Ingrid Erickson and Steven Sawyer
This chapter advances an articulation of the contemporary knowledge worker as an infrastructural bricoleur. The practical and pragmatic intelligence of the contemporary knowledge…
Abstract
This chapter advances an articulation of the contemporary knowledge worker as an infrastructural bricoleur. The practical and pragmatic intelligence of the contemporary knowledge worker, particularly those involved in project-based work, reflects an ability to build adaptable practices and routines, and to develop a set of working arrangements that is creative and event-laden. Like Ciborra’s octopi, workers augment infrastructures by drawing on certain forms of oblique, twisted, flexible, circular, polymorphic and ambiguous thinking until an accommodation can be found. These workers understand the non-linearity of work and working, and are artful in their pursuits around, through and beyond infrastructural givens. Modern knowledge work, then, when looked at through the lens of infrastructure and bricolage, is less a story of failure to understand, a limitation in training or the shortcomings of a system, but instead is more a mirror of the contemporary realities of today’s knowledge work drift as reflected in individuals’ sociotechnical practices.
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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb014396. When citing the article, please…
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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb014396. When citing the article, please cite: R.G. House, G.C. Jackson, (1976) “Trends in Computer Applications in Transportation and Distribution Management”, International Journal of Physical Distribution, Vol. 7 Iss: 3, pp. 176 - 187.
This chapter addresses the National Association for the Education of Young Children’s ethical principle of “First Do No Harm” from the perspective of racial equity issues that…
Abstract
This chapter addresses the National Association for the Education of Young Children’s ethical principle of “First Do No Harm” from the perspective of racial equity issues that seemingly are not obvious to educators or often overlooked in the education of Black children. Two complementary points are made. First, many educators tend to view discrimination in terms of intentional and overt actions, but may not realize how they can and do inadvertently harm children during everyday classroom routines, instructional practices, policies, and curriculum that position African American culture invisible or abnormal. Second, even though teachers might not be cognizant or aware of institutional racism that is endemic in policies, instruction, curriculum, practices, and routines, their involvement in these practices represents an ethical problem and violates the “do no harm” principle. While most P-12 teachers and teacher educators agree in theory with the idea of valuing cultural and linguistic diversity, changing actions, and deeply-seated teaching practices and dispositions can only be accomplished by challenging and disrupting normalizing discourses in the policies that inform instructional practices, curriculum, and the pedagogies used in teacher education programs and in P-12 schools. This chapter suggests that teacher education programs use decolonizing frameworks for addressing equity academic and social issues for African American students. A discussion of institutional levels of oppression and praxis are included. Examples of barriers and promising practices are shared. An overarching theme is that early childhood teacher educators must unapologetically, thoughtfully, intentionally, and comprehensively advance issues concerning educational equity for African American students.
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Leslie D. Edgar and Casandra Cox
The Journal of Leadership Education (JOLE) has been a primary outlet of leadership education publishing and research dissemination since 2002. The purpose of this study was to…
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The Journal of Leadership Education (JOLE) has been a primary outlet of leadership education publishing and research dissemination since 2002. The purpose of this study was to assess the first five years of literature cited in JOLE. The study used a quantitative content analysis design. Analyzed in the study were 45 articles with research methodologies published in JOLE from 2002 through 2006. Seven hundred eighty-one cited literature works were identified in the journal. The average number of citations per article was approximately 17. The most frequently cited journal sources were from leadership, management, and psychology. Additional cited works are defined. Citation analysis indicates that JOLE relies heavily on books, journals, conference proceedings, and other literacy works outside leadership education. JOLE does not exhibit compactness, indicating that it reaches past its citation boundaries and into interrelated areas of other disciplines. However, it does exhibit extremely weak self-identity meaning it does little to build upon research previously cited in JOLE. Future research in JOLE should strive to cite articles from within its journal and determine what drives citations in leadership education.
Throstur Olaf Sigurjonsson, Robert H. Haraldsson and Jordan Mitchell
Leslie D. Edgar, Barry Boyd, Tracy Rutherford and Gary E. Briers
According to a survey of professionals in agricultural education, The Journal of Leadership Education (JOLE) is a new and primary outlet of leadership education research and…
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According to a survey of professionals in agricultural education, The Journal of Leadership Education (JOLE) is a new and primary outlet of leadership education research and professional scholarship. The purpose of this study was to assess five years of JOLE’s primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types using a mixed-methods design. A compilation of the research results is reported. Research themes appear cyclic and add little to improving an apparent lack of research continuity. Research must continue to determine cycle depth and the influence on research in leadership education as an integrated specialization area of agricultural education. This research may be used comparatively with the National Research Agenda to determine where future research should be focused.
In the past few years significant changes in computer technology have taken place. The development of the mini and micro computer for business applications has occurred in the…
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In the past few years significant changes in computer technology have taken place. The development of the mini and micro computer for business applications has occurred in the past five years. New mass storage devices, faster central processing units and more sophisticated input/output devices have also been developed recently. These technological developments have fostered further use of the computer in the management of physical distribution operations. This paper describes the nature of the changes in distribution operations and in the distributions manager's use of the computer to control distribution activities. The survey reported in this paper explores the changes in the use of the computer to control all distribution management activities. Comparisons are drawn with a similar survey conducted in 1972. The paper also presents more detailed information about the use of the computer as a diagnostic and planning tool than has been presented before.
This article surveys the literature dealing with theory and applications of life cycle costing (LCC). It deals with the literature published in the last 25 years and provides 667…
Abstract
This article surveys the literature dealing with theory and applications of life cycle costing (LCC). It deals with the literature published in the last 25 years and provides 667 references.