Showing papers on "Field (Bourdieu) published in 1978"
TL;DR: Self-regulating work groups are a promising alternative to traditional forms of work design as mentioned in this paper, and their emergence from socio-technical systems theory and field experimentation is discussed, and their theoretical bases and implementation strategies presented.
Abstract: Self-regulating work groups are a promising alternative to traditional forms of work design. Their emergence from socio-technical systems theory and field experimentation is discussed, and their theoretical bases and implementation strategies presented. Managerial functions appropriate to their design and supervision are also proposed.
482 citations
Book•
01 Jan 1978
TL;DR: A well known and well respected author provides this comprehensive yet accessible text that introduces students to population issues, concepts and theories as mentioned in this paper. While keeping larger population issues in perspective, the text closely examines key factors in population processes, from fertility and mortality rates to agricultural production and urbanization.
Abstract: A well known and well respected author provides this comprehensive yet accessible text that introduces students to population issues, concepts and theories. While keeping larger population issues in perspective, the text closely examines key factors in population processes, from fertility and mortality rates to agricultural production and urbanization. Students benefit from pedagogical tools such as "Summary and Conclusions" sections, lists of each chapters' main points, and suggestions for further reading. The text addresses both population problems and potential solutions, and engages students with intriguing essays, interesting examples, and up-to-date Internet resources. The text is the most comprehensive book on the market, encompassing the entire field of demography, including principle and practice: Chapters 1 - 8 provide the framework and tools while Chapters 9 - 13 apply these tools and demographic perspectives to real-world situations. The text is a classic in the field, and is respected for its comprehensive and contemporary approach.
395 citations
TL;DR: Using peer nominations, 65 physical scientists were classified as either creative and productive, productive but not creative, or non-creative and non-productive as mentioned in this paper, and each scientist was then interviewed to determine his information-receiving behaviors and attitudes.
Abstract: Using peer nominations, 65 physical scientists were classified as either creative and productive, productive but not creative, or non-creative and non-productive. Each scientist was then interviewed to determine his information-receiving behaviors and attitudes. Results indicate that creative scientists are distinguished from other scientists in their use of people as sources of information and that they receive information from a wider field' of disciplinary areas.
48 citations
TL;DR: In this paper, a theoretical overlap of concepts is discussed and a theoretical comparison between Witkin's field dependence and Kirton's adaption-innovation theories is made. But this is confirmed by field study despite the confounding elements.
Abstract: Witkin's field dependence and Kirton's adaption-innovation theories are compared and a theoretical overlap of concepts is advanced. This is confirmed by field study despite the confounding elements...
28 citations
27 citations
TL;DR: In this paper, the relationship between women and their environments is examined in terms of access, design and control, and the implications of women's changing roles on their access and control.
Abstract: The relationships between women and their environments are examined in terms of access, design and control. Existing research on women has not explored the implications that women's changing roles ...
25 citations
TL;DR: The economic condition of the performing arts has in recent years received considerable attention from professional economists, as well as from leaders in government, business, and philanthropy as discussed by the authors, who have focused attention on the condition of one kind of creative artist in twentieth century America: the composer of serious music.
Abstract: The economic condition of the performing arts has in recent years received considerable attention from professional economists, as well as from leaders in government, business, and philanthropy. At the same time, the economic condition of the creative artist the writer, poet, playwright, painter, sculptor, choreographer has all but been ignored. Yet in the long run. the cultural contribution of this era in history to future generations will largely depend on the creative output of these individuals. The object of this study is to focus attention on the condition of one kind of creative artist in twentieth century America: the composer of serious music. It is hoped that the findings of this study will have reievance for other fields of creative activity as well. [1 ] The field of the creative arts_ is generally conceded to be an economic disaster area. The objectives of this study are (1) to obtain information about the professional activities of composers, an area in which the economic profession has 10 date been fairiv uninformed. (2) to use this information to identify the major problems facing composen and, in the light of an economic framework, to ferret out reasons for these problems, and (3) to try to formulate some policy suggestions as to how some of the problems might be minimized or overcome.
24 citations
TL;DR: In this article, the one-sided superordinate view of the managerial role is illustrated and explored through a review of the organization and management field, and an argument is proposed to integrate managerial subordinacy into the picture and to enlarge organizational thinking through cross-cultural research.
Abstract: Following preliminary inquiry into the nature and effects of organizational hierarchies, the one-sided superordinate view of the managerial role is illustrated and explored through a review of the organization and management field. An argument is proposed to integrate managerial subordinacy into the picture and to enlarge organizational thinking through cross-cultural research.
21 citations
16 citations
16 citations
TL;DR: A comparison between Louisiana and Switzerland can be found in this article, where the French-speaking people of Louisiana do not belong to the communication field of France, but to that of the United States.
Abstract: Although they are generally closely and inextricably connected, it is necessary to distinguish communication fteld ("champ de communication") and linguistic field ("champ linguistique"). A linguistic field covers a territory where people are speaking the same language, without serious problems of intercomprehension. France, SouthBelgium (Wallonie"), Monaco and French Switzerland ("Suisse Romande") form a linguistic field; äs West and East Germany, Austria and Germanspeaking Switzerland (and, in the same manner, äs the numerous Englishspeaking countries in the world), whatever race, religion, political or economical concütions may be. A communication field covers a territory where the same Information is spread without difficulties, either linguistic, political, geographical (oceans, deserts or tropical forests) or of other kinds. Characteristic — and extreme — instances are offered by a comparison between Louisiana and Switzerland. Except for a very small number of persons, the French-speaking people of Louisiana do not belong to the communication field of France, but to that of the United States. What happens in the world, including France, is known by them almost exclusively through the American media: newspapers, broadcasting, television and, of course, conversations with English-speaking countrymen. In Switzerland, political, administrative, judiciary, military Information, etc., about the country — apart from some cantonal news — is spread over the whole territoiy of the Confederation without any difference between the German-, French· and Italian-speaking inhabitants. In a large measure, Switzerland is a communication field, which includes the parts of the Graubunden canton ("canton des Grisons"), where the fourth "national" — but not "official" — language of the Confederation is Romansh. This idiom is related to French and Italian in the Romance class of the Indo-European languages. Nevertheless, Romansh-speakers form a tighter communication field with the German-speaking Swiss than with their Frenchand Italian-speaking countrymen.
TL;DR: In paraphrasing Freud's notorious question, the authors "Why study this subject? How can you defend its importance?" or "There are no important theoretical issues in this area." In my experience, it has primarily been people in other fields, in microbiology or physics, who have asked me: 'Why study that?' 'Has anything important happened in psychology since Pavlov?' Now even male colleagues in sociolinguistics or anthropology do this.
Abstract: In paraphrasing Freud's notorious question, I want to call attention to a few dilemmas of choice for those embarking on a new field with personal, political, and scholarly implications alike. These issues were brought to my attention, as they have been to others', by unexpected attacks or unexpected probing questions. Men normally gently turn on authors of papers on effects of sex of addressee: 'Why study this subject? How can you defend its importance?' or 'There are no important theoretical issues in this area.' In my experience, through the years, it has primarily been people in other fields, in microbiology or physics, who have asked me: 'Why study that?' 'Has anything important happened in psychology since Pavlov?' Now even male colleagues in sociolinguistics or anthropology do this. Those of us who have done research over the past thirty years in the social sciences and humanities have had a great luxury. There has been money in the universities. Nobody has forced us to ask the difficult questions of priority. And in these fields we have not agreed on what the goals are, so we have not been in a hurry to get there first. We often think our neighbors are going somewhere else, and we are not sure where. We have meandered in our own byways. Yet we all evaluate. We all are capable of saying that someone's work is important or trivial. Why are we studying the sociology of language of American women? Probably many women in a wide variety of areas of women's studies are motivated by a sense of personal discovery, of resolving ambiguity. Where Id is, there shall Ego be. Chicanes whose academic work separated them from their communities are energized by finding that in studying the language of their community, or the interaction of Anglos with Chicanes, they can put profession and ethnic identity back together. We all know successful academic women who have discovered new power in the study of sex differences. Multiple sources of motivation converging on one outcome are a safer source than medical treatment for increased productivity and energy.
TL;DR: The author explores the purposes of these journals, analyzes emerging trends, and discusses the future development of journal publication in the profession.
Abstract: The proliferation of new journals in the field raises questions about the state of journal publication in social work. The author explores the purposes of these journals, analyzes emerging trends, and discusses the future development of journal publication in the profession.
TL;DR: The evidence would suggest that sociology courses can lead to changed attitudes and values, but that such changes are contingent upon the overt application of relevant sociological concepts to the health care field.
Abstract: A recent change in many medical curricula has been the introduction of courses in the behavioural sciences. These courses, while introduced with the intention of emphasizing interpersonal and behavioural skills, have not been shown to lead to any of the changes towards which they are directed. Rather, there is evidence that students find these courses ‘waffly’ and boring. If the sociology component of these courses is to lead to change, then there is the need for a continuing process of evaluation and modification. In this paper we report upon one medical sociology course, its evaluation, subsequent modification and re‐evaluation. Our evidence would suggest that sociology courses can lead to changed attitudes and values, but that such changes are contingent upon the overt application of relevant sociological concepts to the health care field. 1978 Blackwell Publishing
Book•
01 Jan 1978
01 Jan 1978
TL;DR: This paper suggested that economic anthropology could only succeed when, instead of occasionally borrowing or reinventing concepts from Marx, it adopted or applied Marxism as a whole and suggested that writers in the field needed to examine in more detail the implications of what to them was an insight, a labour (time) theory of value.
Abstract: In a paper on Economic Anthropology published in 1967 I mistakenly suggested that economic anthropology could only succeed when, instead of occasionally borrowing or reinventing concepts from Marx, it adopted or applied Marxism as a whole. In particular I suggested that writers in the field needed to examine in more detail the implications of what to them was an insight — a labour (time) theory of value.
01 Jan 1978
TL;DR: Weil Beck as mentioned in this paper conducted a field test of Hersey and Blanchard's Situational Leadership Theory in the context of education, and the results showed that the Hersey-Blanchard theory was correct.
Abstract: Leadership in Education; A Field Test of Hersey and Blanchard's Situational Leadership Theory May 1978 John David Weil Beck, B.A. , Dartmouth College M.Ed., University of Massachusetts Ed.D., University of Massachusetts Directed by: Professor Kenneth H. Blanchard
TL;DR: In this article, education as a Socio-Practical field: The Restructuring of Educational Theory, the authors propose a framework for education in a socio-practical field.
Abstract: (1978). Education as a Socio‐Practical Field: The Restructuring of Educational Theory. Educational Philosophy and Theory: Vol. 10, No. 2, pp. 1-25.
01 Jan 1978
TL;DR: In this paper, an extension education and related social science curriculum for in-service training of Agriculture Field Assistants in Guyana was developed in accordance with the Tyler rationale for curriculum development.
Abstract: The Extension Education and related Social Science curriculum proposed in this study for in-service training of Agriculture Field Assistants in Guyana was developed in accordance with the Tyler rationale for curriculum development. The procedure adopted to determine training needs was as follows: 1. Comparative analysis of the personal and job profiles of the Agriculture Field Assistants, the prospective learners, to determine inadequacies in their educational background that need to be corrected. 2. Review of literature pertaining to (a) the pre-service training program for Agriculture Field Assistants currently being offered at the Guyana School of Agriculture, (b) the 1976-1980 Guyana Agricultural development plan, (c) the current farming situation in Guyana, (d) the commercial and non-commercial agri-support activities available in Guyana and (e) the agri-milieu in Guyana. 3. Analysis of selected concepts in Extension Education and related Social Sciences considered important for the Extension job. 4. Suggestions from Extension and Training specialists with regard to the training needs of the Agriculture Field Assistants. The training needs of the Agriculture Field Assistants provided the basis for the formulation of the following teaching objectives of the curriculum: 1. Given a list of 38 concepts from Extension Education and related Social Sciences, the Agriculture Field Assistant will be able to
01 Jan 1978
TL;DR: Methodology is defined as the study of principles that guide students of any field of knowledge and, especially, of any branch of higher learning in deciding whether to accept or reject certain propositions as a part of the body of ordered knowledge in general or of their own discipline as discussed by the authors.
Abstract: This chapter describes methodology as the study of principles that guide students of any field of knowledge and, especially, of any branch of higher learning in deciding whether to accept or reject certain propositions as a part of the body of ordered knowledge in general or of their own discipline. This definition excludes from methodology several tasks that some writers have assigned to it. Before all, methodology has nothing to say on the best way, let alone the only way, by which to approach any substantive problem in any field of inquiry. The concern with methodology has been even more preeminent among sociologists, some of whom have come to devote the bulk of their treatises and courses on social theory and sociological theory to methodological discourse in the uncorrupted sense.
Book•
01 Jan 1978
Book•
01 Jan 1978
TL;DR: A comparison of the results of the Teller Performance Evaluation Form and the Rizzo, House, and Lirtzman Questionnaire with the results from the Test of H y p o theses shows that the former is more predictive of performance than the latter.
Abstract: A. Definition of Concepts U s e d ................ 52 B. Methods of Data C o l l e c t i o n ................ 56 C. Instruments U s e d ............................ 60 D. Techniques of Data A n a l y s i s ................ 65 IV. RESULTS OF THE S T U D Y .............................. 68 A. Effect of Performance Feedback on Performance .................. 68 B. Effect of Performance Feedback on Locus of C o n t r o l .................. 75 C. Effect of Performance Feedback on Role C o n f l i c t .................................. 78 D. Effect of Performance Feedback on Role A m b i g u i t y .................................. 86 V. SUMMARY AND CONCLUSIONS............................ 9 3 A. Summary of the Results from the Test of H y p o theses............................. 9 3 B. Conclusions and Implications .............. 95 C. Recommendations for Further Research . . . 110 iii BIBLIOGRAPHY .............................................. 113 APPENDICES A. Teller Performance Evaluation Form .............. 123 B. The Rotter Internal-External Control Scale . . . 124 C. The Rizzo, House, and Lirtzman Questionnaire . . 123 V I T A ......................................................... 131