Academic literature on the topic 'Degree Discipline: Classical Studies'
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Journal articles on the topic "Degree Discipline: Classical Studies"
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Keskin, Zuleyha, and Mehmet Ozalp. "Islamic Studies in Australia’s Universities." Religions 12, no. 2 (February 1, 2021): 99. http://dx.doi.org/10.3390/rel12020099.
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Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.
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Akram, Muhammad. "The Study of Religions in Premodern Muslim Civilization: Some Distinctions Concerning Its Disciplinary Status." Religions 12, no. 2 (January 31, 2021): 96. http://dx.doi.org/10.3390/rel12020096.
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Scholars have made contesting claims about the nature and scale of works on religions by Muslim scholars before modern times. The present paper explores various primary and secondary sources, especially the classical bibliographical indexes that the scholarly tradition under scrutiny itself produced, and classifies these works into three types: (a) polemics, (b) works that present authentic knowledge about various faith traditions or introduce methodological novelties but carry some degree of apologetic undertone, and (c) descriptive writings on religions which resemble the modern-day academic study of religion. Based on these distinctions and an assessment of the number of works in each type, the paper maintains that a sprouting tradition of descriptive studies of religions existed in the pre-modern Muslim societies, which introduced certain methodical novelties such as comparative method, historiography, and, last but not least, textual criticism, which seems to have heralded the modern biblical studies in some respects. However, this tradition could not mature into a full-fledged discipline at par with many other branches of knowledge that flourished in the heyday of Muslim civilization. These findings imply that the descriptive study of religions other than one’s own is not necessarily a modern Western phenomenon. It can take root in multiple cultural settings.
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Shuqair, Khaled M. "An Ornamentalist View of Metaphor in Arabic Literary Theory." Journal of Critical Studies in Language and Literature 2, no. 2 (February 8, 2021): 33–41. http://dx.doi.org/10.46809/jcsll.v2i2.57.
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The aim of the present paper is to examine the kind of thinking and the chain of assumptions that lie behind the reduction of metaphor to a mere ornament in Arabic literary theory. For this purpose, Arabic ornamentalist thinking is traced from the third century A.H. (the ninth century A.D.) to the seventh century A.H. (the thirteenth century A.D.). This is not to say, however, that the seventh century marks the end of such thinking in Arabic literary theory, but that at that time the Arabic literary theory, and the theory of metaphor, was developed into fixtures with an increasing emphasis given to form over content and the art of verbal expression in general. Inordinate attention was given to ornate style, and rhetoric became an arena for displaying verbal acrobatics. The axioms, "closeness of resemblance" and "congruity of metaphorical elements," represent metaphor's highest degree of formalization and stereotyping. That is why some of the images in classical theory are mainly based on complete parallelism between the objects compared, particularly with regard to form, size and color. From that time onwards, the fixtures of the classical theory have been kept intact. Metaphor, and rhetoric in general, is nowadays reduced to textbooks to be studied in abstract and rigid terms developed by the classical theory. Arabic rhetoric is a dead discipline: it is merely an ornamental repertoire of figures that could only be used as a sweet adorner for the language.
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Serrano Madroñal, Raúl. "El concepto de “conflictividad social” en las fuentes literarias latinas. Perspectivas diacrónicas = The Concept of “Social Conflictivity” in Latin Literary Sources. Diachronic Perspectives." Espacio Tiempo y Forma. Serie II, Historia Antigua, no. 31 (November 27, 2018): 121. http://dx.doi.org/10.5944/etfii.31.2018.19437.
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En un ejercicio absoluto de abstracción, la sociología contemporánea y los estudios vinculados de otras disciplinas han sido capaces de teorizar sobre las “colisiones” o conflictus de un conjunto de individuos configurados en societas. No obstante, una generalización de grado semejante podría parecer verdaderamente ajena a la lengua latina tanto en el período clásico como en el posclásico y tardío. Inmersos en esta problemática, el presente artículo persigue dilucidar la existencia de una construcción conceptual que se corresponda con la idea actual de “conflicto social” mediante un análisis diacrónico de las fuentes literarias desde el “siglo de oro” hasta la tardo-antigüedad. Contemporary Sociology and related studies of other disciplines have been able to theorize, through an absolute exercise of abstraction, about the "collisions" or conflictus of a set of individuals configured in societas. However, a generalization of a similar degree might seem truly strange to the Latin language in the classical, postclassical and later periods. Immersed in this problem, this paper seeks to elucidate the existence of a conceptual construction that corresponds to the current idea of "social conflict" through a diachronic analysis of literary sources from the "Golden age" to the Late Antiquity.
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Lah, Nataša. "Prilog širenju teorijske domene u povijesnom prostoru povijesti umjetnosti." Ars Adriatica, no. 3 (January 1, 2013): 243. http://dx.doi.org/10.15291/ars.472.
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In the European cultural tradition of the second half of the nineteenth century, the framework of the discipline of art history was outlined through a clearly defined set of boundaries of its research into objects, space and time. By identifying itself as a history of European architecture, painting, sculpture and the applied arts, art history excluded the art of the primitive, Oriental, American and Asian, both early and moredeveloped civilizations from the remit of its research and study (Dilly). However, a scholarly paradigm which was postulated like this could not be applied to the study and assessment of numerous twentieth-centuryartistic practices which were based on the exploration of cultures as systems of discourse and ideology. In other words, a shattering shift within the discipline was caused by the epochal change of what a paradigm is: as suggested by T. S. Kuhn, it is understood as thenormative content of the topic under discussion. Such an understanding of a paradigm indirectly influences scholarly processes because it dictates what is to be researched, which questions are to be asked and how they are to be formulated, and how research findings are to be interpreted. Scholarly interest has turned from a chronological study of the development of artistic styles, schools and movements in the history ofEuropean art towards contextual research into the same topics which are set within a spatial and chronological framework of a series of discontinued revolutions in world views. The difficulty of applying a traditional scholarly apparatus to new models was also transferred in the field of aesthetics, which resulted in a complete rejection of the evaluation of art as judgement of taste, as it was specifically perceived in this philosophical (sub) discipline from Baumgarten (1750) onwards. To some degree, aesthetics was replaced by an interdisciplinaryunderstanding of art theory which developed from various autonomous disciplines which are nonetheless mutually interconnected through their research processes, that is, the social sciences and humanities such as history of art, art criticism, sociology of art, psychology of art, semiotics and semiology of art, philosophy of art and aesthetics. In such a context,our interest is directed towards the understanding of a theoretical field which has been defined as the history of art history, since it outlines the journey of a discipline, in Udo Kultermann’s book of the same name which is on the reading list for the course in art theory in Croatian academic art-historical circles. The study of that section of the book which describes the history of art history in the classical period, has demonstrated that the explanations and conclusions contained in it are in contrast to the explanations and conclusions of prominent art theorians, especially those who studied the history of aesthetics and classical philology. We can note the differences on two levels. The first is the methodology of scholarly research, while the second is based on a different perception of the boundaries of the domain of art-historical theory. Kultermann relies on a strict division with regard to content and methodology between art istory,philosophy (aesthetics) and historiography, and so, following from this, it appears that classical art history almost did not even exist. On the other hand, the theory of art takes into consideration the nature of classical historiographic standards, the aim of which was to provide examples of the normative content of philosophy, that is, the testimonies of its credibility and manifestation. Such an approach takes into account thecontent norms of the preserved classical sources about art, and through it, our perception of the position of art in that period focuses on the theoretical insights which are more encompassing than those encountered in the aforementioned section of Kultermann’s book. Based on this, we suggest that the evaluation of material should follow the methodological standards of art theory in such a way that individual artistic eras are understood and interpreted as historical periods which were unifiedthrough invariable paradigms which were always new and which integrated a large number of artistic concepts and ideas but which, nonetheless, possessed a general value in a specific period. According to Bihalji-Merin, we act like this out of gratitude towards an academicdiscipline which creates an orderly knowledge since the “images which lead us, constructed from a mythical tradition, disperse slowly and instead of them, a critical, human system of thought is formed.” Such aprocess focuses primarily on the revision of a number of hitherto unrevised prejudices towards theory.However, this is not done on the ruins of the historical legacy of art history but on its foundations.
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McPhail, Graham. "Informal and formal knowledge: The curriculum conception of two rock graduates." British Journal of Music Education 30, no. 1 (July 2, 2012): 43–57. http://dx.doi.org/10.1017/s0265051712000228.
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Informal learning has become a prominent theme in music education literature in recent times. Many writers have called for a new emphasis on informal knowledge and pedagogy as the way forward for music education. The position taken in this paper is that a central issue for music education is the accommodation of a tension between types of knowledge and the ways of knowing strongly associated with popular and classical of music – socially acquired informal knowledge and socially developed but formally acquired disciplinary knowledge. Approaches to curriculum conception and realisation observed in a recent series of case studies in New Zealand secondary schools suggest that a key factor in student engagement is the degree to which teachers can create links between informal and formal knowledge so that students’ understanding and conceptual abilities can be extended across these knowledge boundaries. The teaching approaches of two recent graduates in rock music are discussed to support the social realist argument that a ‘progressive’ approach to curriculum involves creating links between informal and formal knowledge rather than replacing one with the other or dissolving the boundaries between them. Through seeing the two types of knowledge as necessarily interconnected within educational contexts, the epistemic integrity of classroom music is maintained. In this way students are able to recognise themselves and their aspirations while also recognising the potential and power of the foundational knowledge of the discipline.
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Nillsen, R. "Can the love of learning be taught?" Journal of University Teaching and Learning Practice 1, no. 1 (January 1, 2004): 4–13. http://dx.doi.org/10.53761/1.1.1.2.
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This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.
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Vogt, Michael, and Hans H. Hoppeler. "Eccentric exercise: mechanisms and effects when used as training regime or training adjunct." Journal of Applied Physiology 116, no. 11 (June 1, 2014): 1446–54. http://dx.doi.org/10.1152/japplphysiol.00146.2013.
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The aim of the current review is to discuss applications and mechanism of eccentric exercise in training regimes of competitive sports. Eccentric muscle work is important in most sports. Eccentric muscle contractions enhance the performance during the concentric phase of stretch-shortening cycles, which is important in disciplines like sprinting, jumping, throwing, and running. Muscles activated during lengthening movements can also function as shock absorbers, to decelerate during landing tasks or to precisely deal with high external loading in sports like alpine skiing. The few studies available on trained subjects reveal that eccentric training can further enhance maximal muscle strength and power. It can further optimize muscle length for maximal tension development at a greater degree of extension, and has potential to improve muscle coordination during eccentric tasks. In skeletal muscles, these functional adaptations are based on increases in muscle mass, fascicle length, number of sarcomeres, and cross-sectional area of type II fibers. Identified modalities for eccentric loading in athletic populations involve classical isotonic exercises, accentuated jumping exercises, eccentric overloading exercises, and eccentric cycle ergometry. We conclude that eccentric exercise offers a promising training modality to enhance performance and to prevent injuries in athletes. However, further research is necessary to better understand how the neuromuscular system adapts to eccentric loading in athletes.
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Koshar, Rudy J. "Playing the Cerebral Savage: Notes on Writing German History before the Linguistic Turn." Central European History 22, no. 3-4 (September 1989): 343–59. http://dx.doi.org/10.1017/s0008938900020525.
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I want to begin by suggesting that to speak of a linguistic turn in the writing of modern German history is premature. It may be true that intellectual history on both sides of the Atlantic has taken “the” linguistic turn, in the sense that, more than ever before, much current research involves “a focused concern on the ways meaning is constituted in and through language.” The formal properties, degree of sophistication, and utility for historians of these studies vary greatly. They encompass by now almost classical poststructuralist perspectives, methodologically more conservative discussions of cultural representation, and the influential works of Quentin Skinner and J.G.A. Pocock. Yet history writing on twentieth-century Germany, considered broadly, stands very much before rather than after a linguistic turn, if there will be a turn at all. Scholars of modern German cultural, social, or political history who engage current debates on language and rhetoric in truly innovative ways are the exception rather than the rule. Moreover, considerations of a linguistic turn in modern German history take place at a time when some historians criticize poststructuralist thought more forcefully than ever before.4 This makes for an interesting confluence of tensions, especially when one considers that disciplines such as literary criticism and anthropology have turned anew to the study of history.
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Zamyatina, N. Yu. "ANTHROPOLOGY OF ZONALITY: NATURE AND CULTURE IN THE SPATIAL DIFFERENTIATION OF HUMAN ACTIVITY." VESTNIK ARHEOLOGII, ANTROPOLOGII I ETNOGRAFII, no. 4(47) (December 30, 2019): 174–85. http://dx.doi.org/10.20874/2071-0437-2019-47-4-14.
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The article is theoretical in nature and does not cover any particular region; however, the phenomenon of zonality is of particular relevance to the northern part of Siberia. The article draws a fundamental analogy be-tween the classical theoretical zonal model of Thünen and zoning models of various regions of the world (South-east Asia, Africa and the Khanty-Mansi Autonomous Okrug — Ugra in Russia). Zonality is usually perceived as a natural phenomenon — regularly and naturally alternating natural zones (tundras, taigas, steppes, etc.). Under the influence of changing natural conditions, human activity also changes to one degree or another. However, there are many cultural and human factors under whose influence a similar picture of regularly and naturally dif-ferentiated zones emerges. For example, it could be the centre and periphery, previously and newly developed zones, etc. These zones are differentiated not only from an economic point of view but also as complex phenom-ena including holistic, imperious, behavioural and other aspects. The article is aimed at expanding the standard use of the concept ‘zonality’, reconsider zoning as not only and not so much a natural phenomenon as a broad theoretical approach effective for comparative studies in anthropology, economic and social geography, history, economics, as well as other disciplines. The technique used in this study consists in the identification of similar features when modelling the geographical differentiation of processes of different nature. As a result, the author proposes a general conceptualisation framework for the concept ‘zonality’ as a universal phenomenon of spatially differentiated conditions for activities and the understanding of these conditions by people. The phenomenon of zonality can be observed when the geographical differentiation of any studied process is determined by a regular difference in a certain basic condition from place to place, which has a definitive effect on the development of the studied process. In the case of natural zonality, this is the distribution of solar radiation; in the case of economic zoning, cost of transportation often serves as the differentiating factor; in the case of areas of new development, the differentiating factor is the age of development.
Dissertations / Theses on the topic "Degree Discipline: Classical Studies"
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Luo, Yu. "Studies on generalizations of the classical orthogonal polynomials where gaps are allowed in their degree sequences." Kyoto University, 2020. http://hdl.handle.net/2433/253419.
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Graham-Williams, Angela Elaine. "Compassionate encouragement discipline technique for teaching classical ballet and its impact on the self-esteem, self-perception, and spirituality of adolescent girls." Thesis, Institute of Transpersonal Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618754.
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The following study sought to explore transformative changes in self-esteem, self-perception of dance ability, and expressions of spirituality that may occur when adolescent girls not only participate in classical ballet classes, but also learn in a teaching model emphasizing compassion encouragement discipline technique. This study performed a pre and posttest using the Rosenberg Self-Esteem Scale (RSES), the dance subscale of Vispoel's Arts Self-Perception Inventory (ASPI), and MacDonald's short version of the Expressions of Spirituality Inventory (ESI) on 27 adolescent girls ages 14 through 19 randomly divided into 2 even groups, comparison and experimental, who participated in a 5-week classical ballet course. Both groups were taught by the researcher. The comparison group was taught in a traditional dance instructor style paying most attention to the execution of the participants' steps and dance combination performance rather than any internal changes. The experimental group received the researcher-developed Compassion Encouragement Discipline Technique. Results of the pre and posttests of each of the inventories were compared and analyzed via an analysis of variance and discussed to explore the efficacy of this pedagogical style. Quantitative results indicated no statistical significance on standardized assessments measuring their self-esteem, arts (dance) self-perception, or expressions of spirituality. However, researcher observed differences in the comparison and experimental group were noted and discussed. Because transpersonal psychology allows for emotional transformation, this study contributes to furthering transpersonal literature by acknowledging the potential impact of student/teacher rapport in the compassion and empowerment-based teaching of classical ballet to adolescent girls.
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HUNG, MING-CHI, and 洪銘吉. "The Investigation of the Connection between MingjingJinshi Degree in Imperial Examination System in TangDynasty and the Development of Classical Studies." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93525957698924912168.
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博士逢甲大學
中國文學所
99
This paper probes into the connection between Mingjing Jinshi Degree in Imperial Examination System in Tang dynasty and the development of Classical Studies. By means of the analysis on this issue to explore the other aspect of Classical Studies in Tang and also to disclose individual features of Chinese Classical Studies in different dynasties. The research method adopts Qian Mu’s conception of “Seeking for similarity and difference” in pursuing historical studies. It analyzes the status of Classical Studies in Tang related to Chinese Classical Studies and also seeks for the elements how they affect each other by the forming and transforming of Imperial Examination System; On the other hand, to discuss the influence of Imperial Examination System on both quantity and quality of Classical Studies in different periods in Tang dynasty. Among many required subjects in Imperial Examination, Minjing and Jinshi had more correlations to Chinese Classical Studies. The connection was built on the formulation of S.W.C and Tiejing which took Classical Studies as its core content. Thus,the policy of learning Classical Studies and the formulation of Five Classics are the prior issues before going further in discussion. Second, regularize the connection between Imperial Examination System and Classical Studies and discover no matter how they’ve changed in forms, Mingjing and Jingshi were the two important subjects which affected Classical Studies most. Third, analyze Guanxue Systems from Central Academy to Local Colleges; Imperial Examination System had accelerated the promotion of studying Classical Studies. Last, to corroborative the influence of Imperial Examination System on Classical Studies in Tang dynasty in four dimensions: 1) How Imperial Examination System affects the quantity of Classical works in Tang dynasty. 2) Whether the topic assignments of poem, article, and composition in Imperial Examination were constructed on the basis of Classics. 3) Analyze the literature collections of Guanxue, Classics scholars, and the current of classics instructing. 4) The unity and innovation of Classics. With the data sorting, generalizing and analyzing, the paper sums up a conclusion that the Imperial Examination System in Tang dynasty and development of Classical Studies have circular interactions in three ways. Imperial Examination System restricts the multi-development of Classical Studies within certain limits. On the other hand, Classical IV 逢甲大學 e-Theses & Dissertations (99 學年度) Studies reached its climax along with the establishment of Imperial Examination System. In the meanwhile, the classification of Classical Studies expanded from Five Classics to Nine Classics, and before Confucianism was well formed and discussed in Song Dynasty, Imperial Examination in Tang involved all the Twelve Classics except Mencius, which worked as a stimulation to the future evolvement of Classical Studies in Song Dynasty.
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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.
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Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.
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This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from international trends in regards to history education. Internationally, curriculum developers have typically prioritised a narrative of the nation-state but in New Zealand the history teaching community has, by and large, been reluctant to engage with a national past and chosen to prioritise English history. Also in the international arena the history curriculum is shaped by government agencies but in New Zealand in the late 20th century, a minority of historians and teachers had a disproportionate influence over the process. They eschewed attempts to liberalise the subject by the Department of Education (and thereby reflect contemporary developments in the parent discipline) and shaped the curriculum to reflect their own professional interests. This thesis puts forward a hypothesis that seeks to explain the nature of continuity and change in the senior history curriculum in the late 20th century with a view to illuminating the origins of recent debates in the history teaching community. It argues that it is the examination prescriptions that dictate what is taught at this level and that there are three key criteria that must be met if a senior curriculum initiative is to be successfully introduced, or an existing area of historical knowledge is to be retained. Firstly, it is necessary that the decision-making elite share a consensus that a particular body of historical knowledge is of higher status than any alternative. Secondly, a successful initiative must reflect the existing scholarly constraints and boundaries of the parent discipline. Finally, advocates of a particular area of knowledge must be able to establish alliances with major stakeholders in a subject community who are sympathetic to their cause. The role of dominant individuals in this process was paramount in the 1980s as Department of Education curriculum committees at this time operated on the ethos of ‘consultation’, with little explicit philosophical direction and no authentic evaluation. This model is examined by considering the examples of women’s history (that was successfully embedded in the 1989 curriculum), Maori history (that was not) and 16th and 17th century English history (that has dominated the history curriculum in New Zealand for over 30 years).
Books on the topic "Degree Discipline: Classical Studies"
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Nussbaum, Martha Craven. Cultivating humanity: A classical defense of reform in liberal education. Cambridge, Mass: Harvard University Press, 1997.
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Ready, Jonathan L. Orality, Textuality, and the Homeric Epics. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835066.001.0001.
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This book queries from three different angles what it means to speak of Homeric poetry together with the word “text.” Scholarship from outside the discipline of classical studies on the relationship between orality and textuality motivates and undergirds the project. Part I uses work in linguistic anthropology on oral texts and oral intertextuality to illuminate both the verbal and oratorical landscapes our Homeric poets fashion in their epics and what the poets were striving to do when they performed. Looking to folkloristics, Part II examines modern instances of the textualization of an oral traditional work in order to reconstruct the creation of written versions of the Homeric poems through a process that began with a poet dictating to a scribe. Combining research into scribal activity in other cultures, especially in the fields of religious studies and medieval studies, with research into performance in the field of linguistic anthropology, Part III investigates some of the earliest extant texts of the Homeric epics, the so-called wild papyri. Written texts of the Iliad and the Odyssey achieved an unprecedented degree of standardization after 150 BCE. By looking at oral texts, dictated texts, and wild texts, this book traces the intricate history of Homeric texts from the Archaic to the Hellenistic period, long before the emergence of standardized written texts. Researchers in a number of disciplines will benefit from this comparative and interdisciplinary study.
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Edmunds, Lowell. Minor Roman Poetry in the Discipline and in the Profession of Classics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818489.003.0011.
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This chapter takes minor Roman poetry as a case of the marginal and discusses it as such, first in the discipline of classical studies and then in the profession. In the former it was ambiguous: inferior, but also worthy of editions by leading scholars. In the latter, the textual edition of a minor and of a major author were equally meritorious. After the 1960s this model changed and now philology + x was required, where x was some new approach or comparandum from outside the field. So the question arose of what minor Roman poetry looked like on this new model. Could it retain any of its former disciplinary and professional standing in the exponentially increased context of x?
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Lokshyna, Olena, Oksana Glushko, Alina Dzhurylo, Svitlana Kravchenko, Nina Nikolska, Marija Tymenko, and Oksana Shparyk. The state and trends in the development of school education in the EU, USA and China: a textbook. Institute of Pedagogy of NAES of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-8124-19-9-2021-143.
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The publication contains materials of the training course “and trends in the development of school education in the EU, USA and China” for educational use in the process of training of applicants for the degree of “Doctor of Philosophy” in the specialties 011 “Educational, Pedagogical Sciences”, 013 “Primary Education”, 014 “Secondary education” (by subject specializations). The mastering of the course involves the formation of holistic comparative and pedagogical competence of a researcher - a qualified specialist who has a high level of readiness for professional activity in the field of comparative education studies. In the manual the purpose and objectives of the course are defined, a description of the study discipline done (Appendix A), thematic information, dictionary of foreign terms and concepts are provided (Appendix B).
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Margolin, Leslie. The Etherized Wife. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190061203.001.0001.
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The Etherized Wife provides a comprehensive examination of the evolution of sex therapy through the prism of gender. The book makes the argument that in sex therapy, like other domains of life in which men set the standard of normality, women have been judged normal to the degree they match men’s expectations. What is particularly striking about this bias is that it contradicts therapists’ overt identification with feminism and the battle against women’s inequality. To support these claims, Leslie Margolin maps a series of case studies drawn from the discipline’s own literature—the articles and books that have been, and continue to be, treated as exemplars of the discipline’s collective consciousness. Through examination of case studies that focus on discrepancies in sexual desire, where the man wants more sex and the woman less, the book shows how therapists have favored the man’s side. The Etherized Wife shows how the sex therapy discipline has unintentionally enshrined male sexuality as the model of normal, healthy sexuality.
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Formisano, Marco, and Christina Shuttleworth Kraus. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818489.003.0001.
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The introductory chapter considers the discipline of classical literature as a field in tension between canonization and marginality. On the one hand, it devotes particular attention to the role played by reception studies, the classical tradition, and their more recent declinations. On the other hand, it discusses the implications of the particular disciplinary constellation of classics for an academic career and for the academic profession, which are differently organized in continental Europe and in the Anglo-American world. The main concern here is not to discuss or contest the idea of canon in itself—its various cultural, ideological, and political implications, as explored for instance in postcolonial studies—but rather to explore canonicity as an invisible, yet nonetheless ruling principle within the disciplinary discourse and scholarly practice of classics.
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Ólafsson, Stefán, Mary Daly, Olli Kangas, and Joakim Palme, eds. Welfare and the Great Recession. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198830962.001.0001.
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This book surveys and analyses the welfare consequences of the Great Recession in Europe and investigates how the burdens of the crisis were shared—between countries, between different socio-economic groups across Europe, and within individual countries. The studies are based on broad comparisons of 30 countries and deeper analyses of 9 country cases. The approach is grounded in classical theories about crisis responses and relates financial hardship to institutional characteristics—such as welfare regimes, currency regimes, socio-political patterns, affluence levels, public debt, and policy reactions during the crisis period—for example, stimulus versus austerity, the degree of social protection emphasis, the commitment to redistribution, and the significance of activation. Welfare and the Great Recession offers new evidence on and demonstrates the importance of the welfare state and government policies with regard to sheltering populations from the level of living consequences of serious economic contraction and distributing burdens in a crisis situation. The book offers various lessons from the crisis experience in Europe and ends with a discussion about welfare futures in a globalized, crisis-prone environment.
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Formisano, Marco, and Christina Shuttleworth Kraus, eds. Marginality, Canonicity, Passion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818489.001.0001.
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In recent years the discipline of classics has been experiencing a profound transformation, which affects not only methodologies and hermeneutic practices (i.e. how classicists read and interpret ancient literature) but also, and more importantly, the objects of study themselves (i.e. what they read and interpret). One of the most important factors has been the establishment of reception studies. The reception of classical literature and culture in later ages and/or in non-western cultures considerably expands the field. This temporal and cultural expansion has had many salutary effects. But reception studies has focused almost exclusively on the most canonical Greek and Latin texts, not only because they are valued per se but also because they have been received, rewritten, adapted, discussed, and alluded to on such a scale as to discourage discussion of other ancient texts, which were rarely or never the objects of significant reception. By definition, reception studies is uninterested in texts that have had no ‘success’ and thus, implicitly adopting canonicity as an unspoken criterion, it de facto marginalizes those ancient texts that were not blessed with a significant Nachleben. This volume is not a discussion of what is central, what is marginal, and why. Nor are we interested in exploring the powerful and complex connections between canonicity and, say, religion, politics, and power more generally. Rather, this volume aims at unveiling the many subtle implications of canonicity and marginality within the discipline, both at a theoretical and at a practical level.
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Sprenger, Jan, and Stephan Hartmann. Bayesian Philosophy of Science. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199672110.001.0001.
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“Bayesian Philosophy of Science” addresses classical topics in philosophy of science, using a single key concept—degrees of beliefs—in order to explain and to elucidate manifold aspects of scientific reasoning. The basic idea is that the value of convincing evidence, good explanations, intertheoretic reduction, and so on, can all be captured by the effect it has on our degrees of belief. This idea is elaborated as a cycle of variations about the theme of representing rational degrees of belief by means of subjective probabilities, and changing them by a particular rule (Bayesian Conditionalization). Partly, the book is committed to the Carnapian tradition of explicating essential concepts in scientific reasoning using Bayesian models (e.g., degree of confirmation, causal strength, explanatory power). Partly, it develops new solutions to old problems such as learning conditional evidence and updating on old evidence, and it models important argument schemes in science such as the No Alternatives Argument, the No Miracles Argument or Inference to the Best Explanation. Finally, it is explained how Bayesian inference in scientific applications—above all, statistics—can be squared with the demands of practitioners and how a subjective school of inference can make claims to scientific objectivity. The book integrates conceptual analysis, formal models, simulations, case studies and empirical findings in an attempt to lead the way for 21th century philosophy of science.
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Jackson, Robert, and Georg Sørensen. Introduction to International Relations. Oxford University Press, 2015. http://dx.doi.org/10.1093/hepl/9780198707554.001.0001.
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Introduction to International Relations provides a concise introduction to the principal international relations theories, and explores how theory can be used to analyse contemporary issues. Readers are introduced to the most important theories, encompassing both classical and contemporary approaches and debates. Throughout the text, the chapters encourage readers to consider the strengths and weaknesses of the theories presented, and the major points of contention between them. In so doing, the text helps the reader to build a clear understanding of how major theoretical debates link up with each other, and how the structure of the discipline of international relations is established. The book places a strong emphasis throughout on the relationship between theory and practice, carefully explaining how theories organise and shape our view of the world. Topics include realism, liberalism, International Society, International Political Economy, social constructivism, post-positivism in international relations, and foreign policy. A chapter is dedicated to key global issues and how theory can be used as a tool to analyse and interpret these issues. The text is accompanied by an Online Resource Centre, which includes: short case studies, review questions, annotated web links, and a flashcard glossary.
Book chapters on the topic "Degree Discipline: Classical Studies"
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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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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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Goldstein, Harrison, John Hughes, Leonidas Lampropoulos, and Benjamin C. Pierce. "Do Judge a Test by its Cover." In Programming Languages and Systems, 264–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72019-3_10.
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AbstractProperty-based testing uses randomly generated inputs to validate high-level program specifications. It can be shockingly effective at finding bugs, but it often requires generating a very large number of inputs to do so. In this paper, we apply ideas from combinatorial testing, a powerful and widely studied testing methodology, to modify the distributions of our random generators so as to find bugs with fewer tests. The key concept is combinatorial coverage, which measures the degree to which a given set of tests exercises every possible choice of values for every small combination of input features.In its “classical” form, combinatorial coverage only applies to programs whose inputs have a very particular shape—essentially, a Cartesian product of finite sets. We generalize combinatorial coverage to the richer world of algebraic data types by formalizing a class of sparse test descriptions based on regular tree expressions. This new definition of coverage inspires a novel combinatorial thinning algorithm for improving the coverage of random test generators, requiring many fewer tests to catch bugs. We evaluate this algorithm on two case studies, a typed evaluator for System F terms and a Haskell compiler, showing significant improvements in both.
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Bozzo, Luciano. "La guerra pensata: narrazioni, teoria, prassi." In Studi e saggi, 69–79. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-595-0.06.
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The study of war and strategy has been at the core of the theory of international relations since the birth of the academic discipline. Strategy is a key factor in any conflict, first of all in violent conflicts. Military strategy is the bridge between politics and war. Strategic studies have mainly focused on military doctrines and the means to wage war for too long a time. Limited attention was paid to the cultural dimension of violent confrontations. Then, in the second half of the XX century the Western attention to the technological dimension of war became almost obsessive. However, if war is the continuation of politics by other means we must be aware that the human factor is of utmost importance among those “means”. The willingness of soldiers to sacrifice their life on the battlefield is the precondition to wage war. At the same time, it is also the basis of any political obligation. Hence, death is the continuation of politics by other means. Various “narratives” of war have been created in history in order to justify the individual commitment to fight and eventually die in war to attain political aims. Starting in the classical age the Western world has been developing two related narratives of war: the republican model and the decisive battle one. According to the first one the good citizen was a good soldier too, and vice-versa, while the second required the concentration of violence in space and time to break the enemy’s will to fight in the shortest possible time. The two concepts gave both moral and military sense to the violent, insensate, and chaotic environment of the battle. After the end of the cold war in most Western countries such a way of thinking on the relationship between war and politics has been undermined by several factors, first of all the unwillingness to sacrifice one’s life in war. The readiness to die in order to attain a political aim has almost vanished. On the contrary, the concept of the “decisive battle” has survived thanks to technological evolution. As a consequence, on the one hand, old figures of warriors reappeared on the battlefield: soldiers of fortune, God’s fighters, pirates, and criminals. On the other, the unwillingness to die coupled to the strategic archetype of the decisive battle is bringing more and more machines and AI into war, making it both post-heroic and post-human.
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Cerasi, Laura. "Attraverso il fascismo: le lingue a Ca’ Foscari da Sezione a Facoltà." In Le lingue occidentali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-262-8/007.
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Across the inter-war period and particularly during the Fascist regime, the linguistic and literary disciplines at Ca’ Foscari developed from being one of the four sections which formed the Institute of Economic and Commercial Sciences, to being the most highly attended degree course. They eventually established themselves as an autonomous Faculty in 1954. The stages of a progressive consolidation are outlined through the cultural policy of the Fascist regime, which was not, in the first instance, inclined to support them (it favoured, rather, political sciences, classical studies, architecture, economy and law). Nevertheless, ‘Languages’ – as the budding faculty was called – succeeded in emancipating itself from its traditional ancillary functions: the training of commercial professionals, and the qualification of teachers. With the institution of the faculty, it acquired not only a formal autonomy but also a well-defined cultural profile. From the point of view of cultural history and cultural institutions, this transition achieved during the Fascist regime is, in itself, an issue worth investigating. The working hypothesis from which I set off is that linguistic and literary disciplines, precisely because they remained (in part) on the margins of the massive action of intervention and remodeling that the regime had intended to implement in the cultural field, managed to develop following their own course, while also taking advantage of different factors – from legislative measures to historical circumstances – that existed at that time.
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Goldhill, Simon. "Discipline and Revolution: Classics in Victorian Culture." In Victorian Culture and Classical Antiquity. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691149844.003.0001.
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This book explores the dynamics of Classics in the nineteenth-century, focusing on art, opera, and fiction and how artworks come to stand for a self-aware statement about modernity—through the classical past. It raises new questions and new understandings in three major areas of scholarship: nineteenth-century studies, Classics, and the so-called Reception Studies. It examines the discipline of Classics and its place in Victorian culture, as well as some very strong challenges to the Classics as a story, which constitute a need for a major revision of the account. In particular, it considers the relationship between Classics and sexuality. It also discusses the most important revolution of the nineteenth century, and how this affects our understanding of a discipline as a discipline: the loss of the dominant place of Christianity in Victorian Britain.
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Lamer, Antoine, Naima Oubenali, Romaric Marcilly, Mathilde Fruchart, and Benjamin Guinhouya. "Master’s Degree in Health Data Science: Implementation and Assessment After Five Years." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220906.
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Health data science is an emerging discipline that bridges computer science, statistics and health domain knowledge. This consists of taking advantage of the large volume of data, often complex, to extract information to improve decision-making. We have created a Master’s degree in Health Data Science to meet the growing need for data scientists in companies and institutions. The training offers, over two years, courses covering computer science, mathematics and statistics, health and biology. With more than 60 professors and lecturers, a total of 835 hours of classes (not including the mandatory 5 months of internship per year), this curriculum has enrolled a total of 53 students today. The feedback from the students and alumni allowed us identifying new needs in terms of training, which may help us to adapt the program for the coming academic years. In particular, we will offer an additional module covering data management, from the edition of the clinical report form to the implementation of a data warehouse with an ETL process. Git and application lifecycle management will be included in programming courses or multidisciplinary projects.
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Atli, Dinçer, and Mehmet Yilmazata. "Neuroeconomics and Media Economics." In Advances in Psychology, Mental Health, and Behavioral Studies, 33–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9989-2.ch002.
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This chapter investigates the development of neuroeconomics as a relative new sub-discipline in the fields of economics and behavioral science. After comparing paradigms of both classical and behavioral economics, the problem of the “conscious and rational consumer” is addressed in relation to more passive views of consumerism in neuroeconomics. Highlighting the most recent trends in neuroeconomics, the chapter also addresses the historical development of the discipline of neuroeconomics as an independent field of research within the fields of media and economics. The problem of new marketing strategies as well as the evolvement of neuroeconomics as an independent discipline in the age of digitalization is presented while considering the changing nature of the media industry.
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Abuso, Gretchen. "Opportunities and Challenges in Integrating Indigenous Peoples and Cultural Diversity in International Studies." In Diversity, Inclusion, and Decolonization, edited by Abby Day, Lois Lee, Dave S. P. Thomas, and James Spickard, 220–35. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529216646.003.0015.
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This chapter takes the Philippines as a case study of a postcolonial nation whose education system remains dominated by elitist and colonial perspectives. Focusing on the International Studies curricula in the country, this chapter provides practical methods and relevant materials that educators can use to emphasize local ethnic and cultural diversity in degree courses traditionally dominated by Global North models. The discipline of International Studies in any country, especially in the postcolonial Global South, needs to be grounded in the recognition, appreciation, and promotion of indigenous peoples and cultural diversity.
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Saeedi, Soheila, Sharareh R. Niakan Kalhori, Sorayya Rezayi, Mozhgan Tanhapour, and Marsa Gholamzadeh. "Medical Informaticians’ Skills and Competencies to Achieve Roles and Opportunities: A Qualitative Study." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220909.
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For Medical Informatics graduates, there is no compatibility between the training knowledge and skills at universities and the job requirements. This study aimed to determine the skills and competencies requirements for medical informatics graduates and possible job positions in an emerging discipline. This qualitative study was conducted using a questionnaire developed by the researchers. Nine independent medical informatics professionals assessed the initial draft of this tool to determine its face and content validity, and reliability. The questionnaire was distributed among 80 medical informaticians with a doctorate or a master’s degree. In this study, items with an average of 4 and higher were confirmed; out of the 78 items, 66 were approved. The highest number of unapproved items was related to managerial knowledge and skills. Research knowledge, training skills, individual skills, technical capacities, specific skills in the health industry, and managerial skills are the main areas that graduates must learn. This survey can help develop a curriculum and job descriptions for medical informatics.
Conference papers on the topic "Degree Discipline: Classical Studies"
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Colopy, Andrew. "(Digital) Design-Build Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.25.
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Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and models of buildings, i.e., representation.2 This is not altogether surprising, as these are, by definition, the instruments of p ractice.3 But the emphasis on drawings and models also reflects the comfortable and now long-held disciplinary position that demarcates representation as the distinct privilege and fundamental role of the architect in the built environment. That position, however, continues to pose three fundamental and pedagogical challenges for the discipline. First, architectural education—to the degree that it attempts both to simulate and define practice—struggles to model the kind of feedback that occurs only during construction which can serve as an important check on the fidelity and efficacy of representation in its instrumental mode. Consequently, design research undertaken in this context may also tend to privilege instrumentation (representation) over effect (building), reliant on the conventions of construction or outside expertise for technical knowledge. This cycle further distances the process of building from our disciplinary domain, limiting our capacity to effect innovation in the built world.4 Second, and in quite similar fashion, the design studio struggles to provide the kind of social perspective and public reception, i.e., subjective political constraints, that are integral to the act of building. Instead, we approximate such constraints with a raft of disciplinary experts—faculty and visiting critics—whose priorities and interests seldom reflect the broad constituency of the built environment. The third challenge, and a quite different one, is that the distinction between representation and construction is collapsing as a result of technological change. In general terms, drawing is giving way to modeling, representation giving way to simulation. Drawings are increasingly vestigial outputs from higher-order organizations of information. Representation, yes, but a subordinate mode that remains open to modification, increasingly intelligent in order to account for direct translation into material conditions, be they buildings or budgets.
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Ings, Welby. "Beyond the Ivory Tower: Practice-led inquiry and post-disciplinary research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.171.
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This address considers relationships between professional and postdisciplinary practices as they relate to practice-led design research. When viewed through territorial lenses, the artefacts and systems that many designers in universities develop can be argued as hybrids because they draw into their composition and contexts, diverse disciplinary fields. Procedurally, the address moves outwards from a discussion of the manner in which disciplinary designations, that originated in the secularisation of German universities during the beginning of the nineteenth century, became the template for how much knowledge is currently processed inside the academy. The paper then examines how these demarcations of thought, that included non-classical languages and literatures, social and natural sciences and technology, were disrupted in the 1970s and 1980s, by identity-based disciplines that grew inside universities. These included women’s, lesbian and gay, and ethnic studies. However, of equal importance during this period was the arrival of professional disciplines like design, journalism, nursing, business management, and hospitality. Significantly, many of these professions brought with them values and processes associated with user-centred research. Shaped by the need to respond quickly and effectively to opportunity, practitioners were accustomed to drawing on and integrating knowledge unfettered by disciplinary or professional demarcation. For instance, if a design studio required the input of a government policymaker, a patent attorney and an engineer, it was accustomed to working flexibly with diverse realms of knowledge in the pursuit of an effective outcome. In addition, these professions also employed diverse forms of practice-led inquiry. Based on high levels of situated experimentation, active reflection, and applied professional knowing, these approaches challenged many research and disciplinary conventions within the academy. Although practice-led inquiry, argued as a form of postdisciplinarity practice, is a relatively new concept (Ings, 2019), it may be associated with Wright, Embrick and Henke’s (2015, p. 271) observation that “post-disciplinary studies emerge when scholars forget about disciplines and whether ideas can be identified with any particular one: they identify with learning rather than with disciplines”. Darbellay takes this further. He sees postdisciplinarity as an essential rethinking of the concept of a discipline. He suggests that when scholars position themselves outside of the idea of disciplines, they are able to “construct a new cognitive space, in which it is no longer merely a question of opening up disciplinary borders through degrees of interaction/integration, but of fundamentally challenging the obvious fact of disciplinarity” (2016, p. 367). These authors argue that, postdisciplinarity proposes a profound rethinking of not only knowledge, but also the structures that surround and support it in universities. In the field of design, such approaches are not unfamiliar. To illustrate how practice-led research in design may operate as a postdisciplinary inquiry, this paper employs a case study of the short film Sparrow (2017). In so doing, it unpacks the way in which knowledge from within and beyond conventionally demarcated disciplinary fields, was gathered, interpreted and creatively synthesised. Here, unconstrained by disciplinary demarcations, a designed artefact surfaced through a research fusion that integrated history, medicine, software development, public policy, poetry, typography, illustration, and film production.
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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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Duval, Luis, Mohammad N. Noori, Zhikun Hou, Hamid Davoodi, and Stefan Seleecke. "Random Vibration Studies of a SDOF System With Shape Memory Restoring Force." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/vib-8084.
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Abstract Intelligent and adaptive material systems and structures have become very important in engineering applications. The basic characteristic of these systems is the ability to adapt to the environmental conditions. One of the new class of materials with promising applications in structural and mechanical systems are Shape Memory Alloys (SMA). The mechanical behavior of shape memory alloys in particular shows a strong dependence on temperature. This property provides opportunities for the utilization of SMAs in actuators or energy dissipation devices. However, the behavior of systems containing shape memory components under random excitation has not yet been addressed in the literature. Such study is important to verify the feasibility of using SMAs in structural systems. In this work a non-deterministic study of the dynamic behavior of a single degree-of-freedom (SDOF) mechanical system, having a Nitinol spring as a restoring force element is presented. The SMA spring is characterized using a one-dimensional phenomenological constitutive model based on the classical Devonshire theory. Response statistics for zero mean random vibration of the SDOF under a wide range of temperature is obtained. Furthermore, nonzero mean analysis of these systems is carried out.
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Sriram, A. T., Hiteshkumar Mistry, Francisco Moraga, and Subhrajit Dey. "Numerical Sensitivity Studies on Nucleation of Droplets in Steam Turbine." In ASME 2011 Power Conference collocated with JSME ICOPE 2011. ASMEDC, 2011. http://dx.doi.org/10.1115/power2011-55269.
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This work presents the results of canonical test cases that highlight the importance of nucleation bulk surface tension factor (NBTF) on CFD predictions for condensing flows in steam turbines. Numerical simulations are carried out on nozzle and cascade geometries to explore modeling effects on the condensation of water vapor. The recent Euler-Euler approach [10] for modeling homogeneous condensation provides better results than the equilibrium assumption. Modeling of the nucleation rate plays a significant role in the non-equilibrium approach and it depends on the free surface energy of each droplet. NBTF is introduced in the classical homogeneous condensation nucleation rate expression to control the intensity of the homogeneous condensation event [3, 10]. It is observed that the NBTF controls the location of the condensation front, degree of super cooling, wetness fraction and droplet size. In addition, no unique value of NBTF is found in the range of simulations to match the experimental observations. Finally, by increasing the value of NBTF from 0.7 to 1.0 for a particular nozzle case, the location of condensation front is shown to be delayed by 60 mm and super cooling increased by 20%. This in turn will affect quantities such as the flow angle, pressure at the blade row exit and the thermodynamic loss which are relevant for the turbine designer.
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Leleve, Arnaud, Minh Tu Pham, Mahdi Tavakoli, and Richard Moreau. "Towards Delayed Teleoperation With Pneumatic Master and Slave for MRI." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82782.
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Over the last 50 years, master-slave teleoperation has become a widespread and successful field of research. This discipline explores how to perform tasks using a robot on an environment with haptic feedback about robot-environment interaction being provided to the human operator. Most of the master and slave manipulators used in teleoperation are electrically actuated. However, in some particular applications such as inside an MRI for image-guided surgery, ferromagnetic materials including electrical wiring is prohibited. Thus, non-ferromagnetic actuators like pneumatic or hydraulic actuators are a solution to this problem. This specific application also requires teleoperation in the sense of “tele-actuation” because of the lack of space inside the MRI chamber to put the robot’s actuators and the presence of electrical components in pneumatic servovalves. In this paper, we study the case of a teleoperation system composed of two identical pneumatic cylinders (as the master and the slave) equipped with servovalves, making a symmetric teleoperation system. This serves as a one-degree-of-freedom system to outline the design and analysis in terms of teleoperation transparency and stability. Simulation and experimental results check the validity of the theory without and with classical transmission delays.
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Botirov, F. U., and S. N. Nuritdinov. "Nonlinear cosmogony of the spiral galaxy bulges." In ASTRONOMY AT THE EPOCH OF MULTIMESSENGER STUDIES. Proceedings of the VAK-2021 conference, Aug 23–28, 2021. Crossref, 2022. http://dx.doi.org/10.51194/vak2021.2022.1.1.142.
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An early idea of one of the authors of this work is being developed, where the mechanism of instability of the warpperturbation mode against the background of an non-stationary disk was proposed for the first time in [1]. For this purpose,a model of a nonlinearly non-stationary self-gravitating disk with an anisotropic velocity diagram was first constructed. Themodel has a composite nature, or rather, it is a superposition of isotropic and anisotropic states of the disk. A nonstationaryanalogue of the dispersion equation of this composite model in the general case is obtained. The behavior of the domeddisturbance mode, the instability of which leads to the formation of a classical bulge in the central region of the disk, isinvestigated. Critical diagrams of the dependence of the virial ratio on the degree of rotation of the system for various valuesof the superposition parameter and the corresponding diagrams for the increments of instability are constructed.
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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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Pereira da Silva, Etienne. "The item response theory (irt): analysis of attitude of undergraduate students regarding the statistics disciplines." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15710.
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The poster to be presented proposes to assess the attitude of 210 students from the University of Brasilia (UnB) who answered Attitude Scale regarding Statistics (EAE). Furthermore, this work is the result of the Final Paper of course Bachelor in Statistics at UnB in order to get a better understanding of statistical education and the IRT applicability. The Item Response Theory (IRT) has considered an alternative to Measure Classical Theory (MCT) in elaboration and analysis of the constructs that are evaluated by the measuring instruments (questionnaires). With wide application in educational assessment, the IRT, whose main feature is the item, proposed probabilistic models for latent variables (variables that are not directly measured). The researchers have indicated that the students demonstrate low motivation to use statistical instruments and they have some difficulties in learning statistics concepts. Previous studies claim that students with positive attitudes about particular discipline are more likely to succeed in learning of its contents. Thus, the answers were given by students from UnB were analyzed by Item Response Theory. The parameters of difficulty of the items ( ) and the discrimination parameter showed that the item concerning to definitely has a positive reaction to the service disciplines (Biostatistics, Applied Statistics and Probability and Statistics), appreciate and enjoy this matter was the best informs. The various disciplines (different study areas), perception of performance, attend or not the first discipline shown to influence the attitudes level toward statistics. These results suggest an enhancement to the statistics is applied in the context of the course each student and what strategies are adopted to develop a teaching-learning environment that encourages students.
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COURTEAU-GODMAIRE, HUBERT, ANOUSH POURSARTIP, and REZA VAZIRI. "BENDING SIMULATION OF PRE-GELLED COMPOSITES USING AN EXPLICIT COSSERAT CONTINUUM MODEL." In Thirty-sixth Technical Conference. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/asc36/35844.
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Forming simulation of uncured pre-preg can be made more efficient with the use of dedicated finite elements tailored for soft, layered media. These elements are based on the Cosserat continuum theory that introduces a rotational degree of freedom at each node within standard solid elements. In this study, a Cosserat element is developed within a 2D non-linear explicit finite element framework that uses the Carrera Unified Formulation for its spatial discretization. Two benchmark case studies involving bending deformations are presented as the verification of the developed model. It is demonstrated that similar accuracy of predictions can be achieved with much coarser meshes of Cosserat elements than the equivalent classical finite element models consisting of multi-layer stacks of solid elements.