Academic literature on the topic 'Degree Discipline: Communications'

Background. To accurately evaluate sports social discipline’s academic influence in China, a model of academic influence evaluation of sports social discipline in China based on bibliometrics is proposed. Objective. A statistical model of the academic influence of sports social discipline is constructed, the word frequency statistics method is used to measure the literature, and the semantic characteristic quantity of the sports social discipline academic influence is extracted, using the literature method and logical analysis method to analyze sports’ social value in the Internet era from healthy sports. The combination of sports and medical treatment can comprehensively promote physical and mental health. Methods. The dual semantic feature decomposition method is used to analyze sports social discipline’s academic influence. The statistical analysis model of sports social discipline academic influence is established. The principles of fuzzy pattern recognition include the principle of maximum membership degree and proximity degree. Results. The comprehensive relative closeness of the distribution of literature statistics on sports and social disciplines’ academic influence is constructed. The linear programming analysis of literature statistics is carried out using the standardized grid computing method. Conclusions. The combination of association rule feature extraction and semantic feature extraction is used to realize the quantitative calculation of literature statistics and academic influence. The simulation results show that the statistical analysis of the academic influence of sports and social discipline by this method is accurate, and the level of confidence is high.

The general philological discipline, Editing, has been part of a journalism curriculum since the middle of the last century. There are leading experts and practice-proven methods of teaching editing to journalism students. In his publication, the author argues for including editorial competencies training in the curriculum of a bachelor’s degree in advertising and public relations. The study draws on the Federal State Educational Standard of Higher Education and the syllabus of the academic discipline. It takes into account market conditions (professional competition, high demands on the part of consumers for the quality of media communications) and the staffing and methodological support for teaching editing in applied communications at St. Petersburg University. The discipline, Editing in Advertising and Public Relations, is focused on an activity-based approach in training specialists in applied communications. Drawing on educational and methodological literature, instruction follows a developed methodology for editorial work with advertising and PR texts.

Diabetes mellitus, or just diabetes, is a gathering of diseases described by high blood glucose levels that outcome from surrenders in the body's capacity to deliver or potentially use insulin. It is a condition essentially characterized by the degree of hyperglycaemia bringing about risk of microvascular harm (retinopathy, nephropathy and neuropathy). It is related with decreased future, critical grimness because of explicit diabetes related microvascular complications, expanded risk of macrovascular complications (ischaemic coronary illness, stroke and fringe vascular sickness), and reduced personal satisfaction Several pathogenetic processes are engaged with the advancement of diabetes. As the diabetes is a slow progressive disease which causes target organ damage if not control. Study shows that controlled diabetics have also risk of target organ damage. Managing a diabetic patient needs to be combination of diet, discipline and drugs. Only drugs is given by the physician but the other two control parameter like diet and discipline is done by the patient himself. Life style modification can bring these two factors under control.

The article deals with the meaningful content of educational disciplines of geoecological profile, which should ensure qualitative changes in the educational process and the introduction of innovative technologies for it to successfully implement the practical knowledge acquired by students of theoretical knowledge. Due to the increasing of the dangerous consequences of human activity and the complication of current geoecological problems, the geoecological profession and the ability of higher education institutions graduates to introduce the acquired knowledge in practical activity become extremely urgent. One of the main ways from theory to practice in the process of acquiring higher education is the geoecological approach to optimizing the spatial-temporal structural-functional landscape organization of the territory. The meaningful content of the three structural blocks of the academic discipline “Geoecology of Ukraine” for Master degree students should correspond to the general research methodology, the main geoecological problems and the application of research results to solve these problems. At different stages of studying the discipline, appropriate forms and methods of ensuring the educational process are used. At the initial stage, such forms are the organization of non-standard lecture lessons in the form of multimedia presentations, as well as seminars with tests, public speeches and student discussions. The main stage of studying the discipline is devoted to the analysis of modern geoecological problems of Ukraine. The disclosure of these problems should be based on the scheme “the influence of inefficient nature management – the change of geo- ecosystems components – violation of these components geoecological functions due to negative effects – ways to restore broken communications”. At this stage of discipline studies, it is advisable to combine classic traditional teaching techniques with creative search, application of innovative educational technologies, original didactic ideas. Introduction in the educational process a relatively new for Ukraine Method of projects allows students to not only better learn lecture material, but also learn to independently acquire knowledge in close cooperation with the teacher. The method provides an individual work according to the plan drawn up by the project team, and the results of this work will have theoretical, practical and cognitive significance. The offered algorithm of carrying out students’ project activity is: first of all, the essence of the problem is revealed; then the factors and causes of its occurrence are analyzed; after that, the ways of solving the problem are being developed and their effectiveness is evaluated. The approximate themes of student projects within the framework of the educational discipline are determined, as well as the forms of interaction between students and the teacher at certain stages of work on the project. The themes of the last, applied, section of the discipline are related to the practical aspects of geoecological research and may be selected by students independently, on the example of their city, district, and region. This is important for students to understand the project activity as an adaptive strategy for the arrangement of a comfortable people environment. Upon assimilation of all educational program themes, future specialists become trained in practical implementation of the geoecological approach to optimization of nature using in order to solve actual problems. Upon assimilation of all educational program themes, future specialists become trained in practical implementation of the geoecological approach to optimization of nature using in order to solve actual problems.

Knowledge management is a growing discipline and its structure and boundaries have been examined using different perspectives. This study is based on the KM curricula of 13 graduate degree programmes for producing a KM framework, based on the collective wisdom of curriculum designers of these programmes. Analysis of curricula was conducted at two levels of course titles and course descriptions. Keywords and phrases were identified and listed, then reduced into relevant categories in three successive exercises of subtraction. Each identified term was treated as a module. If a module was offered in more than one programme or course, the number was provided for the occurrence in order to indicate the emphasis it received in different curricula. Thus, we have been able to identify major categories of KM curricula in these schools. There is a need for academics and experts in the field to further validate these results in subsequent research.

Since 1985, the Science Circus program has recruited science graduates Australia-wide and provided them with science communication training leading to a university degree. On qualifying these graduates demonstrate highly diverse career paths reflecting the relevance of science communication training to other disciplines. Graduates, by their activities, have contributed to the growth of science communication as an academic discipline and an “industry”—both in Australia and abroad. It suggests that science communication training can have impact far beyond narrowly defined disciplines and skill sets, and this impact is worthy of further exploration.

Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peer-reviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed.

The article considers the tasks and features of mathematics training for studentsof secondary vocational education. Special attention is paid to the need to solve the problemof adaptation of students to the conditions of study in college and the organization ofindependent work. In this regard, the authors propose to make wider use of the practiceof adaptive learning as innovative pedagogical tools. The article considers the concept ofthe effectiveness of adaptive personalized learning and suggests the directions by which itcan be evaluated. As an example, the experience of implementing an adaptive educationalcourse “Mathematics”, designed in the Articulate Storyline platform, is analyzed. The moduleis designed to organize and support adaptive learning of students of the Department ofInformation Systems by means of adaptive educational technologies. The results of thetraining are analyzed, and the possibilities of the Articulate Storyline platform in ensuringthe independent work of students are presented. The main part of the article is devotedto evaluating the effectiveness of e-learning using an adaptive educational platform. Withthe help of questionnaires and tools of the Articulate Storyline platform, an assessment ofthe educational result achieved was made, the degree of motivation of students to masterthe discipline of mathematics was analyzed, and the attitude of students to the process ofe-learning using an adaptive educational platform was investigated.

The article deals with the level of loyalty of the personnel of construction enterprises. The comprehensive methodology. recommendations for its improvement are developed. The comprehensive methods include the following methods: assessing staff turnover, determining the degree of team cohesion, assessing the state of moral and psychological climate, determining the level of work discipline, assessing the level of motivation based on self-esteem and direct assessment of loyalty by L. Porter’s method “Organizational Loyalty Questionnaire” V. Dominyak. The base of the study was five enterprises of Zaporizhia, the main type of economic activity of which according to the NACE belongs to group 42.2 “Construction of communications”. Among the surveyed organizations were medium and small enterprises, the total number of employees of which was 487 people. The application of a comprehensive methodology for assessing the level of loyalty of construction personnel allowed to determine that the average corresponds to a satisfactory level, due to: the average level of group cohesion of labor collectives; unsatisfactory state of moral and psychological climate in small production groups; the absence of any programs at enterprises to ensure and improve labor discipline of staff; low level of motivational influence of organizational culture and the desire for self-realization of workers. Solving certain problems of the internal environment of enterprises will significantly increase the level of staff loyalty. The main directions of organizational change should be: conducting team-building activities; control and improvement of working conditions of staff; moral and material incentives for staff; analysis and forecasting of potential loyalty / disloyalty of new employees; development of a program for adaptation of new employees; development of methods of working with disloyal staff; development of a program for the development and improvement of professional competencies of staff; improvement and development of organizational culture of enterprises; formation of loyalty of the personnel of the enterprises through realization of the program of social responsibility.

Purpose The purpose of this paper is to trace the knowledge diffusion patterns between the publications of top journals of computer science and physics to uncover the knowledge diffusion trends. Design/methodology/approach The degree of information flow between the disciplines is a measure of entropy and received citations. The entropy gives the uncertainty in the citation distribution of a journal; the more a journal is involved in spreading information or affected by other journals, its entropy increases. The citations from outside category give the degree of inter-disciplinarity index as the percentage of references made to papers of another discipline. In this study, the topic-related diffusion across computer science and physics scholarly communication network is studied to examine how the same research topic is studied and shared across disciplines. Findings For three indicators, Shannon entropy, citations outside category (COC) and research keywords, a global view of information flow at the journal level between both disciplines is obtained. It is observed that computer science mostly cites knowledge published in physics journals as compared to physics journals that cite knowledge within the field. Originality/value To the best of the authors’ knowledge, this is the first study that traces knowledge diffusion trends between computer science and physics publications at journal level using entropy, COC and research keywords.

The textbook considers the subject and tasks of the discipline, highlights the medical and biological foundations of ensuring human security in the conditions of natural, man-made and biological-social emergencies, as well as when using modern weapons of destruction by a probable enemy. Briefly, but quite informative, the structure of the human body and the basics of its functioning are described. The specificity and mechanism of the toxic effect of harmful substances on a person, the energy effect and the combined effect of the main damaging factors of the sources of emergency situations of peacetime and wartime are shown. The article highlights the medical and biological aspects of ensuring the safe life of people in adverse environmental conditions, including in regions with hot and cold climates (the Arctic). The methods of forecasting and assessing the medical situation in emergency zones and lesions are presented. The means and methods of medical and biological protection and first aid to the affected are shown. The main tasks and organizational structure of formations and institutions of the medical rescue service of the GO, the All-Russian Service of Disaster Medicine and medical formations of the EMERCOM of Russia are considered. Organizational issues of medical and biological protection in emergency situations are highlighted. The features of the organization of medical support for those affected by terrorist attacks are considered. It is intended for students and cadets of educational institutions of higher education studying under the bachelor's degree program in the following areas of training: "Technosphere security", "Infocommunication technologies and communication systems", "Information systems and technologies", "State and municipal management", "Economics", "Mechatronics and robotics", "Operation of transport and technological machines and complexes", "Informatics and computer engineering", "Air Navigation", "System analysis and management". It can also be useful for researchers and a wide range of specialists engaged in practical work on planning and organizing medical and biological protection of the population.

This chapter provides a panorama of the community of scholars in France who work on political communication broadly understood and situates that body of work in the fundamentally interdisciplinary international field of political communication. The study of political communication in France, largely conducted by political scientists, has had to struggle to have its scientific credibility acknowledged both inside and outside France, arguably more so than other disciplines. While the scientific community, dominated by US-based scholars and often using the electoral persuasion paradigm, has become increasingly institutionalized at the international level, French scholars have been quite resistant to this international work. Recently, the electoral persuasion paradigm has been embraced to a certain degree and the emerging French research agenda includes experimental approaches, some critical sociology, and, as with all countries, a focus on new media. There has been little evidence of the ‘French touch,’ however, in the international political communication community.

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)

This chapter considers emerging forms of radio speech developed for formats ranging from scheduled talks to professional announcing. Disrupting established styles of public speaking, radio offered rich subject matter for the new discipline of speech communication, which helped to formalize new rules favoring a well-modulated delivery with restrained, natural speech and careful control over rate, pitch, and enunciation. Three larger sets of cultural tensions impacted these emerging announcing practices: (1) tensions surrounding a standardized national speech movement and its implicit regional, gender, and class biases; (2) concerns over an emergent culture of personality that informed debates on desired degrees of formality and informality in radio speech; and (3) long-standing concerns over disembodied communication-at-a-distance exacerbated by radio’s severing of voices from speakers' physical bodies. Resulting efforts to discipline the radio voice spurred important shifts in period voice culture that resonated across fields from rhetoric and theater to film and phonograph entertainment.

Abstract This chapter draws on the Field Guide, as well as on a recent study of the boundary work of collaborating in cross-disciplinary and crosssector work, with added insights from literature on team science. Heeding the editors' mandate to focus on pragmatics, it depicts the 'how' of collaboration across boundaries of expertise in short essays that define major dimensions. Each essay is framed at the start by keywords and ends with pertinent resources that individuals and groups may use in whole or in part for training modules and workshops, interventions in the course of actually conducting research, and formal curricula in higher education. The initial section of the chapter describes the overarching topic of collaboration, including the role of a collaboration plan and the centrality of communication. The remaining sections discuss three subtopics that are often linked with collaboration. The first, cross-disciplinary and crosssector work, reveals distinctions in kinds of teamwork. The second, integration, discloses degrees of interaction and synthesis. The third, leadership, describes typical needs and responsibilities. These shorter accounts of related concepts and approaches begin with definitions of crossdisciplinarity (spanning multi-, inter- and transdisciplinary approaches) and cross-sector work (bridging the academy, government, industry, and communities in the north and global south). After a short summary, the conclusion reflects on the importance of integrative expertise among all team members along with needed requisite competencies.

This chapter describes the final phase of a study that validates a group of generic attributes of graduates of Australian undergraduate degree programs with majors in Information Systems (IS). The study, sponsored by the Australian Computer Society (ACS), involved 105 academics from all Australian universities that offer IS undergraduate degree programs of study and 53 industry representatives. A three-round Delphi questionnaire was used in the study. The results of this study are compared with a previous study of generic attributes conducted by the authors in Queensland, Australia. Differences between academe and industry are identified. The top three attributes in each study are the same, although the order is reversed in the national study. Some of the differences include the higher ranking of interpersonal skills, teamwork, and knowledge of the IS discipline by academics compared with the higher ranking by industry of self-motivation and the ability to learn independently. Other major findings include the high ratings of the attributes of team participation and the commitment to further learning and intellectual development. Oral and written communications are significantly rated as more important than a comprehensive knowledge of IS. This study has a very strong overall correlation with the previous Queensland study.

This chapter describes the things and people that facilitate collaboration across disciplines: shared items, shared objectives, and shared agents. (These concepts draw from literature on collaboration in the sciences and from research on intercultural communication.) Shared items function differently from discipline to discipline, while being identifiable across disciplines. Shared objectives comprise activity objects, the prospective outcomes of collaboration, and epistemic objects, knowledge sought. Shared agents function within and across two or more disciplines. In this book, shared items are represented primarily by scores (and recordings), activity objects by the book’s chapters, epistemic objects by interpretations of pieces and of analysis-performance relations, and shared agents by scholar-performers or performer-scholars. Mechanisms and processes of collaboration are briefly described: strategies for collaborating when views diverge, and degrees of collaborative convergence (working in parallel, translating or mediating knowledge for mutual influence, transforming domain-specific knowledge into new cross-domain knowledge).

What is the “serials crisis”? For the past several decades, librarians and other observers and participants in the scholarly communication ecosystem have been expressing alarm over the degree to which annual price increases for scholarly journals—especially those in the STM disciplines—tend to outstrip library budget...

In august 1951, David Wheeler submitted a PhD dissertation titled Automatic Computing with the EDSAC to the faculty of mathematics (D. F. Hartley, personal communication, September 7, 2011) at the University of Cambridge. The year after, in November 1952, another of Maurice Wilkes’s students, Stanley Gill, submitted a thesis titled The Application of an Electronic Digital Computer to Problems in Mathematics and Physics. Wheeler’s was not the first doctoral degree awarded on the subject of computing. That honor must surely go to Herman Hollerith for his thesis submitted to Columbia University in 1890 on his invention of an electrical tabulating system (see Chapter 3, Section IV). Nor was Wheeler’s the first doctoral degree on a subject devoted to electronic computing. In December 1947, Tom Kilburn (codesigner with Frederic C. Williams of the Manchester Mark I [see Chapter 8, Section XIII]) had written a report on the CRT-based memory system he and Williams had developed (but called the Williams tube). This report was widely distributed in both Britain and the United States (and even found its way to Russia), and it became the basis for Kilburn’s PhD dissertation awarded in 1948 by the University of Manchester (S. H. Lavington, personal communication, August 31, 2011). Wheeler’s doctoral dissertation, however, was almost certainly the first on the subject of programming. And one might say that the award of these first doctoral degrees in the realm of computer “hardware” (in Kilburn’s case) and computer “software” (in Wheeler’s case) made the invention and design of computers and computing systems an academically respectable university discipline. As we have witnessed before in this story, establishing priority in the realm of computing is a murky business, especially at the birth of this new discipline. Thus, if by “computer science” we mean the study of computers and the phenomena surrounding computers (as three eminent computer scientists Allan Newell, Alan Perlis (1922–1990), and Herbert Simon suggested in 1967), then—assuming we agree on what “computers” are—the boundary between hardware and soft ware, between the physical computer and the activity of computing, dissolves.

The aim of the study is to explore learners' perception of case study method within the context of a Degree in Infant Education. The research is carried out at Salamanca University during the academic year 2017-2018. In order to achieve the goal of the research, a quantitative study is employed. The sample of the research is composed of 77 learners enrolled in the compulsory subject School Organization. To operationalize the variables and collect data researchers use a questionnaire. Analyzing the results, it is highlighted that most learners emphasize the benefits of case study method to be involved in the real context of a classroom setting, and to contribute to the development of different skills such as communication, problem solving, decision-making, organizing and planning, analytical thinking, conflict resolution, negotiation, coordination, cooperation, flexibility, tolerance, and respect. They state that it is a fantastic experience to put into practice the knowledge previously acquired. This research points out how the case study method maximizes the learning experience.

This literature review traces recent scholarship on a particular form of communication that uses images for persuasive purposes: visual rhetoric. Disciplines within the purview of this literature review include writing studies, speech, communication, education, and marketing as well as, to a limited degree, anthropology, information science, art history, architecture, and design. The chapter will discuss three main theoretical constructs which ground scholarship in this field: rhetoric, iconology, and semiotics. The chapter will then explore how the Sister Arts tradition has been evoked as a potential model for interdisciplinary scholarly work; describe the propensity for social justice in writing studies pedagogy; identify convergence and divergence in scholarship on visual rhetoric that hold promise for new avenues of interdisciplinary research; and introduce scholarship in education and information science that sheds new light on the topic.

This literature review traces recent scholarship on a particular form of communication that uses images for persuasive purposes: visual rhetoric. Disciplines within the purview of this literature review include writing studies, speech, communication, education, and marketing as well as, to a limited degree, anthropology, information science, art history, architecture, and design. The chapter will discuss three main theoretical constructs which ground scholarship in this field: rhetoric, iconology, and semiotics. The chapter will then explore how the Sister Arts tradition has been evoked as a potential model for interdisciplinary scholarly work; describe the propensity for social justice in writing studies pedagogy; identify convergence and divergence in scholarship on visual rhetoric that hold promise for new avenues of interdisciplinary research; and introduce scholarship in education and information science that sheds new light on the topic.

To meet the challenge of bridging the digital divide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally diverse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.

This chapter reports on a study that investigated how graduate students in the Faculty of Communication and Information Science at NUST were approaching integration in their mixed-methods research dissertations. There has been a concern that lack of expertise of what mixed-methods research is restricts the integrative capacity. Using a research synthesis method, the study investigated three graduate programmes, namely Master's degrees in Library and Information Science, Records and Archives Management, and Journalism and Media Studies from 2016 up to 2018. A total of 95 dissertations were reviewed, and 40 employed mixed-methods research design. It was discovered that integration was commonly done at methods and interpretation levels. Integration of qualitative and quantitative data sets resulted in confirmation (83), expanding understanding (27), and discordance (31). Graduate students dealt with discordant findings by either ignoring the discordance (20), seek corroboration with existing literature (7), or give priority to the quantitative strand (4).

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.

Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.

Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.

During years, professors of higher education focused on the outcome of the assimilation of information through learning (i.e., in the acquisition of knowledge). In a European context, the Bologna Process has accelerated and spread the process of defining explicit learning outcomes for higher education programs, including those in terms of general competences and transferable skills. Our teaching experience in engineering degrees have shown that these students have difficulties for understanding the math basics of some disciplines. For greater effectiveness in knowledge acquisition, we consider as an essential issue the inclusion of laboratory activities based on computer simulations performed using software. For acquiring those general competences and transferable skills, our proposal also includes several projects in which our students must develop skills such as communication, teamwork or problem solving. We have observed that such projects allow students the development of their creativity, an improvement in oral and written communication, and also an optimal training for the B.S. degree project work and even for their future professional life.

Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.

Risk management is an important element of product design. It helps to minimize the project- and product-related risks such as project budget and schedule overrun, or missing product cost and quality targets. Risk management is especially important for complex, international product design projects that involve a high degree of novel technology. This paper reviews the literature on risk management in product design. It examines the newly released international standard ISO 31000 “Risk management — Principles and guidelines” and explores its applicability to product design. The new standard consists of the seven process steps communication and consultation; establishing the context; risk identification; risk analysis; risk evaluation; risk treatment; and monitoring and review. A literature review reveals, among other findings, that the general ISO 31000 process model seems applicable to risk management in product design; the literature addresses different process elements to varying degrees, but none fully according to ISO recommendations; and that the integration of product design risk management with risk management of other disciplines, or between project and portfolio level in product design, is not well developed.

As information resources of all types and disciplines are being stored and retrieved in digital form, libraries are responding to the demands for more effective retrieval of such documents and to provide even more digital access to scholarly and recreational library materials. This has led schools of library and information science to develop special programs, degrees, and certificates in digital librarianship. These programs vary from one school to another, but they all demonstrate the multidisciplinarity of education for librarians who will work specifically with digital librarianship. Library and Information Science education has always had a multidiscipline orientation, with traditional faculty consisting of those with degrees in the fields of sociology, communications, history, public administration, education, engineering, and computer science, as well as advanced degrees in library and information science. But with the advent of special programs in digital librarianship, the curriculum has begun to switch to a multidiscipline curriculum content which may be evolving into a sub-specialization in the field. These trends are examined in this paper and recommendations are made regarding future research needed to determine the advisability and sustainability of this trend.

Experimentation is a very important part of education in engineering including mechatronics engineering, which is a relatively new field, combining three engineering disciplines: mechanical engineering, electrical engineering and software engineering. The equipments needed for experiments in mechatronics are usually expensive. A solution to make these expensive equipments achievable is to share them with other universities or research centers from different locations in the world. The goal of our team is to build a networked telerobot system so that the Internet users, especially researchers and students, can be able to control an autonomous robot able to explore a dynamic environment remotely from their home and share the robot system with the department. The particularity of the environment, in this case, is that the experiment uses grid lines painted on the floor, for robot navigation purpose. The system which is still under development will be able to increase the number of robots. The communication software technologies are based on PHP. A specific protocol over IP was designed for communication between the server and clients. The aim of this project is oriented toward providing a telerobot system with a high degree of local intelligence in order to overcome restricted bandwidth and transmission delay of the network.

Today, the number of female students that enrol in degrees related to Science, Technology, Engineering and Mathematics (STEM) areas is quite low. So, numerous initiatives have arisen to promote these degrees and encourage female students in these areas. In this context, the EuLES Network (u-Learning Environments in Higher Education), an interdisciplinary network created in 2010 at the University of Zaragoza (Spain) to foster research, interaction, cooperation and transfer of knowledge and technologies related to learning and open education, has developed two projects oriented to High School Students: “WikinformáticA! en Aragon” and “Women in STEM by EuLES”. WikinformáticA! en Aragón is a competition for student groups in which they develop a wiki on prominent women in the history of Information and Communication Technology (ICT). The objective is the visibility of women involved in technology. The purpose of the Women in STEM project is to offer testimonies of women in Science, Technology, Engineering and Mathematics to encourage scientific vocations, especially in young people and girls. The project consists of conducting video interviews of women who work or study in these disciplines. All the videos, along with a short biography, are posted on the web.

Communication in a pandemic is difficult and complex. It is characterized by volatile situations associated with a high degree of uncertainty and, in some cases, social divergence in groups and societies. Orientation is expected, by politicians and individuals, from science. However, sciences are only fulfilling the expectations to a limited extent. We demonstrate that there are severe weaknesses in holistic and interdisciplinary communication in the pandemic and show that established tools from management are neglected and overlooked.We then analyze the specific needs of scientific reasoning in pandemic situations such as •a rational approach integrating both estimates and explicit evidence;•expressing and quantifying uncertainty; •considering interdisciplinary aspects in advice and decision making;•the ability to deal with ethical aspects;•simple updates with new findings and evidence.In a third step we compare from literature and own experience existing methods from management science for their suitability against those needs. We find that many of the interdisciplinary tools are deterministic, like Multi Criteria Analyses, and do not support uncertainty. The frequently adopted linear computation of utility values leads to ethical issues. Foresight methods like Delphi or Scenario methods deal with uncertainty and subjectivity. But they are not designed to integrate strong evidence. Strategic planning tools like roadmaps are comprehensible but disappoint in volatile situations. Probabilistic decision making with expected utilities is too complex and suffers from missing data. Heuristics at the other hand are simple but do not allow for comprehensive reasoning. We then argue in a fourth step to use probability in communication and to apply it to decision making in the pandemic. We propose a simple one-step method with a calculus based on Bayes’ theorem and calculate the probabilities of alternative courses of action being the best un der given conditios. With examples we show how arguments from various scientific disciplines can be integrated in decision making and adjusted as new evidence appears. Furthermore, we provide a role model and show by examples how scientists, scientific consultants and decision makers can cooperate and communicate using the method.We conclude that the method fulfils the identified needs to a high degree and is worth to be further developed. We show its epistemic and scientific limitations and give an outlook how likelihood functions may be used to replace negotiated likelihoods by parametric and model based values.

Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.

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.