study utilizes a mixed methods approach for data collection, divided into two stages; one designed to gather background information and another for a longitudinal study. The data collection instruments employed for the background stage included a questionnaire, interviews, and classroom scenarios, to gather data from 93 English language teacher trainees and 84 Preparatory Year Program (PYP) students from three different colleges at Qassim University (QU) in Saudi Arabia. The data collection instruments for the longitudinal study stage, which consisted of initial and post-project interviews, focus group participation, research log observations in and outside the classroom, and a post-project questionnaire, were employed to gather data from 25 PYP students throughout the 12-week semester. The study results revealed that VSN in the Saudi EFL context is divided into two types, private- and public-based, and that participants’ use and activity in each type varies depending on the platform affordances. It also suggests that, while students may have a positive attitude toward the use of a VSN in their daily lives, contextual constraints could mean that classroom use may fail to be sustained over a relatively long period of time. Within the study, although Twitter’s affordances in terms of anonymity and perceived newness initially motivated the students to exercise their agency in English learning, their anxiety, the teacher’s role, and the university infrastructure all played a crucial role in the failure of Twitter’s use to be sustained inside the classroom beyond the ninth week. However, WhatsApp’s implementation exhibited its sustainability by continuing even after the study ended and until the end of the semester. WhatsApp allowed the students to collaborate, practice what they were learning, develop autonomy, and transit from being passive to active learners, not only in English but also in other subjects. Finally, this thesis concludes by illustrating the value of interpreting the complex and dynamic nature of the innovation’s implementation process using agency theory from an ecological perspective. It also recommends ways in which teachers could implement VSN in the language classroom

Social capital: a road map of theoretical frameworks and empirical limitations

The general idea of social capital is that relationships matter. In this sense, trust, cooperation and reciprocity involved in these relationships can have a positive impact on the wealth of the society by reducing transaction costs, facilitating collective actions and lowering opportunistic behaviour. This work sheds light on the different theoretical and empirical problems that a scholar is likely to face in dealing with social capital research and analysis. We propose a critical road map of the social capital theories and applications for a general audience, non-users included, with particular attention to the works of political and social economists. We provide a critical debate on the different definitions and measures produced, the theoretical frameworks developed and the empirical techniques adopted so far in the analysis of the impact of social capital on socio-economic outcomes. We stress on the limitations of these techniques and we suggest some basic strategies to reduce the magnitude of these limitations