<i>Beamtimes and Lifetimes: The World of High Energy Physicists</i>

Traweek, Sharon; Kernan, A.

doi:10.1063/1.2810632

Cited by 606 publications

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“…For instance, sound fills and demarcates space, so that studies of the social construction of experimental places would do well to listen to the experimental soundscape; as we have seen, the auditory approach aids in deconstructing the distinction between the inside and outside of the lab, and in demonstrating the malleability of scientific space. Also, sound extends over time, and constructions of time have long been of interest to lab studies (Traweek 1988). Listening to laboratory practice gives a good entrée to understanding the microscale constructions of time in science.…”

Section: Resultsmentioning

confidence: 99%

The Sounds of Science: Listening to Laboratory Practice

Mody

2005

Science, Technology, & Human Values

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Section: Resultsmentioning

confidence: 99%

The Sounds of Science: Listening to Laboratory Practice

Mody

2005

Science, Technology, & Human Values

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“…Hagstrom also explores the reasons why scientists collaborate and suggests that the need for access to instrumentation and expertise necessary to do one's research plays a significant role in this process. Several researchers have chronicled the massive recent growth of experimental apparatus in high energy physics (and the corresponding reduction in the quantity of these devices that exist), for example, and found that collaboration is essential in this field in order to obtain access to any data at all (Galison, 1997;Knorr Cetina, 1999;Traweek, 1988).…”

Section: General Studies Of Scientific Collaborationmentioning

confidence: 99%

When do researchers collaborate? Toward a model of collaboration propensity

Birnholtz

2007

J. Am. Soc. Inf. Sci.

108

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First, I thank all of my dissertation committee members and in particular the chair and my primary advisor, Tom Finholt. His support, guidance and feedback have been invaluable in carrying out the work described here and in learning more generally how to conduct rigorous research and have a successful career. He has kept me focused throughout this process, cleared obstacles from my path and provided solutions to problems I thought could not be solved. He was never too busy for a quick chat about a logistical issue or to provide thorough and thoughtful feedback on a draft.Michael Cohen has been both a second advisor and a good friend throughout my time in graduate school. His wise advice and feedback generally come in the form of deep, well thought out questions for which I don't usually have quick answers -but that always cause me to think in ways I hadn't anticipated and try harder in creatively achieving my goals. Meetings with Michael also have the periodic benefit of taking place on his sailboat on Lake Erie, an environment ideally suited to long discussions without distraction that has made for several memorable afternoons.I was glad that Paul Edwards agreed to become involved in this project because I knew that his expertise in qualitative research and science studies would prove valuable iii and improve the quality of my work. I was not disappointed. In addition, Paul's stylistic comments on this dissertation at various phases have made it a much more readable, interesting and compelling document (bearing in mind that the dissertation genre is known for none of these traits).Early in this project, I jokingly said to a colleague that meetings with Jason Owen-Smith were getting too expensive-I always left his office with a long list of books that seemed essential to purchase. Jason's solid and broad grasp of the literature in both the sociology of science and organizational behavior were invaluable in the early phases of this project, and his careful attention to detail and detailed knowledge of both qualitative and quantitative research methods have substantially strengthened my work.Last but most certainly not least, Homer Neal has been an excellent mentor and .......................................................................................... DISCUSSION ................................................................................... ABSTRACTGeographically distributed and multidisciplinary collaborations have proven invaluable in answering a range of important scientific questions, such as understanding and controlling disease threats like SARS and AIDS or exploring the nature of matter in particle physics. Despite this, however, collaboration can often be problematic. There are institutional obstacles, collaboration tools may be poorly designed, and group coordination is difficult. To better design technologies to support research activities, we need an improved understanding of why scientists collaborate and how their collaborations work. To achieve this improved understanding, this study com...

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“…Barab, Barnett & Squire (2002:495) describe a community of practice as a group of people who are "socially interdependent, and who share mutually-defined practices, beliefs, and understandings over an extended time frame in the pursuit of a shared enterprise". Traweek (1988) offers a slightly different perspective on the description of a community of practice by suggesting that it refers to "a group of people who have shared past, hope to have a shared future, have some means of acquiring new members, and have some means of recognizing and maintaining differences between themselves and other communities". An overview of literature on communities of practice offers numerous other descriptions but, for the purposes of this article, the above mentioned will suffice.…”

Section: Thinking About the Community Of Practice And Identity Trajecmentioning

confidence: 99%

From Foreigners to Citizens: Conceptualising Students’ Entry Into Disciplinary Communities of Practice

Young

Kotze

2012

AKR

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The discipline of Classics, like most other disciplines in Higher Education contexts, faces numerous challenges related to changed national and international expectations. This article argues that in order to meet these challenges the discipline needs to reflect on its activities and teaching practices in a structured and deliberate way. Such reflection can be facilitated by theoretical frameworks designed in education research. We present one such framework, the "Communities of practice" as designed by Wenger (1998) and show how the framework can be employed, at a theoretical level, to conceptualise the challenges facing the discipline as well as to enhance teaching practices in an undergraduate Greek class, through an institutionally supported project. By applying this framework educators can assist students both in preparing for their careers as well as in engaging with their studies. IntroductionThe status of Classics in higher education elicits a diverse array of opinions. These range from views that Classics are under threat as a discipline (Culham & Edmunds 1989) or that Classics are in need of radical change in order to survive as a "viable subject" (Demos 1995:321) to more positive expositions of the discipline's state of affairs. The latter are embodied in the arguments of Galinsky, who holds that there are "various roads to classical salvation" (1991:449). By responding to Culham and Edmunds (1989), Galinsky (1991) not only shows how the discipline is continuously discovering its own strengths to meet these challenges but also argues that Classics should be looking ahead in order to keep on meeting these challenges. Yet despite his optimistic assessment, Galinsky does not deny that there are Herculean challenges facing Classics as a discipline in Higher Education contexts (1991:442). These concerns, although related, can be separated into two broad categories, namely teaching and learning concerns and contextual concerns. The former refers to questions such as those posed by Kitchell et al (1996:393). They state that questions such as "Why do so few students take Greek today?" and "Why, once we get students, is the retention rate so low?" are common concerns. These teaching and learning concerns should not be considered a recent development. Consider the following claim:If we judge by the results obtained, we are not teaching the students to translate the New Testament, to say nothing about appreciating the Greek. We are not training future Greek scholars nor fitting men to use the Greek New Testament in their own studies.While this probably resonates with practitioners today it is in fact a claim Pottle (1937) made over 70 years ago. The second kind of concern relates more to what

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Beamtimes and Lifetimes: The World of High Energy Physicists

Cited by 606 publications

References 0 publications

The Sounds of Science: Listening to Laboratory Practice

The Sounds of Science: Listening to Laboratory Practice

When do researchers collaborate? Toward a model of collaboration propensity

From Foreigners to Citizens: Conceptualising Students’ Entry Into Disciplinary Communities of Practice

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