Academic literature on the topic 'Degree Discipline'
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Journal articles on the topic "Degree Discipline"
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Shan, Wei, Chen Liu, and Jing Yu. "FEATURES OF THE DISCIPLINE KNOWLEDGE NETWORK: EVIDENCE FROM CHINA." Technological and Economic Development of Economy 20, no. 1 (January 28, 2014): 45–64. http://dx.doi.org/10.3846/20294913.2014.825460.
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Interdisciplinary knowledge exchange constitutes a network with discipline nodes and knowledge flow edges. Using data on Chinese academic literature, the current paper establishes a discipline knowledge network and analyses its structural features. Citation analysis is first used to measure the flow of knowledge between disciplines to build a discipline knowledge network. Subsequently, the features of the network, such as degree distribution, degree correlation, knowledge flow mode and other structure properties, are then analysed based on complex networks and social network theory. The tail of the degree distribution of this discipline knowledge network is in concordance with exponential distribution. The network has also a distinct hierarchical structure. Moreover, the knowledge flow between disciplines is directional. It flows from certain basic and academic disciplines to the applied disciplines.
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Maltsev, D. V., E. M. Genson, and D. S. Repetskiy. "Electronic Study Guides for Applied Bachelor’s Degree Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (April 21, 2019): 134–41. http://dx.doi.org/10.31992/0869-3617-2019-28-4-134-141.
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The development of electronic study guides (ESG) for Bachelor’s disciplines enables to reduce procurement costs for print library collections. Posting of ESGs on the University Internet resources will provide their accessibility and usability, so the subject is topical. The article analyzes the experience of developing electronic study guides for the disciplines of basic professional bachelor’s degree programs in various universities and reviews the literature on this subject. The main features that distinguish ESG from paper teaching materials are the following: multimedia presentation of information, interactivity, dynamic content. In addition, remote interaction between a teacher and students in forums or video conferences is possible, depending on the format of the ESG. Furthermore, ESG allows one to remotely monitor the completeness and timeliness of the study of certain topics of the discipline, unlike other types of educational and methodological support. The implementation of the ESG makes it possible to maintain control in two forms: internal and external. There are also such criteria for assessing the quality of ESG as: proportion in ensuring the total volume of discipline, proportion in ensuring the self-directed student work, quality of design, the effectiveness of multimedia, adaptability, level of remote access. The result of the analysis was the development of requirements for the ESG design for the discipline «Structure and calculation of engines». This discipline includes the basics of structure and calculation elements and systems of internal combustion engines and the processes occurring in them. In Perm National Research Polytechnic University, according to the curriculum, the discipline is studied for 2 semesters; the labor intensity is 7 credits. Classroom lessons consist of lectures, laboratory and practical classes, additionally, coursework was provided. The difficulty of organizing and maintaining a laboratory in working condition is due to high labor and material costs for fuels and lubricants, electricity, forced-air ventilation, maintenance and repair of internal combustion engines, etc. In this regard, it is relevant to use simulation methods and create virtual laboratory benches to determine the characteristics of the internal combustion engine. These benches may be considered as an alternative to field experiments and stands. As a result of the generalization experience, it was possible to draw up general requirements to the structure and content of the ESG and to provide recommendations on the development of ESGs taking into account the specifics of applied bachelor’s programs.
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Dean, Bill B. "Integrated Cropping Systems—A Multi-discipline Degree." HortScience 31, no. 4 (August 1996): 568a—568. http://dx.doi.org/10.21273/hortsci.31.4.568a.
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Washington State Univ. Tri-Cities offers a new agricultural degree program titled Integrated Cropping Systems. It is intended to provide a basic education on the fundamentals of crop production and the environmental context in which crops are grown. Courses are offered at the upper division level to interface with the lower division courses offered at local community colleges. The curriculum is composed of courses in environmental science, ecology and conservation as well as crop growth and development, crop nutrition, plant pathology integrated pest management and others. Students need to meet the same requirements as those at other Washington State Univ. campuses in regards to the general education requirements. The purpose of the Integrated Cropping Systems program is to provide an educational opportunity for agricultural professionals and others in the region who are unable to commute or move to the main campus location. The curriculum provides the background needed for such occupations as grower/producer, crop scouting, sales representative and other entry level agricultural professions. It will supply credits toward certification through the American Registry of Certified Professional Agricultural Consultants (ARCPACS). Integrated Cropping Systems is a unique agricultural curriculum designed to help agriculturists integrate their production practices into the local ecosystem in a way that the environment does not incur damage. It emphasizes the use of environmentally conscience decisionmaking processes and sound resource ethics. The program will graduate individuals who have heightened awareness of the impact agricultural practices have on the ecosystem in which they are conducted.
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Slagle, Derek R., and Adam Williams. "Redefining the boundaries of Public Administration." Teaching Public Administration 36, no. 3 (May 24, 2018): 259–75. http://dx.doi.org/10.1177/0144739418775789.
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The scope of the article is reinterpretation of the question posed by Rodgers and Rodgers, namely, are Public Administration scholarship produced by “disciplined purists” – Public Administration scholars producing Public Administration research – or “undisciplined mongrels”? The methodology diverges from previous analysis through examination of doctoral dissertation research classification, rather than faculty output in publications. Concomitantly, Biglan classification of disciplines was used as a framework to determine disciplinary classifications of “undisciplined” or interdisciplinary scholarship. Findings indicate that from 2000 to 2015, there were shifts toward Public Administration as a “purist” discipline. Not only are there changes toward a distinct discipline but also steady declines in outside discipline production of Public Administration doctoral research. The analysis demonstrated a statistically significant increase in categorization of Public Administration scholarship for subjects generally accepted as core issues. Another noted change was dramatic decline for the Doctor of Public Administration degree as the field redefined boundaries.
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Hart, Joanne Louise. "Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (May 31, 2019): 50–66. http://dx.doi.org/10.21153/jtlge2019vol10no2art827.
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Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peer-reviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed.
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Yancey, Nan Russell. "Collaboration in Teaching-Learning: Honoring the Wisdom of Diverse Perspectives." Nursing Science Quarterly 32, no. 4 (September 12, 2019): 278–82. http://dx.doi.org/10.1177/0894318419864329.
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As complexity challenges healthcare providers across disciplines, calls arise for greater collaboration across settings and disciplines. In this column, the importance of honoring the wisdom of the diverse perspectives of collaborators with varying educational and experiential backgrounds is explored. For authentic collaboration to be possible, collaborators must have a solid theoretical, scientific, and experiential foundation within their particular discipline. The challenge for nurse faculty is to prepare students for collaboration by providing teaching-learning opportunities for building a solid foundation in the discipline, being clear about the distinctions across disciplines as well as the distinctions among the many degree levels within nursing.
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SOROKINA, Elena Vladimirovna. "PECULIARITIES OF VARIABLE PROGRAMME ON THE “CREATIVE ABILITIES DEVELOPMENT” DISCIPLINE FOR MASTER’S DEGREE STUDENTS." Tambov University Review. Series: Humanities, no. 174 (2018): 42–47. http://dx.doi.org/10.20310/1810-0201-2018-23-174-42-47.
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We prove the relevance and educational purposefulness of the “Creative Abilities Development” discipline for master’s degree students. We emphasize that there is constant social need in active and ambitious members of society, who are able to see new problematic areas, find new answers for non-standard questions, in other words, the society needs creative individuals. We consider the object, the tasks of the discipline and the demands of the study. The discipline gives a possibility to deepen the knowledge and form the competencies, which are defined by the content of basic disciplines; it also allows master’s degree students to gain skills for future successful pro-fessional and educational activities. We emphasize the special significance of individual work of master’s degree students during their studying. We suggest the following types of individual work: comprehension and assimilation of the lecture contents with a support on the educational and methodical literature recommended by the lecturer, use of information educational resources, preparation for practical classes, preparation of reports on the discipline, abstracts, essays, creation of the creative project, work with primary sources, visiting libraries, museums, exhibitions, concerts for the purpose of collecting and accumulation of information and broadening of horizons. We also emphasize the role of a lecturer in the organization of students’ cognitive activity. We prove that active development of cognitive activity of master’s degree students depends on the organization of non-traditional forms and methods of study: business and role play, training, discussions, implementation of information technologies, using pedagogical methods, which are adequate to the situation. Planning the content of “Creative Abilities Development” classes is possible due to integrative approach to the study, polyartistic development of master’s degree students.
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Viatroski, Renon Carlos Costa, Alysson Rafael Ribeiro de Pontes, Érica Fernanda De Paula, Diego Petyk de Sousa, and Alfredo Cesar Antunes. "A língua brasileira de sinais nos cursos de licenciatura em educação física: análise das instituições de ensino superior públicas da região sul do Brasil." Caderno de Educação Física e Esporte 17, no. 1 (June 11, 2019): 209–15. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p209.
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Introdução: Considerando o Decreto Federal nº 5.626, de 22 de dezembro de 2005, a Língua Brasileira de Sinais passa a ser inserida como disciplina curricular obrigatória nos cursos de formação de professores. Objetivo: Dessa forma, objetivamos caracterizar a oferta da disciplina de Língua Brasileira de Sinais nos cursos de Licenciatura em Educação Física, nas universidades públicas da região sul do Brasil. Método: Para tanto, procedemos com uma abordagem qualitativa do problema, a nível exploratório e com o delineamento da pesquisa documental. Para a coleta dos dados utilizamos o site do e-MEC, assim, para obter o número total das universidades públicas da região sul, que oferecem o curso de Licenciatura em Educação Física presencial. Resultados: Desse modo, observamos: a) há 16 instituições públicas da região sul do Brasil oferecem o curso de Licenciatura em Educação Física; b) a disciplina de Libras está presente em todas as ementas analisadas; c) O termo mais presente nas ementas é ‘Básico de Libras’; d) constatamos uma variação entre 68h, 40h e até 30h da disciplina; e) em 15 instituições a disciplina de Libras é oferecida na modalidade presencial e uma na modalidade a distância. Conclusão: As experiências da Universidade Estadual de Ponta Grossa e da Universidade Federal do Rio Grande precisam ser mais exploradas, pois, são casos onde o padrão de ensino de libras é singular em relação às demais.ABSTRACT. The brazilian signals language in the degree in physical education: analysis of the public higher education institutions of the southern region of Brazil. Introduction: After the promulgation of the Decree nº 5.626, of December 22, 2005, the Brazilian Signals Language (LIBRAS) was introduced as compulsory curricular discipline in the teacher formation courses. Purpose: Thus, the main purpose was to characterize the offer of the Brazilian Language of Signals in the Degree in Physical Education, at the public Universities of the southern region of Brazil. Method: Therefore, we proceed a qualitative approach to the problem, at the exploratory level and with the delineation of the documentary research. For the data collection we utilized the e-MEC website, likewise, to obtain the total number of the public Universities of the southern region, that offer the presential Degree in Physical Education. Results: We observe, as a result: a) there are sixteen public institutions in the southern region of Brazil offering the Degree in Physical Education; b) the discipline of Libras is present in all the analyzed summaries of the disciplines; c) the most present term in these summaries is “Basic of Libras”; d) we found a variation between 68h, 40h and until 30h of the discipline; e) in fifteen institutions, the discipline of Libras is offered in the presential modality and one in the distance modality. Conclusion: The experiences of State University of Ponta Grossa and Federal University of Rio Grande need to be more explored, because the both are cases in which the standard of teaching Libras is unique, when compared to other cases.
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Yamazaki, Genji, Hirotaka Sakasegawa, and J. George Shanthikumar. "A conservation law for single-server queues and its applications." Journal of Applied Probability 28, no. 1 (March 1991): 198–209. http://dx.doi.org/10.2307/3214750.
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We establish a conservation law for G/G/1 queues with any work-conserving service discipline using the equilibrium equations, also called the basic equations. We use this conservation law to prove an extremal property of the first-come firstserved (FCFS) service discipline: among all service disciplines that are work-conserving and independent of remaining service requirements for individual customers, the FCFS service discipline minimizes [maximizes] the mean sojourn time in a G/G/1 queue with independent (but not necessarily identical) service times with a common mean and new better [worse] than used (NBUE[NWUE]) distributions. This extends recent results of Halfin and Whitt (1990), Righter et al. (1990) and Yamazaki and Sakasegawa (1987a,b). In addition we use the conservation law to obtain an approximation for the mean queue length in a GI/GI/1 queue under the processor-sharing service discipline with finite degree of multiplicity, called LiPS discipline. Several numerical examples are presented which support the practical usefulness of the proposed approximation.
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Yamazaki, Genji, Hirotaka Sakasegawa, and J. George Shanthikumar. "A conservation law for single-server queues and its applications." Journal of Applied Probability 28, no. 01 (March 1991): 198–209. http://dx.doi.org/10.1017/s0021900200039528.
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We establish a conservation law forG/G/1 queues with any work-conserving service discipline using the equilibrium equations, also called the basic equations. We use this conservation law to prove an extremal property of the first-come firstserved (FCFS) service discipline: among all service disciplines that are work-conserving and independent of remaining service requirements for individual customers, the FCFS service discipline minimizes [maximizes] the mean sojourn time in aG/G/1 queue with independent (but not necessarily identical) service times with a common mean and new better [worse] than used (NBUE[NWUE]) distributions. This extends recent results of Halfin and Whitt (1990), Righter et al. (1990) and Yamazaki and Sakasegawa (1987a,b). In addition we use the conservation law to obtain an approximation for the mean queue length in aGI/GI/1 queue under the processor-sharing service discipline with finite degree of multiplicity, called LiPS discipline. Several numerical examples are presented which support the practical usefulness of the proposed approximation.
Dissertations / Theses on the topic "Degree Discipline"
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Reid, Helen. "The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2505/.
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In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools.
This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model.
A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college.
With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status.
The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.
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Madgeskind, Sharon Mary. "Motivation for change in the discipline of children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work, Massey University, Auckland, New Zealand." 2009. http://hdl.handle.net/10179/1333.
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Since becoming the first English speaking country to legislate against the physical discipline of children in 2007, there has been much debate in New Zealand for and against the parental practice of smacking. For some it has meant a welcome amendment to legislation that protects the human rights of children, for others it raises fears that parents can be criminalised for smacking their children and that the rights of parents to discipline their child, as they see fit, are being eroded. Working for an organisation that fully supports the Amendment to Section 59 of the Crimes Act, 1961 and that promotes the human rights of children; the motivating factors that encourage a parent to stop the practice of physically disciplining their child became of interest to the researcher for this thesis. Ten participants, who had used physical discipline and who had made a decision to stop the practice, were recruited to take part in a qualitative study. The data collected was analysed through a thematic analysis process using five motivational contexts found in previous research on the topic. The five contexts were experiential, relational, biographical, regulatory and ideological (Davis, 1999). The findings of the research for this thesis concur with the previous research and add further information about the motivating factors. The findings also identify the strategies that parents have found useful to achieve success in their endeavour to change their disciplinary practice. Furthermore the importance of and the distinction between the human rights of the child and parental rights have been highlighted.
Books on the topic "Degree Discipline"
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E, Reys Robert, and Dossey John A, eds. U.S. doctorates in mathematics education: Developing stewards of the discipline. Providence, R.I: American Mathematical Society, 2008.
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E, Walker George, ed. Envisioning the future of doctoral education: Preparing stewards of the discipline Carnegie essays on the doctorate. San Francisco: Jossey-Bass, A Wiley Imprint, 2006.
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Szollosi-Janze, Margit. "Doktorgrad entzogen!": Aberkennungen akademischer Titel an der Universität Köln 1933 bis 1945. Nümbrecht: Kirsch, 2005.
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Sigal, Anatoliy. Modeling the economy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1096081.
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The textbook describes the main sections of the discipline "Modeling of economics", read by students in the master's program in the direction of training 38.04.05 "Business Informatics". The presentation of theoretical information is illustrated by a detailed analysis of specific numerical examples. The textbook contains the tasks of a comprehensive test in the discipline "Modeling of the economy".
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of higher educational institutions studying for a master's degree in the direction of training 38.04.05 "Business Informatics".
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Moginov, Rostislav, Ekaterina Nadirova, and Yaroslav Dmitriev. Basics of flexography. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1064900.
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The textbook deals with the theoretical and practical issues of flexographic printing technology. Much attention is paid to prepress and printing processes. Data on the adhesion of flexographic inks are presented, and theoretical and practical issues affecting the quality of printing are presented.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for teaching students of higher education institutions in the discipline " Flexographic printing technology "in the direction of bachelor's degree 29.03.03 and master's degree 29.04.03" Technology of printing and packaging production", can be used in practical work by specialists of printing enterprises and publishing organizations.
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Astrahancevaa, Irina, Sergey Bobkov, Vadim Mizonov, and Sergey Boykov. Modeling of systems. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1831624.
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The textbook discusses general issues of system modeling, analytical, empirical and simulation approaches to modeling. Typical mathematical schemes used in the analytical approach, methods and tools of simulation modeling of systems are given. Attention is also paid to network and agent-based alternative approaches to modeling.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for undergraduate students studying in the direction of 09.03.02 "Information systems and technologies", whose working curricula include the discipline "Systems Modeling". It is assumed that the training plans also include training courses "Discrete Mathematics", "Mathematical logic and theory of algorithms", "System analysis". The manual will also be useful for master's degree students studying in the direction 09.04.02 "Information systems and technologies" (discipline "Models of information processes and systems").
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Vdovina, Ol'ga, Semen Reznik, and Ol'ga Sazykina. HR management strategy. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1891037.
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The textbook discusses the key concepts of the discipline "HR Management Strategy". The first section reveals the theoretical aspects of strategic personnel management. The second section examines the specifics of the HR management strategy depending on the basic and competitive strategy of the organization, the stage of the organization's life cycle, personnel policy and other factors. The third section presents the main components of the HR management strategy: recruitment, selection and adaptation of personnel, motivation and stimulation of personnel, development of the organization's personnel.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of higher educational institutions studying in the field of training 38.04.02 "Management" (master's degree level), as well as in the areas of training 38.03.02 "Management" and 38.03.03 "Personnel Management" (bachelor's degree level).
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Grafkina, Marina. Labor protection. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1173489.
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The textbook contains information on the legal, regulatory, organizational, and technical bases of labor protection; on the identification of dangerous and harmful factors; and on the impact of various negative factors on human health. Methods and means of protecting a person from the effects of harmful and dangerous industrial factors are disclosed. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation, approximate educational programs (in terms of the discipline "Labor Protection") in the specialties 15.02.15 "Technology of metalworking production"; 15.02.11 "Technical operation and maintenance of robotic production"; 15.02.14 " Equipment with automation tools for technological processes and production (by industry)". It is intended for students of secondary vocational educational institutions, and can also be used when conducting classes for university students in the main educational programs of the bachelor's degree in the discipline "Labor Protection".
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Gerholm, Lena. Doktorshatten: En studie av forskarutbildningen inom sex discipliner vid Stockholms universitet. Stockholm: Carlsson, 1992.
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Orehova, Elena, and Lyudmila Polunina. History and current state of youth policy abroad. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1023713.
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The textbook is an innovative presentation of the discipline program "History and current state of youth policy abroad". The authors consider the process of formation and development of youth policy of the leading world powers in a broad socio-cultural context, relying on numerous authentic sources and relevant documents of international organizations devoted to social policy and sociology.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students of higher educational institutions studying under bachelor's degree programs in the field of training 39.03.03 "Organization of work with youth", and will also be of interest to specialists in the field of state youth policy and work with youth, teachers of humanities, researchers.
Book chapters on the topic "Degree Discipline"
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Longstaffe, Stephen. "Employability and the English Literature Degree." In English Studies: The State of the Discipline, Past, Present, and Future, 83–99. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137478054_7.
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van der Aalst, Wil M. P. "Process Mining: A 360 Degree Overview." In Lecture Notes in Business Information Processing, 3–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08848-3_1.
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AbstractProcess mining enables organizations to uncover their actual processes, provide insights, diagnose problems, and automatically trigger corrective actions. Process mining is an emerging scientific discipline positioned at the intersection between process science and data science. The combination of process modeling and analysis with the event data present in today’s information systems provides new means to tackle compliance and performance problems. This chapter provides an overview of the field of process mining introducing the different types of process mining (e.g., process discovery and conformance checking) and the basic ingredients, i.e., process models and event data. To prepare for later chapters, event logs are introduced in detail (including pointers to standards for event data such as XES and OCEL). Moreover, a brief overview of process mining applications and software is given.
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Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
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AbstractAcknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues the investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language users do not necessarily make the most effective teachers, and the capacity to employ pragmatic strategies is essential to engage students’ learning; and that from amongst all the competencies in which lecturers should be proficient, one of the most essential is pragmatic competence. This Chapter provides an analysis of the participating EMI lecturers’ verbal characteristics of the PMs they implemented in their teaching. Whilst acknowledging individual differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter and the lecturers’ language cognition as L2 users.
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Anderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. "Undoing Commonly Held Beliefs About Indigenous HDR Students." In SpringerBriefs in Education, 91–103. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7_7.
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AbstractThis chapter draws on our experience facilitating the National Indigenous Research and Knowledges Network (NIRAKN) capacity-building workshops. During these workshops, we continually heard what we refer to as “the three myths about what an Indigenous HDR student ought to be doing”. The three myths are that an Indigenous HDR student needs to be: (1) supervised by an Indigenous supervisor; (2) using Indigenous research methodologies; and (3) researching Indigenous issues. Following these workshops, we sought to understand the needs and experience of Indigenous higher degree by research (HDR) students and supervisors of Indigenous HDR students. Informing this chapter are group discussions, written responses and surveys conducted with Indigenous HDR students (n = 66) and supervisor of Indigenous HDR students (n = 33). In this chapter, we argue against these myths to demonstrate that discipline expertise and/or methodological expertise is the most important variable that determines how all HDR students are paired with supervisors. We also argue that it is harmful and racist to expect Indigenous HDR students to use a prescribed methodology that is race-based. And that, the assumption that Indigenous HDR students should be researching Indigenous matters rather than their own research interests is problematic.
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Chulitskaya, Tatsiana, Irmina Matonyte, Dangis Gudelis, and Serghei Sprincean. "From Scientific Communism to Political Science: The Development of the Profession in Selected Former Soviet European States." In Opportunities and Challenges for New and Peripheral Political Science Communities, 51–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_3.
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AbstractThe chapter explores the trajectories of the evolution of political science (PS) in four former Soviet Socialist Republics (Estonia and Lithuania, the Republics of Moldova and Belarus) after the USSR collapse. Departing from the premise that PS is appreciated as the science of democracy, the authors claim that its identity and autonomy are particularly important. Research shows that PS in these countries started from the same impoverished basis (“scientific communism”), but it soon took diverse trajectories and currently faces specific challenges. Democracy, pro-Western geopolitical settings and the shorter period of Sovietization contributed to the faster and more sustainable development of PS in two Baltic States. However, in Estonia, political developments have led to the retrenchment of PS and to downsize of universities’ departments and study programmes. In Lithuania, political scientists are very visible in the public sphere. In Moldova, its uncertain geopolitical orientation and a series of internal political conflicts have led to the weak identity of PS and questionable prospects for its further institutionalization. In authoritarian Belarus, PS as an academic discipline exists within a hostile political environment and under a hierarchical system of governance offering practically no degree of academic freedom.
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Kain, Victoria J. "Internationalisation of the Curriculum in an Undergraduate Nursing Degree." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 205–17. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_16.
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Huedo, Maria Luisa Siera, Enrique Uldemolins Julve, and Cayetano Fernández Romero. "The Experience of Internationalising the Curriculum in a Spanish Nursing Degree Program." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 235–48. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_18.
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Garland, Ann F. "Choosing a Discipline and Degree to Pursue." In Pursuing a Career in Mental Health, 46–66. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197544716.003.0005.
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One of the biggest challenges for someone interested in pursuing a career in mental health is to determine which discipline and degree path is the best fit for their particular interests, academic background, timeline, and budget. The goal of this chapter is to provide the information needed to make this decision. A summary of each of the following major disciplines is provided: counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work. For each discipline there is an overview of what makes it distinct from the others, as well as details on graduate school admissions criteria for that discipline, licensure pathways, subspecialties, and suggestions regarding the best fit with specific interests. Implications of master’s versus doctoral degrees are also presented. Finally, resources for learning more about each discipline and the associated professional organizations are recommended.
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Keating, Ryan W. "Disorder and Discipline." In Shades of Green. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823276592.003.0006.
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This chapter supports the broader argument against relying on an ethnic-specific narrative to analyze Irish American service. The politics and discipline within these regiments reflected the realities of the mass organization of men into citizen soldiers. Understanding military justice in Irish regiments shows how these units operated on the day-to-day basis. This focus allows the experiences of these soldiers to be contextualized as part of the broader war effort. Their experiences in maneuvering the systems of rank and military courts transcends ethnicity and yields fascinating insight into how these men behaved under wartime conditions. All three regiments in this study suffered, to some degree, from disorder. But this was typical within the larger context of the military justice, especially where circumstances promoted such behavior. Volunteers often understood their relationships with fellow soldiers personally rather than within the context of the broader social or political issues of the period.
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Grundmann, Thomas. "Progress and Historical Reflection in Philosophy." In Philosophy and the Historical Perspective, edited by Marcel van Ackeren and Lee Klein, 51–68. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266298.003.0004.
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What is the epistemic significance of reflecting on a discipline’s past for making progress in that discipline? The author assumes that the answer to this question negatively correlates with that discipline’s degree of progress over time. If and only if a science is progressive, then what people have thought and argued in the past in that discipline ceases to be up to date. This chapter distinguishes different dimensions of disciplinary progress and subsequently argue that veritic progress, that is, collective convergence to truth, is the most important dimension for disciplines with scientific ambitions. It then argues that, on the one hand, veritic progress in philosophy is more significant than many current philosophers believe, but that, on the other hand, it also has severe limitations. The author offers an explanation of these limitations that suggests that the history of philosophy should play some role, though only a minor one, in systematic philosophy.
Conference papers on the topic "Degree Discipline"
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Wang, Xue, and Yuanming Ding. "Index screening model construction of discipline evaluation based on combination of discrimination degree and importance." In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit130401.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.
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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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Pokatilova, T. I. "Development of research activities of bachelor degree students in the process of mastering the discipline “Conducting”." In Культура, наука и искусство - современные векторы развития вуза культуры. Орел: Орловский государственный институт культуры, 2021. http://dx.doi.org/10.53722/9785905436499_66.
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Akinfeyeva, I. I. "REVIEW OF CREATIVE TASKS IN THE DISCIPLINE «GRAPHICS AND PAINTING» DIRECTION 54.04.01 DESIGN (MASTER'S DEGREE LEVEL)." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2021. http://dx.doi.org/10.22250/iss.2021.2.9.
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Gill, Grandon, and Anol Bhattacherjee. "The Informing Sciences at a Crossroads: The Role of the Client." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3153.
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The essential elements of an informing system are a sender, a communications pathway, and a client. Academic informing systems, however, are best viewed as two interacting informing systems, one that informs clients of a discipline, one that informs clients of the institution. The paper proposes that the greater the degree of overlap between the clients of these two systems, the stronger the position of an individual discipline is likely to be. MIS is presented as an example of a disciplinary informing system that has ceased to inform external clients. This situation, it is argued, is likely to result in the discipline's downfall. The informing sciences transdiscipline itself is then examined using the same lens. While much younger than MIS, the paper argues that informing sciences needs to begin its search for clients in earnest. Building upon lessons learned from another transdiscipline, complex systems, a series of concrete recommendations are presented.
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Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.
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There are presented the essence, basic terminology, methodology and scientific perimeter of the discipline "Ethno-cultural landscape studies". By use of a brief historic overview, there is traced the development of the cultural landscape as a scientific notion from its onset to present times. Regulatory postulates of UNESCO are taken into consideration, which explain the meaning of the terms "tradition", "intangible cultural heritage" and "cultural landscape". There are also summed up the practical and applied benefits from studying the discipline: a model for making an ethno-cultural landscape profile of the tourist site as a ground for creating unique tourist products based on traditional culture and turning folklore rituality into a generator of touristic plots.
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Michael, Andreas. "The True Market Value of a Good Petroleum Engineer: A Technical Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206272-ms.
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Abstract Defined by SPE as the application of basic and engineering sciences to the finding, development, and recovery of oil, gas and other resources from wells, petroleum engineering (PE) has been throughout the years falsely thought of as an amalgamation of other disciplines applied to the exploration and recovery of hydrocarbons. Integrating all PE subdisciplines in a manner efficient for teaching and learning is essential for securing the abundance of well-rounded market-attractive professionals. This paper discusses advantages individuals with PE background experience should exhibit in their employment in the oil and gas industry and academia. There is no point for students in going to school for a degree that will not hand them a competitive edge within their discipline. For graduate PEs, the job market is dependent on the quality of their respective academic programs and by extension to the quality of the teaching faculty. A steady oil and gas job market may not necessarily warrant robust employment opportunities, particularly straight after graduation. In a discipline like PE, where almost everything that matters takes place thousands of feet underground, apportioning credit for successes or responsibility for failures is itself a challenge. Decreases in student enrollments in PE programs reported by various universities during times of low oil and gas prices poses questions about the future of the PEs discipline, despite the steady demand for oil and gas in the world's energy mix. Academic programs interested in facilitating a smooth transition of their graduates into the industry should work in conjunction with practitioners to provide the correct balance between theory and practice in their coursework ensuring that once employment opportunities are created, they get filled with candidates of relevant education and training. PE degree-holding candidates should be the natural first choice for PE positions. This means that their educational and professional backgrounds should be providing them with an undisputed advantage which places them a leg above candidates from other disciplines. For instance, for a well completions job opening, there should not be a better alternative than a good PE specialized in well completions. If every PE graduate comes out of his or her program with a skillset which is superior to that of his or her competition, he or she will be the preferred choice for an oil and gas job.
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Venables, Anne, and Grace Tan. "Thinking and Behaving Scientifically in Computer Science: When Failure is an Option!" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3048.
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In a Finnish study of four different academic disciplines, Ylijoki (2000) found that in Computer Science there was a disparity between the conceptions held by undergraduate students and staff about their discipline; students viewed it as being far more pragmatic and results focused than did their instructors. Not surprisingly, here at our Australian university where the undergraduate Computer Science program emphasizes programming and problem solving skills, the authors had noticed a similar inconsistency between staff and student beliefs. This paper reports on an effort to realign these conceptions and broaden student experience using an assessment task. Centered on solutions to the popular ‘Sudoku’ puzzle (Sudoku, 2005), the task was designed and introduced into an Intelligent Systems course, a final year elective of a Computer Science degree. The goal was to expose students to some of the ‘pure’ rather than applied aspects of the Computer Science discipline (Becher & Trowler, 2001), by using assessment to encourage experimental learning (Kolb & Fry, 1975). The assessment specification instructed students to design and conduct several ‘in silica’ Computer Science experiments to solve and/or create Sudoku puzzles. Importantly, students were asked to keep a Research Diary documenting their thoughts, attempts, backtracking and progresses as they attempted the assignment. Most unique from a student’s perspective was that ‘failure’ to solve the given problem by experimentation was a viable option; their efforts would be rewarded given they conducted themselves ‘scientifically’ in their attempt.
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H.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.
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The rapidly changing environment of the information age and the need to provide a well-rounded education, often times, are diametrically opposed. Local, regional, national, and international industry needs and pressures interact with school and discipline tradition. The basic requirements of a school’s degree often account for over half of the courses required for graduation. Administrations often do not know the difference between the parallel degrees of Computer Information and Information Technology or the complexities of Computer Science as opposed to Informing Science, thus complicating the process. The key question is “does one size fit all” when it comes to determining what a computer centered curriculum should be for a given school of higher education and to what extent do outside influences affect curriculum decisions.
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Fortuna, Fabio, Gino Bella, Mirko Barbuto, Riccardo Conti, Raffaello Cozzolino, Silvia Di Francesco, Alfredo Donno, et al. "Virtual Academic Teaching for Next Generation Engineers." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20446.
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Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.
Reports on the topic "Degree Discipline"
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Brokert, V. V., and O. N. Nazarova. Electronic tests for the current control of knowledge in the discipline "Applied Geometry and Engineering Graphics" (training direction: 160000 Aviation and rocket and space technology, the level of higher education - specialty, bachelor's degree). Science and Innovation Center Publishing House, January 2017. http://dx.doi.org/10.12731/brokertnazarova17012017.22528.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.
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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Bizer, Kilian, and Martin Führ. Responsive Regulierung für den homo oeconomicus institutionalis – Ökonomische Verhaltenstheorie in der Verhältnismäßigkeitsprüfung. Sonderforschungsgruppe Institutionenanalyse, 2001. http://dx.doi.org/10.46850/sofia.393379529x.
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The starting point of the research project was the hypothesis that the "principle of proportionality", which is fundamental to law, is related to the "economic principle". The resulting methodological similarities were intended to enable a cross-disciplinary bridge to be built, which would allow the findings of economic analysis to be made fruitful for legal issues. This was practically tested in three study areas in order to be able to better classify the performance of the analytical tools. The foundations for interdisciplinary bridge building are found in the rational-choice paradigm. In both disciplines, this paradigm calls for an examination of the relationship between the purpose-means-relations: among the design options under consideration, the one must be selected that is expected to be as (freedom- or resource-) sparing as possible, in other words, the most "waste-free" solution to the control problem.The results of the economic analysis can thus be "translated" in such a way that, within the framework of "necessity", they support the search for control instruments that are equivalent to the objective but less disruptive. supports. The core of the positive economic analysis is the motivational situation of those actors whose behavior is to be influenced by a changed legal framework. In this context, the classical behavioral model of economics proved to be too limited. It therefore had to be developed further in line with the findings of research in institutional economics into homo oeconomicus institutionalis. This behavioral model takes into account not only the consequentialist, strictly situational utility orientation of the model person, but also other factors influencing behavior, including above all those that are institutionally mediated. If one takes the motivational situation of the actors as the starting point for policy-advising design recommendations, it becomes apparent that an understanding of governance dominated by imperative behavioral specifications leads to less favorable results, both in terms of the degree to which goals are achieved and in terms of the freedom-impairing effects, than a mixed-instrument approach oriented toward the model of "responsive regulation." According to this model, the law can no longer simply assume that those subject to the law will "obediently" execute the legal commands. It must ask itself what other factors determine behavior and under what boundary conditions changes can be expected in the direction of the desired behavior. For this reason, too, it must engage with the cognitive program of the behavioral sciences. This linkage opens up new perspectives for interdisciplinary research on the consequences of laws.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.