Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Wyszukujesz frazę "paradigm change" wg kryterium: Temat


Wyświetlanie 1-3 z 3
Tytuł:
Od Orteliusza do OpenStreetMap - przemiana mapy w wielofunkcyjny drogowskaz
From Ortelius to OpenStreetMap - Transformation of the Map into a Multifunctional Signpost
Autorzy:
Ormeling, F.
Powiązania:
https://bibliotekanauki.pl/articles/204323.pdf
Data publikacji:
2009
Wydawca:
Polskie Towarzystwo Geograficzne
Tematy:
Internet 2.0
zmiana paradygmatu
funkcjonalność
Web 2.0
ubiquitous cartography
paradigm change
usability
Opis:
Artykuł prezentuje ocenę rozwoju w ciągu ostatnich 40 lat kartografii jako dziedziny dotyczącej narzędzi do podejmowania decyzji. W latach 1980. rozwój automatyzacji na gruncie kartografii przeszkodził wykorzystaniu rezultatów badań psychofizycznych. Obecnie ma miejsce podobna sytuacja - rozwój badań funkcjonalności map jest zagrożony przez procesy partycypacji społecznej.
Ortelius collected reliable map material from Europe best cartographers before publishing the first modern atlas in 1570. Since then much has changed and one of the exponents of those changes is the recent OpenStreetMap project, in which volunteers collect topographical information on their own. It is part of achieving a well-mapped society, whereby everyone has access to the spatial information that she needs, anytime and anywhere. The last 40 years saw important paradigm changes in cartography. In 1970 it still meant production omaps, notwithstanding the application of the grammar of graphical language in the presentation of geographic information in the preceding decade. That combination supplied the impetus for a scientific approach to information transfer, based upon empirical research: by comparing what map readers read off a map with what cartographers inserted on it, one could measure the effectiveness of a map design. This played a key role in the development of cartography, because it opened the door for psycho-physical research. It also led to a new definition of cartography in the 1980s, as the production and use of maps. That development was interrupted however by the onset of automation. Gradually it became clear that the computer could do more than only produce maps: once one had stored the spatial information needed to draw maps in the computer, the map contents could be flexibly adapted for various purposes. With the new methods of analysis, the door had opened to geographic information systems. It be-came possible to separate the storage function of the map from the communication function which changed the content of the term cartography once again: now cartography stands for passing on spatial information to support decision making. Simultaneously this process is affected by the democratization of cartography (everyone is now producing her own maps, frequently without sufficient cartographic knowledge). At the same time much cartographical information is no longer publicly available because files are no longer printed but kept in the computer. That has led to the development of Public Participation GIS, an attempt to make GIS techniques and government data files clear and accessible to a broader public, which helps in providing the public with realistic possibilities to share in decision-making. The public is also adapting digital techniques like GeoTagging or mash-ups to its mapping needs and is circum-venting copyright laws by generating freely available geographic data such as for road maps and city maps, as in the OpenStreetMap project. In this same context, atlases and maps are proposed that provide frameworks, within which user-generated data as well as such social digital networks as Web 2.0 and Wiki can be easily integrated. In this way people would be enabled to incorporate information that they consider relevant. But is this consistent with optimal spatial information transfer? Ortelius collected information from the world's best cartographers, and that madę his atlas such a success. So should we now allow atlases to be filled by crowd-surfing processes? Is active civilian participation enough? In my opinion we are running the risk, with cartographic materiał to which anyone and everyone can contribute his own information, that - without exercising professional control over the contents to be added - we are replacing quality by consensus, so that in the long run no one will any longer be able to truły depend on the data.
Źródło:
Polski Przegląd Kartograficzny; 2009, T. 41, nr 4, 4; 319-329
0324-8321
Pojawia się w:
Polski Przegląd Kartograficzny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Immaterial labour - impact of ICT upon new modalities of labour in digital economy
Autorzy:
Kasza, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1177353.pdf
Data publikacji:
2018
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
cognitive
creative and affective labour
digital disruption (disruptive change)
digital labour
flexibility
immaterial labour (2.0)
paradigm change
precarity (precariousness)
social factory with no walls
Opis:
The main focus of this article is the reflection upon the contemporary changes (paradigm shift) within labour modalities, both in the context of defining and understanding the contemporary concept of labour, as well as its modes of organisation within new dynamic environment of global ‘digital economy’. The starting point refers to the dynamics of ‘disruptive changes’ evoked by information-communication revolution, that fundamentally change (transform) simultaneously: economic, social and cultural sphere, evoking the effect of interference (unintended consequences) difficult to predict. This results in paradigm change within analysis of the contemporary changes in labour modalities, transition from classical approach focused on the structural changes within the economy (described in terms of transition from fordist to post-fordist modes of labour) to post-modern approach with new paradigm of immaterial labour (2.0) as a result of fundamental changes within technology (digital disruption). This article mainly focus on the emergence of new concepts of ‘immaterial work’ (Lazzarato; Hardt and Negri), ‘digital labour’ (Fuchs; Dyer-Witheford, Scholz) and ‘labour 2.0’ (Cote, Pybus), indicating fundamental changes within the nature of work itself, currently based on digital, social and intellectual competences (transition from physical work based on industrial processing of physical goods and services to digital and cognitive work, processing mainly immaterial goods : information, knowledge, symbols) and its consequences within economy, social relations and culture (contemporary lifestyle/ identity). To start with, first part of the article focus on the broader context of the assumed ‘radical change’, evoked by ITC revolution, described by many scientific disciplines in terms of ‘paradigm change’, bringing the interdisciplinary context necessary to understand this phenomena. Second describes new concept of ‘immaterial work’, fully discussed by M. Lazzarato (1996, 2004) Hardt and Negri (2000, 2004), and more recently by Fuchs (2010), Dyer-Witheford (2010), Scholz (2012), both in the context of defining and understanding notion of immaterial labour, as well as its modes of organisation within dynamic environment of global economy, bringing forth the transition from classical, stable modes of employment to more flexible forms of employment (flexicurity), mainly on the basis of the unstable employment model(s). Third part, brings the conclusion noted within second part, underlying (often unintended) consequences coming from the emergence of ‘immaterial work’, or (digital) ‘labour 2.0’, in form of increasing inequality and asymmetry (enormous disparities), in terms of accumulation of wealth (capital) and power (defined in terms of access to diverse social, cultural and digital experiences or required skills or qualifications), evoking the notion of ‘precarity’: symbol of fragile and precarious existence of constantly increasing number of the world's population (Neilson, Rossiter 2008).
Źródło:
World Scientific News; 2018, 104; 227-244
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauka o wychowaniu w Niemczech — esej krytyczny
Educational Science in Germany — a Critical Essay
Autorzy:
Winkler, Michael
Powiązania:
https://bibliotekanauki.pl/articles/2139073.pdf
Data publikacji:
2015-09-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Niemcy
kryzys niemieckiej nauki o wychowaniu
teoria edukacji
paradygmat zmiany
empiryczne versus refleksyjne podejścia do edukacji
Germany
crisis in German educational science
theory of education
paradigm change
empirical vs. reflective approaches on education
Opis:
Tekst stanowi analizę aktualnego stanu i rozwoju nauki o wychowaniu w Niemczech, która zdaniem autora traci swą tożsamość, by zostać przejęta przez inne dyscypliny, takie jak socjologia, czy przede wszystkim psychologia, lub też rozpada się na subdyscypliny rezygnujące z pedagogicznego sedna nauki o wychowaniu. Przedstawia argumenty tej tezy, odnosząc się do rozwoju pedagogiki i nauki o wychowaniu, jej podstaw filozoficznych, w których od 1800 roku kategorią wiodącą było „Bildung”. Te aspekty (humanistyczne) nauki o wychowaniu zostały porzucone na rzecz nowych paradygmatów w naukach o wychowaniu rozwijanych w XX wieku. Szczególnie chodzi tu o dominację podejść empirycznych oraz wpływ metod psychologicznych na badania w naukach społecznych. Na tym tle autor stawia pytanie o to, jak w przyszłości będzie wyglądał w Niemczech dyscyplinarny profil nauki o wychowaniu i pojmowanie przez nią samej siebie. Wraz z zawieszeniem znaczenia pedagogiki humanistycznej zarzucono także wyobrażenie, że w pedagogice mogłyby istnieć stany rzeczy dające się ująć pojęciowo jako wychowanie, nauczanie czy kształtowanie oraz możliwość identyfikowania ich w rzeczywistości.
The essay analyses recent developments in the science of education in Germany. It understands the situation observed today as a crisis. A long tradition of pedagogical reflection, based on experience as well as on strong philosophical thinking, dating back to the period of enlightenment and the classic idea of “Bildung” coined in 1800, is going to be abandoned and lost. This is also happening to the tradition of “Geisteswissenschaftliche Pädagogik”, which has been the leading paradigm of educational sciences in the 20th century. Instead, the empirical approach will become dominant, obviously influenced by methods of psychological research and those of social sciences. The new empirical approach has tremendous effects on the practice in education and teaching: ethical orientations and reflections, understanding and cooperation are given away, while more or less technological forms of pedagogical treatment will flourish.
Źródło:
Nauki o Wychowaniu. Studia Interdyscyplinarne; 2015, 1, 1; 42-59
2450-4491
Pojawia się w:
Nauki o Wychowaniu. Studia Interdyscyplinarne
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

    Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies