Academic literature on the topic 'Degree Discipline: Building Science'
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Journal articles on the topic "Degree Discipline: Building Science"
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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." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
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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. However, 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 paper 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 program 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. Recommendation 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 support are most effective in raising doctoral candidate productivity and efficacy.
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Mirovský, Tomáš, Václav Hošek, and Markéta Šauerová. "Analysis of Adult Educational Opportunities in Wellness as a Starting Point for Building a Scientific Platform of the Wellness Discipline in the Czech Republic." Lifelong Learning 5, no. 1 (2015): 73–90. http://dx.doi.org/10.11118/lifele2015050173.
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The aim of this paper is to evaluate the current development of newly forming Wellness programme, particularly with regard to the experience evaluated in the field of education of the specialists working in this field. The starting point is the analysis of needs and competencies of wellness specialists followed by the analysis of many years of experience in adult education in the field of wellness on the level of retraining and lifelong learning courses, higher vocational education, bachelor's degree and subsequently analysis of the experience of two-year Wellness specialist Master's degree programme. With an emphasis on the quality of specialized education is related also improvement of professional environment and building specialized platforms for newly developing field, in which the network of experts is gradually expanding, new literature for professionals has been created, scientific and professional societies, scientific journals and also interest in scientific research in wellness disciplines has increased. Collaboration of science and research in the field of wellness in the context of possibilities to educate professionals at various professional levels is the basis for young profiling scientific discipline related to the promotion of a healthy lifestyle, prevention of burnout syndrome in many professions and promoting overall physical and mental health, which the National Health Strategy 2020 is appealing to.
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Mayisela, Tabisa. "A Practice-Based Approach to Developing First-Year Higher Education Students' Digital Literacy." International Journal of Mobile and Blended Learning 14, no. 3 (July 1, 2022): 1–14. http://dx.doi.org/10.4018/ijmbl.314582.
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This paper contributes to the conceptualisation of digital literacy as a social practice. While previous studies have focused on student digital skills and digital practices in well-resourced environments, there is a research gap concerning digital literacy as a social practice in resource constrained environments, such as South African universities. A qualitative approach is used to explore the acquisition of discipline-specific digital literacy practices by a purposive sample of three first-year students from two extended degree programme courses. The findings reveal that the discipline-specific learning and assessment activities instantiated students' digital literacy practices in the technical, cognitive, and social-emotional dimensions. Furthermore, the participants acquired digital literacies in the technical and cognitive dimension. The research findings provide insight to how other higher education educators in developing contexts could integrate digital literacies into course curricula as a means of building students' capacity on discipline-specific digital literacies.
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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.
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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.
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Fang, Xiaoping. "Bamboo Steamers and Red Flags: Building Discipline and Collegiality among China's Traditional Rural Midwives in the 1950s." China Quarterly 230 (May 11, 2017): 420–43. http://dx.doi.org/10.1017/s0305741017000625.
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AbstractThis paper explores how the new Communist government developed a political consciousness of discipline and collegiality among traditional rural midwives in Chinese villages during the 1950s. It argues that selected traditional rural midwives were taught to observe discipline by attending meetings and studying, and to develop collegiality with peers through criticism and self-criticism of their birth attendance techniques and personal characters in short training courses from 1951 onwards. A legitimized midwife identity gradually formed in rural communities, but with it came conflicts and rivalry. By keeping these midwives under institutional surveillance and creating a dynamic and constant moulding process, the new government intended to foster professional and political discipline and collegiality within the group based on a normativized notion of selflessness performed within a changing series of indoctrination schemes that demonstrated continuity and complementarity and which I have described as common, preliminary, institutionalized, and dynamic schemes. This article examines how the state attempted to retrain marginalized and derided midwives with appropriate class backgrounds in order to incorporate them into the modern medical world, then still dominated by doctors and nurses with suspect class backgrounds. Ironically, in creating “socialist new people” to intervene in traditional rural birthing practices and introducing fee-for-service professionalism, the CCP accidentally created a degree of petit-capitalist thinking among women whose traditional mode of work may have been more selfless, thus complicating the process of indoctrinating selfless dedication.
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Zubarev, S., G. Shul'gin, and A. Furaev. "The Content of the Discipline “Material and Technical Support of Physical Culture and Sports” in Accordance with the Requirements of the Federal State Educational Standard 3++ in the Direction of 49.03.04 “Sport”." Standards and Monitoring in Education 8, no. 2 (May 29, 2020): 39–43. http://dx.doi.org/10.12737/1998-1740-2020-39-43.
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In the article authors propose the developed content of the discipline “Material and technical support of physical education and sports”. The application of the developed content will contribute to the development of knowledge and skills of bachelor’s degree students in sports, in accordance with the direction of training 49.03.04 “Sport”, recently approved by the Ministry of Science and Higher Education, particularly, in the fi eld of maintenance and operation of sports buildings and facilities. The structure and content of the disciplines “Material and technical support of physical education and sports” are proposed in accordance with the competency-based requirements of the Federal State Educational Standard 3 ++ for the direction of training 49.03.04 “Sport”. Authors recommended labor functions and indicators of achievement, in accordance with the professional standards “Coach” and “Instructor-Methodist”.
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Schliephake, Kirsten, and Jennifer Mosse. "Practicum and work experience in microbiology and related disciplines." Microbiology Australia 31, no. 1 (2010): 29. http://dx.doi.org/10.1071/ma10029.
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Gaining hands-on experience throughout an under graduate degree is regarded as a competitive advantage by science students. At the Gippsland campus of Monash University, the Industry Placement Program (IPP) allows students to gain industry experience throughout their entire course. Science students enrolled in the IPP undertake a practicum learning experience, equivalent to a 12-point unit, whose emphasis is on identifying and building transferable skills while gaining technical competency. The combination of academic studies, relevant paid work experience and professional development training produces capable, work-ready graduates.
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ROMDHANE, LOTFI BEN, NADIA FADHEL, and BECHIR AYEB. "BUILDING CUSTOMER MODELS FROM BUSINESS DATA: AN AUTOMATIC APPROACH BASED ON FUZZY CLUSTERING AND MACHINE LEARNING." International Journal of Computational Intelligence and Applications 08, no. 04 (December 2009): 445–65. http://dx.doi.org/10.1142/s1469026809002692.
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Data mining (DM) is a new emerging discipline that aims to extract knowledge from data using several techniques. DM turned out to be useful in business where the data describing the customers and their transactions is in the order of terabytes. In this paper, we propose an approach for building customer models (said also profiles in the literature) from business data. Our approach is three-step. In the first step, we use fuzzy clustering to categorize customers, i.e., determine groups of customers. A key feature is that the number of groups (or clusters) is computed automatically from data using the partition entropy as a validity criteria. In the second step, we proceed to a dimensionality reduction which aims at keeping for each group of customers only the most informative attributes. For this, we define the information loss to quantify the information degree of an attribute. Hence, and as a result to this second step, we obtain groups of customers each described by a distinct set of attributes. In the third and final step, we use backpropagation neural networks to extract useful knowledge from these groups. Experimental results on real-world data sets reveal a good performance of our approach and should simulate future research.
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Solans-Domènech, Maite, Joan MV Pons, Paula Adam, Josep Grau, and Marta Aymerich. "Development and validation of a questionnaire to measure research impact." Research Evaluation 28, no. 3 (April 16, 2019): 253–62. http://dx.doi.org/10.1093/reseval/rvz007.
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Abstract Although questionnaires are widely used in research impact assessment, their metric properties are not well known. Our aim is to test the internal consistency and content validity of an instrument designed to measure the perceived impacts of a wide range of research projects. To do so, we designed a questionnaire to be completed by principal investigators in a variety of disciplines (arts and humanities, social sciences, health sciences, and information and communication technologies). The impacts perceived and their associated characteristics were also assessed. This easy-to-use questionnaire demonstrated good internal consistency and acceptable content validity. However, its metric properties were more powerful in areas such as knowledge production, capacity building and informing policy and practice, in which the researchers had a degree of control and influence. In general, the research projects represented an stimulus for the production of knowledge and the development of research skills. Behavioural aspects such as engagement with potential users or mission-oriented projects (targeted to practical applications) were associated with higher social benefits. Considering the difficulties in assessing a wide array of research topics, and potential differences in the understanding of the concept of ‘research impact’, an analysis of the context can help to focus on research needs. Analyzing the metric properties of questionnaires can open up new possibilities for validating instruments used to measure research impact. Further to the methodological utility of the current exercise, we see a practical applicability to specific contexts where multiple discipline research impact is requires.
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Willison, John, and Femke Buisman-Pijlman. "PhD prepared: research skill development across the undergraduate years." International Journal for Researcher Development 7, no. 1 (May 9, 2016): 63–83. http://dx.doi.org/10.1108/ijrd-07-2015-0018.
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Purpose Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness. Design/methodology/approach This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year. Findings All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework. Research limitations/implications While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice. Practical implications When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies. Originality/value No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.
Dissertations / Theses on the topic "Degree Discipline: Building Science"
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Bennett, Jessica. "New Zealand apartment living : developing a liveability evaluation index : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Building Science /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1242.
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Thesis (M.B.Sc.)--Victoria University of Wellington, 2010.Accompanying disc (on p. 371) contains: Appendix K: NZ ALI -- Working examples: NZ ALI for existing buildings ; NZ ALI for existing buildings. Includes bibliographical references.
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Adams, Nicholas Marc. "Peacebuilding theory in the Pacific context : towards creating a categorical framework for comparative post-conflict analysis : a thesis submitted in fulfilment of the requirements for degree of Masters of Political Science [i.e. Master of Arts] at the University of Canterbury /." 2009. http://hdl.handle.net/10092/2189.
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Mortlock, Alice. "Assessing the conditions for multilateral interventions or non-interventions : intervention and non-intervention in the Asia Pacific region : a thesis submitted in fulfilment of the requirements for degree of Masters of Political Science at the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20070130.121404.
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Genet, Terry. "Resolution or recess? : an empirical analysis of the causes of recurring civil war : a thesis submitted in fulfilment of the requirements for the degree of Master of Arts in Political Science in the University of Canterbury /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20080107.132242.
Full textBooks on the topic "Degree Discipline: Building Science"
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Fedotova, Elena. Computer science. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1200564.
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The basic concepts in the field of computer science are given, the main categories of computer hardware and software, the principles of building the architecture of computer systems are described. The structural organization of data and the basics of algorithmization, types of software, classification of information technologies and systems, modern document management and office management automation systems, the basics of building artificial intelligence systems, geoinformation systems, virtual reality systems, as well as the basics of information security are considered.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students of higher technical educational institutions studying the discipline "Computer Science", for teachers and specialists working in this field, as well as for those who study this subject area independently.
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Volodina, Elena. Materials Science: Design, architecture. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1046078.
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The second volume of the textbook contains information about finishing materials, products and engineering systems in relation to the interior design of a modern building. Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic characteristics, which are important for creating an expressive subject-spatial environment.
The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the work program.
The content meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.
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Volodina, Elena. Materials science: Design, architecture: in 2 t. Volume 1. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1039908.
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The first volume of the textbook describes the main groups of building and finishing materials and products, their structure and properties.
Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic features, which are important for creating an expressive subject-spatial environment.
The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the requirements of the Federal State Educational Standard of the latest generation and the work program.
It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.
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Bobyr', Maksim, Vitaliy Titov, and Vladimir Ivanov. Design of analog and digital devices. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1070341.
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The textbook contains the material necessary for the formation of students ' knowledge of the basics of analog and digital circuitry and the principles of building digital nodes, instilling skills in the development and design of digital devices, as well as performing practical work and a course project in the discipline "electrical Engineering, electronics and circuit engineering". Methods of calculation of analog circuits and synthesis of discrete devices of combinational type and automata with memory are considered. Examples of calculation of analog circuits and implementation of digital devices for various purposes on integrated circuits are given. Meets the requirements of Federal state educational standards of higher education of the latest generation. For students of higher education institutions studying in the field of training 09.03.01 "computer Science and engineering". It can be useful for students of the areas of training "Design and technology of electronic means", "Biotechnical systems and technologies"and" Information security".
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Trussell, Jessica W., and M. Christina Rivera. Word Identification and Adolescent Deaf and Hard-of-Hearing Readers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0011.
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Many deaf and hard-of-hearing (DHH) high school students graduate with reading abilities that leave them poorly prepared for postsecondary settings. In college, reading ability is an important predictor of graduation rates and level of degree attained, and the postsecondary degree a DHH student completes will affect his or her future earnings, upward mobility, and job satisfaction. Considering how important reading is to a DHH student’s future, this chapter will review the evidence base surrounding the foundational building block of reading, decoding. Researchers suggest that decoding instruction for adolescents should occur not only during language arts classes but also in the content areas (i.e., math, science, and social studies). This chapter reviews successful decoding strategies and suggests decoding strategies that teachers can use to support adolescents in various content-area disciplines. The authors discuss how teachers and parents can make strategic decisions when implementing decoding interventions that have no available evidence base.
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Institute of Logistics and Transport, Corby (GB), ed. The principles of warehouse design. 2nd ed. 2000.
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Herndon, Joel, ed. Data Science in the Library. Cambridge University Press, 2021. http://dx.doi.org/10.29085/9781783304615.
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In the last decade, data science has generated new fields of study and transformed existing disciplines. As data science reshapes academia, how can libraries and librarians engage with this rapidly evolving, dynamic form of research? Can libraries leverage their existing strengths in information management, instruction, and research support to advance data science?<br><br><i>Data Science in the Library: Tools and Strategies for Supporting Data-Driven Research and Instruction</i> brings together an international group of librarians and faculty to consider the opportunities afforded by data science for research libraries. Using practical examples, each chapter focuses on data science instruction, reproducible research, establishing data science services and key data science partnerships.<br><br>This book will be invaluable to library and information professionals interested in building or expanding data science services. It is a practical, useful tool for researchers, students, and instructors interested in implementing models for data science service that build community and advance the discipline.
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Mura, Anna, and Tony J. Prescott. A sketch of the education landscape in biomimetic and biohybrid systems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0064.
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The Living Machines approach, which can be seen as an exemplar methodology for a wider initiative towards “convergent science,” implies and requires a transdisciplinary understanding that bridges from between science and engineering and to the social sciences, arts, and humanities. In addition, it emphasizes a mix of basic and applied approaches whilst also requiring an awareness of the societal context in which modern research and innovation activities are conducted. This chapter explores the education landscape for postgraduate programs related to the concept of Living Machines, highlighting some challenges that should be addressed and providing suggestions for future course development and policy making. The chapter also reviews some of the within-discipline and across-discipline programs that currently exist, particularly within Europe and the US, and outlines an exemplar degree program that could provide the multi-faceted training needed to pursue research and innovation in Living Machines.
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Voigt-Zimmermann, Susanne, ed. Miteinander sprechen – verantwortlich, kompetent, reflektiert. Frank & Timme, 2021. http://dx.doi.org/10.26530//20.500.12657/49674.
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Speech science has a history of over 120 years. In addition to the self-image of the discipline, this book focuses on everything that makes the subject so attractive: With its vital research and teaching subject, speaking and people talking to each other, it is both application-oriented and up-to-date. This explains the continuing high level of interest among students, research partners, and practical professional fields in education, art, media, counseling, therapy, and prevention. With study locations in Halle, Jena and Marburg, Speech Science is represented throughout Germany. As an interdisciplinary research and working subject with links to linguistics, medicine, pedagogy, psychology, politics and sociology, among others, there are also diverse collaborations in research, teaching and practice. This volume offers surprising insights into the diversity of speech science – from its history to the present to an outlook on what will be possible in the future. Susanne Voigt-Zimmermann holds a degree in speech science. After scientific, speech-educational, and clinical-therapeutic activities at the universities of Jena, Heidelberg, and Magdeburg, she has been a professor of speech science at the Department of Speech Science and Phonetics at Martin Luther University Halle-Wittenberg since 2017.
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Olsson, Gustaf. Water Interactions – A Systemic View. IWA Publishing, 2022. http://dx.doi.org/10.2166/9781789062908.
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Abstract During the last two decades, the interrelationship between water and energy has become recognized. Likewise, the couplings to food and agriculture are getting increasingly obvious and alarming. In the last year, a record number of extreme weather events have been reported from most parts of the world. This is a visible demonstration how consequences of climate change must be understood and alleviated. The impacts of economics, lifestyle, and alarming inequalities are becoming increasingly recognisable. If the wealthy part of the world is not willing not make radical changes it does not matter what the less wealthy half of the global population will do to meet the climate and resource crisis. The purpose of the book is to demonstrate and describe how climate change, water, energy, food, and lifestyle are closely depending on each other. It is not sufficient to handle one discipline isolated from the others. This is the traditional “component view”. The book defines and describes a systems view. The communications and relationships between the “components” have to be described and recognized. Consequently, the development of one discipline must be approached from a systems perspective. At the same time, the success of the systems perspective depends on the degree of knowledge of the individual parts or disciplines. The catchphrase of systems thinking has been caught in the phrase, “The whole is more than the sum of its parts”. The idea is not new: the origin of this phrase is to be found already in Aristotle's Metaphysics more than 2300 years ago. The text may serve as an academic text (in engineering, economics, and environmental science) to introduce senior undergraduate and graduate students into systems thinking. Too often education encourages a “silo” thinking. Current global challenges can't be solved in isolation; they depend on each other. For example, water professionals should have a basic understanding of energy issues. Energy professionals ought to understand the dependency on water. Economic students should learn more how economy depends on natural resources like energy and water. Economics must include the environmental impact and ecological ceiling of economic activities. ISBN: 9781789062892 (print) ISBN: 9781789062908 (eBook) ISBN: 9781789062915 (ePUB)
Book chapters on the topic "Degree Discipline: Building Science"
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Brown, Sandra A., Margaret S. Leinen, and Steffanie A. Strathdee. "Building a Cross-Disciplinary Culture in Academia Through Joint Hires, Degree Programs, and Scholarships." In Strategies for Team Science Success, 489–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20992-6_38.
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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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Karwowski, Waldemar. "Building Sustainable Human-Centered Systems: A Grand Challenge for the Human Factors and Ergonomics Discipline in the Conceptual Age." In Contributions to Management Science, 117–28. Heidelberg: Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2046-1_7.
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Gomes, Ana Carolina Vimieiro. "The Emergence of Biotypology in Brazilian Medicine: The Italian Model, Textbooks, and Discipline Building, 1930–1940." In Boston Studies in the Philosophy and History of Science, 361–80. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9636-1_21.
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Ilonszki, Gabriella. "The Institutionalisation of Political Science in ECE: The Grounding of Theory." In Opportunities and Challenges for New and Peripheral Political Science Communities, 25–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_2.
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AbstractThe chapter aims to establish a theoretical framework regarding the institutionalisation of political science as an academic discipline, by building on the experiences of 16 selected countries. Whether a discipline is institutionalised revolves around three issues: the process, that is, how institutionalisation develops; the outcome, that is, which properties appear indispensable; and what contextual factors matter most in influencing either process or property. Based on a critical review of the literature, the properties of stability, identity, autonomy, reproduction and legitimacy have been defined. These embody a well-institutionalised science: one that should have stable existential patterns, a clear academic profile; one that should be able to independently define its own rules and norms while getting external agents to accept them, and be able to ensure its own reproduction and to maintain a legitimate position. The chapter also examines the specificities in the latecomer political science communities’ institutionalisation patterns. Formation conditions, potential starting points, stability concerns and the issue of ‘regionality’ are specifically considered. As the institutionalisation tasks had to be dealt with in a ‘compressed period of time’ academia here faced the free world of opportunities and adjustment requirements at one and the same time.
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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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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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Vassilev, Vassil, Sylvia Ilieva, Iva Krasteva, Irena Pavlova, Dessisslava Petrova-Antonova, and Wiktor Sowinski-Mydlarz. "AI-Based Hybrid Data Platforms." In Data Spaces, 147–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98636-0_8.
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AbstractThe current digital transformation of many businesses and the exponential growth of digital data are two of the key factors of digital revolution. For the successful meeting of high expectations, the data platforms need to employ the recent theoretical, technological, and methodological advances in contemporary computing and data science and engineering. This chapter presents an approach to address these challenges by combining logical methods for knowledge processing and machine learning methods for data analysis into a hybrid AI-based framework. It is applicable to a wide range of problems that involve both synchronous operations and asynchronous events in different domains. The framework is a foundation for building the GATE Data Platform, which aims at the application of Big Data technologies in civil and government services, industry, and healthcare. The platform implementation will utilize several recent distributed technologies such as Internet of Things, cloud, and edge computing and will integrate them into a multilevel service-oriented architecture that supports services along the entire data value chain, while the service orchestration guarantees a high degree of interoperability, reusability, and automation. The platform is designed to be compliant with the open-source software, but its open architecture supports also mixing with commercial components and tools.
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Alcántara-Ayala, Irasema, and Ricardo J. Garnica-Peña. "Landslide Warning Systems in Upper Middle-Income Countries: Current Insights and New Perspectives." In Progress in Landslide Research and Technology, Volume 1 Issue 2, 2022, 159–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18471-0_13.
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AbstractEarly Warning Systems (EWSs) are considered one of the main mechanisms for disaster risk reduction (DRR). In this sense, several efforts have been made by the international science and technology community to support the implementation of the Sendai Framework for Disaster Risk Reduction (SFDRR), giving special attention to the seventh global target focused on increasing the availability and access to multi-hazard early warning systems. Considering that landslides are one of the natural and socio-natural hazards that affect society in various parts of the world, the International Consortium on Landslides (ICL) has taken on the task of establishing regional and global network initiatives that promote the establishment of landslides early warnings systems (LEWSs). Although studies have recognised the significance of LEWSs, research has yet to systematically investigate the degree of implementation around the world. Therefore, and building on previous work, this chapter aims to provide an overview concerning enforcement of LEWSs in Upper Middle-Income Countries (UMIs). Based on a systematic literature review, the overall structure of the study takes the form of five sections. An introduction to the significance of LEWSs is provided in the first part. The second section provides an overview of the common architecture of LEWSs. The third part is concerned with the methodology employed for this study. Results of the study are presented in the fourth section and the final part brings together the key findings. Of the total publications that met the specified criteria and were analysed, only 19, that is, 5%, focused on different dimensions of the actual implementation of the LEWS.
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Dryzek, John S., Richard B. Norgaard, and David Schlosberg. "Constructing Science and Dealing with Denial." In Climate-Challenged Society. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199660100.003.0006.
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Climate science has a long history. The Swede Svante Arrhenius in 1896 recognized that the burning of fossil fuels could add CO2 to the atmosphere in sufficient quantities to warm the Earth, though he thought it would take millennia for that to become apparent. Arrhenius himself thought this would be beneficial to agriculture, anticipating some contemporary emphatic climate change deniers for whom CO2 is nothing more or less than “plant food.” The twentieth century saw anthropogenic (i.e. caused by humans) climate change gradually progress from a scientific curiosity likely to arise only in a very distant future to something more pressing (see Weart, 2008 for a history). Charles Keeling began monitoring atmospheric CO2 on Mount Mauna Loa in the middle of the Pacific Ocean in 1958, providing strong evidence that CO2 levels were rising. In 1965 the Science Advisory Committee to the US president raised the specter of changes in the climate appearing by 2000. Climate science gradually grew in extent and prominence, aided by advances in satellite monitoring and computing power. One watershed moment occurred in 1988, on a hot day in Washington DC, when James Hansen of NASA testified to the Energy and Natural Resources Committee of the US Senate that global warming had arrived. The same year British Prime Minister Margaret Thatcher (who had a degree in chemistry) announced in a speech to the scientists of the Royal Society that she was convinced of the need to act—embracing environmental concern she had until then derided. Since the 1980s climate research has exploded, exploring ever more facets of the issue. The role of the IPCC, established by the United Nations in 1988, has become crucial. The Panel does not actually conduct or sponsor research itself, but rather summarizes the weight of scientific opinion in periodic assessment reports aimed at policy makers, especially those participating in the negotiations of the UNFCCC. With literally thousands of scientists from diverse disciplines participating in the assessment, it has a significant impact on how scientists connect their subsequent research to discoveries by others and learn how to communicate with each other, building an ever greater capacity to both assess and synthesize climate science into a more cohesive whole (Edwards, 2010).
Conference papers on the topic "Degree Discipline: Building Science"
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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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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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Mountain, Jeffrey R., and Angela D. Riddick. "Process Control System Design Experiences: A Real World Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80306.
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Hands-on, design oriented experiences have been shown to increase the visibility of the engineering profession; inspiring pre-college students to better prepare in math and science, and pursue an engineering degree. Most of these programs are successful, but they primarily focus on the creative aspects of highly specialized industries with little regard to the detail process of real world engineering design. Many students enroll in engineering programs believing the profession is solely focused on creativity and “building stuff” from a provided set of components. Once faced with the analysis and detail-oriented aspects of engineering practice, or the reality that most engineers are not employed by NASA or in robotics related industries, many students abandon engineering programs for other degree plans. The University of Texas at Tyler is using process control systems design as a theme to expose pre-college and college-level students to “common” engineering practices. This outreach program is part of a National Science Foundation funded project to provide hands-on opportunities to design, build, and test thermal/fluid based process control systems in an effort to attract and retain increased numbers of engineering students. This paper describes the proof of concept Process Control Breadboard System developed to provide a broad spectrum of students with exposure to the design of “common” engineering systems. Pre-college students come to realize that a wide range of engineering disciplines including: agricultural, chemical, electrical, mechanical, and petroleum engineering, consider process controls a part of their discipline. In addition, middle school students get exposed to the detail oriented aspects of real world engineering design; gaining experience in CAD modeling and producing bills of material prior to the hands-on build and test of their systems. Results from a variety of outreach and university level curriculum integration activities, conducted during the first two years of grant funding, will be presented, along with a summary of lessons learned and plans for future activities.
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Pedrosa, João Antonio Oliveira, Derick Oliveira, Wagner Meira Jr., and Antônio Ribeiro. "Automated classification of cardiology diagnoses based on textual medical reports." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/kdmile.2020.11975.
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Automatic diagnoses of diseases has been a long term challenge for Computer Science and related disciplines. Textual clinical reports can be used as a great source of data for such diagnoses. However, building classification models from them is not a trivial task. The problem tackled in this work is the identification of the medical diagnoses that are indicated in these reports. In the past, several methods have been proposed for addressing this problem, but a method developed for reports in the cardiology area that are written in Portuguese is still needed. In this paper we describe a method that is able to handle the peculiarities of clinical reports, including the medical terminology, and that is implemented to estimate correctly the disease based on raw clinical reports and a list of the possible diagnoses. Experimental results show that our method has a high degree of accuracy, even for infrequent classes and complex databases.
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"Making Good Use of the "Four Forms" of Supervision and Discipline Enforcement in the Work of Party Building at the Grassroots Level." In 2020 International Conference on Social Science and Education Research. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001737.
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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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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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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.
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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
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Liu, Ming, and Feng Song. "Urban morphology in China: origins and progress." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5654.
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Author name: Ming Liu, Feng Song* Affiliation: College of Urban and Environmental Sciences. Peking UniversityAdress: Room 3463, Building Yifuer, Peking University, Haidian district, Beijing, China 100871 E-mail: liumingpku1992@163.com, songfeng@urban,pku.edu.cn*Telephone nember: +8618810328816, +8613910136101* Keywords: urban morphology, disciplinary history, Conzen, China Abstract: This paper traces the origins and development of indigenous urban morphological research in China. It also considers the adoption of the theories and methods of the Conzenian School. Urban morphological research in China is carried out in different disciplines: mainly archaeology, geography, and architecture. The earliest significant work was within archaeology, but that has been widely ignored by current urban morphological researchers. As an urban archaeologist whose first degree was in architecture, Zhengzhi Zhao worked on the Studies on the reconstruction of the city plan of Ta-Tu in the Yuan Dynasty in 1957. He uncovered the original city plan of Ta-Tu (now Beijing) in the Yuan Dynasty by applying street pattern analysis. Before the Cultural Revolution, Pingfang Xu recorded and collated the research findings of Zhao, who was by then seriously ill, so that the methods he developed could be continued with the help of other scholars especially archaeologists. His methods of study are still used in studies of urban form in China today. Later, the dissemination of the Conzenian School of thought, aided by two ISUF conferences in China, promoted the development of studies of Chinese urban form. With the help of Jeremy Whitehand, researchers, including the Urban Morphology Research Group of Peking University, applied the theories and methods of the Conzenian School through field work and empirical studies. Taking the opportunity of the 110th anniversaries of the birth of both M.R.G. Conzen and Zhengzhi Zhao, this paper summarizes multidisciplinary urban morphological research in China.
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Ramakrishnan, Sita, and Ashley Cambrell. "An In-forming Web-based Environment for a Bachelor of Software Engineering Degree - DoIT." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2560.
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This paper presents our template-based approach in building a web-based system titled "Dynamic curriculum Organisation by Innovation through Technology (DoIT)". We have considered the meta-environment of any course development process and found that we can produce two kinds of knowledge assets from this environment. A delivery (asset) environment forms the basis of our traditional course delivery mechanisms. An in-forming (asset) environment can be created to engage the students to learn what they have learnt from the delivery environment. Normally, curriculum developers and curriculum implementers (lecturers and TAs) are involved mainly with only one aspect of this asset: the delivery environment. Our Bachelor of Software Engineering students also learn about what they have learnt in their undergraduate degree course by engaging with the in-forming environment of DoIT. We present a meta-environment for creating knowledge assets and show how our DoIT system fits within this educational knowledge framework.
Reports on the topic "Degree Discipline: Building Science"
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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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Downes, Jane, ed. Chalcolithic and Bronze Age Scotland: ScARF Panel Report. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.184.
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The main recommendations of the panel report can be summarised under five key headings: Building the Scottish Bronze Age: Narratives should be developed to account for the regional and chronological trends and diversity within Scotland at this time. A chronology Bronze Age Scotland: ScARF Panel Report iv based upon Scottish as well as external evidence, combining absolute dating (and the statistical modelling thereof) with re-examined typologies based on a variety of sources – material cultural, funerary, settlement, and environmental evidence – is required to construct a robust and up to date framework for advancing research. Bronze Age people: How society was structured and demographic questions need to be imaginatively addressed including the degree of mobility (both short and long-distance communication), hierarchy, and the nature of the ‘family’ and the ‘individual’. A range of data and methodologies need to be employed in answering these questions, including harnessing experimental archaeology systematically to inform archaeologists of the practicalities of daily life, work and craft practices. Environmental evidence and climate impact: The opportunity to study the effects of climatic and environmental change on past society is an important feature of this period, as both palaeoenvironmental and archaeological data can be of suitable chronological and spatial resolution to be compared. Palaeoenvironmental work should be more effectively integrated within Bronze Age research, and inter-disciplinary approaches promoted at all stages of research and project design. This should be a two-way process, with environmental science contributing to interpretation of prehistoric societies, and in turn, the value of archaeological data to broader palaeoenvironmental debates emphasised. Through effective collaboration questions such as the nature of settlement and land-use and how people coped with environmental and climate change can be addressed. Artefacts in Context: The Scottish Chalcolithic and Bronze Age provide good evidence for resource exploitation and the use, manufacture and development of technology, with particularly rich evidence for manufacture. Research into these topics requires the application of innovative approaches in combination. This could include biographical approaches to artefacts or places, ethnographic perspectives, and scientific analysis of artefact composition. In order to achieve this there is a need for data collation, robust and sustainable databases and a review of the categories of data. Wider Worlds: Research into the Scottish Bronze Age has a considerable amount to offer other European pasts, with a rich archaeological data set that includes intact settlement deposits, burials and metalwork of every stage of development that has been the subject of a long history of study. Research should operate over different scales of analysis, tracing connections and developments from the local and regional, to the international context. In this way, Scottish Bronze Age studies can contribute to broader questions relating both to the Bronze Age and to human society in general.
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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.