Academic literature on the topic 'Degree Discipline: Development Studies'
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Journal articles on the topic "Degree Discipline: Development Studies"
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Maltsev, D. V., E. M. Genson, and D. S. Repetskiy. "Electronic Study Guides for Applied Bachelor’s Degree Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (April 21, 2019): 134–41. http://dx.doi.org/10.31992/0869-3617-2019-28-4-134-141.
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The development of electronic study guides (ESG) for Bachelor’s disciplines enables to reduce procurement costs for print library collections. Posting of ESGs on the University Internet resources will provide their accessibility and usability, so the subject is topical. The article analyzes the experience of developing electronic study guides for the disciplines of basic professional bachelor’s degree programs in various universities and reviews the literature on this subject. The main features that distinguish ESG from paper teaching materials are the following: multimedia presentation of information, interactivity, dynamic content. In addition, remote interaction between a teacher and students in forums or video conferences is possible, depending on the format of the ESG. Furthermore, ESG allows one to remotely monitor the completeness and timeliness of the study of certain topics of the discipline, unlike other types of educational and methodological support. The implementation of the ESG makes it possible to maintain control in two forms: internal and external. There are also such criteria for assessing the quality of ESG as: proportion in ensuring the total volume of discipline, proportion in ensuring the self-directed student work, quality of design, the effectiveness of multimedia, adaptability, level of remote access. The result of the analysis was the development of requirements for the ESG design for the discipline «Structure and calculation of engines». This discipline includes the basics of structure and calculation elements and systems of internal combustion engines and the processes occurring in them. In Perm National Research Polytechnic University, according to the curriculum, the discipline is studied for 2 semesters; the labor intensity is 7 credits. Classroom lessons consist of lectures, laboratory and practical classes, additionally, coursework was provided. The difficulty of organizing and maintaining a laboratory in working condition is due to high labor and material costs for fuels and lubricants, electricity, forced-air ventilation, maintenance and repair of internal combustion engines, etc. In this regard, it is relevant to use simulation methods and create virtual laboratory benches to determine the characteristics of the internal combustion engine. These benches may be considered as an alternative to field experiments and stands. As a result of the generalization experience, it was possible to draw up general requirements to the structure and content of the ESG and to provide recommendations on the development of ESGs taking into account the specifics of applied bachelor’s programs.
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Hu, Jiming, and Yin Zhang. "Measuring the interdisciplinarity of Big Data research: a longitudinal study." Online Information Review 42, no. 5 (September 10, 2018): 681–96. http://dx.doi.org/10.1108/oir-12-2016-0361.
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Purpose The purpose of this paper is to measure the degree of interdisciplinary collaboration in Big Data research based on the co-occurrences of subject categories using Stirling’s diversity index and specialization index. Design/methodology/approach Interdisciplinarity was measured utilizing the descriptive statistics of disciplines, network indicators showing relationships between disciplines and within individual disciplines, interdisciplinary communities, Stirling’s diversity index and specialization index, and a strategic diagram revealing the development status and trends of discipline communities. Findings Comprehensively considering all results, the degree of interdisciplinarity of Big Data research is increasing over time, particularly, after 2013. There is a high level of interdisciplinarity in Big Data research involving a large number of disciplines, but it is unbalanced in distribution. The interdisciplinary collaborations are not intensive on the whole; most disciplines are aggregated into a few distinct communities with computer science, business and economics, mathematics, and biotechnology and applied microbiology as the core. Four major discipline communities in Big Data research represent different directions with different development statuses and trends. Community 1, with computer science as the core, is the most mature and central to the whole interdisciplinary network. Accounting for all network indicators, computer science, engineering, business and economics, social sciences, and mathematics are the most important disciplines in Big Data research. Originality/value This study deepens our understanding of the degree and trend of interdisciplinary collaboration in Big Data research through a longitudinal study and quantitative measures based on two indexes. It has practical implications to study and reveal the interdisciplinary phenomenon and characteristics of related developments of a specific research area, or to conduct comparative studies between different research areas.
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Pollard, Vikki, Andrew Vincent, and Emily Wilson. "Learning-to-be in two vocationally-oriented higher education degrees." On the Horizon 23, no. 1 (February 9, 2015): 7–15. http://dx.doi.org/10.1108/oth-06-2014-0021.
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Purpose – This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates. Design/methodology/approach – This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008). Findings – The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline. Practical implications – The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries. Originality/value – It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.
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Hjorthén, Adam. "Curriculum development in American Studies: Interdisciplinarity, student progression, and the Swedish-American paradox." Högre utbildning 11, no. 3 (2021): 76. http://dx.doi.org/10.23865/hu.v11.2943.
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The article explores challenges and possibilities of curriculum development in American Studies in Sweden, a discipline that does not yet exist as a national degree-awarding subject. The aim is to investigate how advanced level learning in American Studies can be designed in relation to student progression. The backdrop to this problem is “the Swedish-American paradox”—the fact the many Swedish students have substantial prior experiences and knowledges about the United States, yet where the opportunities for academic education about North America are rather limited. While American Studies is a common discipline at North American and European universities, it does not have a strong foothold in Sweden. The article discusses the disciplinary history and educational tradition within American Studies, focusing on its interdisciplinarity. It then discusses how interdisciplinarity have been brought into American Studies curricula internationally, and how this sits within the framework of the Swedish Higher Education Ordinance. The American Studies case is juxtaposed to similar fields through a review of area studies MA programs in Sweden. The article ends with an exploration of the ways in which interdisciplinarity can be adopted as a learning outcome in relation to the challenge of student progression in Sweden.
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Wang, Jianwei. "International Relations Studies in China." Journal of East Asian Studies 2, no. 1 (February 2002): 69–87. http://dx.doi.org/10.1017/s1598240800000679.
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This article traces the evolution of international relations studies as an academic discipline in China in the last two decades or so. Almost non-existent before the 1980s, IR studies has become an increasingly dynamic, sophisticated, and popular field of social science in both teaching and research. This is reflected in the growth of institutions, degree programs, scholarship and paradigmatic debate as well as interaction with the Western intellectual community in both theory and personnel. Nevertheless, the development of IR studies in China is still in its primitive stage and it must contend with various problems such as political control, a lack of well-trained scholars, inadequate funding, and ideational uncertainty.
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Städler, Michael, Knut Linke, and André von Zobeltitz. "Empirically Supported Development of Specialisation Courses for Extra-Occupational Studies within the Discipline of Business Informatics." Higher Education Studies 8, no. 4 (November 19, 2018): 177. http://dx.doi.org/10.5539/hes.v8n4p177.
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This article contains the analytical results of qualitative and descriptive research regarding the definition of specialisation courses in the areas of "Informatics" and "Management" for extra-occupational study offers within the discipline of Business Informatics. The subjects were IT specialists with either foundation or advanced Chamber of Commerce (IHK) IT training, who participated as students in the credit transfer courses developed in the "Open IT" research project, or who were interested in participating. The investigative results reveal clearly in certain parts just what the preferences of working IT students are in terms of the scientific specialisation courses on offer, and how student target groups can be actively and effectively integrated into the design process of degree programme curricula.
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XIUQING, LONG. "Developing a Discipline: The Recent Study of Western Church History in the People's Republic of China." Journal of Ecclesiastical History 56, no. 3 (July 2005): 514–28. http://dx.doi.org/10.1017/s0022046905004318.
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The growth in the study of church history in China is one outcome of Deng Xiaoping's policy of ‘reform and opening’, as well as a result of increasing exchanges of scholars and ideas between China and the west during recent years. Since the 1980s Chinese scholars have to a great degree abandoned the Marxist interpretative framework, and gradually developed their own interpretations and methodologies for the study of church history. In consequence, academic studies in the 1990s displayed a fair, honest and objective character which marked the process of maturation in the development of church history as a discipline. In this process Professor Yu Ke played an important role, of inheriting the past and ushering in the future as the real founder of the discipline in China.
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Willison, John, and Femke Buisman-Pijlman. "PhD prepared: research skill development across the undergraduate years." International Journal for Researcher Development 7, no. 1 (May 9, 2016): 63–83. http://dx.doi.org/10.1108/ijrd-07-2015-0018.
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Purpose Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness. Design/methodology/approach This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year. Findings All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework. Research limitations/implications While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice. Practical implications When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies. Originality/value No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.
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Atabekova, Anastasia. "Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education." Sustainability 13, no. 7 (April 2, 2021): 3966. http://dx.doi.org/10.3390/su13073966.
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This article explores the hypothesis that the concept of heritage is relevant for a university-based degree course in legal translators and interpreters’ training. The research rests on the legal and academic understanding of cultural heritage. The study explores its specifics regarding the English-taught discipline on Legal Translation and Interpreting Studies within the above-mentioned graduate program. The research integrates qualitative tools and statistical instruments, starts with the theoretical consideration of legislative and academic sources, proceeds to the empirical studies of heritage samples, and considers their relevance for the heritage module design within the specified discipline. The experimental design of such a module and its use for the training of students are also part of the present investigation that further explores students’ perceptions of the heritage module under study, with reference to their future career tracks. The study reveals the specifics and components of the heritage framework for the discipline under study and identifies those areas of professional activities for which students consider the heritage module as most useful and relevant. These issues have not been a subject for academic research so far, which contributes to the research relevance and novelty.
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Dutceac Segesten, Anamaria, and Jenny Wüstenberg. "Memory studies: The state of an emergent field." Memory Studies 10, no. 4 (June 20, 2016): 474–89. http://dx.doi.org/10.1177/1750698016655394.
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The article explores the degree to which memory studies has become established as an academic field. Although we acknowledge that there are drawbacks to formal institutionalization, we contend that it is useful to think strategically about the future of memory studies. We argue that three key developments must take place in order for a field to become institutionalized. First, individual scholars must articulate the field through scientific production and collaboration. Second, higher education institutions must formally recognize the existence of the field through specialized programs and departments. And third, public and private donors must sponsor research via dedicated scholarships and grants. We use these phases as benchmarks in order to assess memory studies’ current state of development. After surveying important writings of key authors in memory studies, we test our assumptions through an online survey with 255 self-identified memory scholars. The results show memory studies to be in a mid-level state of development, where individual agents are the most active drivers of defining the boundaries of the field and driving its further establishment. The major obstacle in this process, identified in both the survey and in the literature review, is the fragmented nature of the discipline, which could be addressed through the pursuit of a more interdisciplinary (rather than multidisciplinary) research agenda.
Dissertations / Theses on the topic "Degree Discipline: Development Studies"
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Lee, Chung-pak Richard. "An evaluation of social discipline as a factor in economic development." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12316945.
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Lee, Chung-pak Richard, and 李松柏. "An evaluation of social discipline as a factor in economicdevelopment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974454.
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Swack, Michael Eliot. "Enhancing community economic development practice : the role of an adult degree program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10944175.
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Yamada, Hiroko. "Interpreting Studies and Undergraduate-level English Education:A Quest to Foster the Dynamic Development of Interpretation as an Academic Discipline." Kyoto University, 2019. http://hdl.handle.net/2433/243318.
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Lundequist, Aiko. "Longitudinal studies of executive and cognitive development after preterm birth." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78946.
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Stockholm Neonatal Project is a longitudinal population-based study of children born prematurely in 1988-93, with a very low birth weight (<1500 g), who have been followed prospectively from birth through adolescence. A matched control group was recruited at age 5 ½ years. The overall aim was to investigate long-term developmental outcome, paying particular attention to executive functions (EF) in relation to degree of prematurity, birth weight and medical risks. Study I showed a disadvantage in visuo-motor development at 5 ½ years, especially among the preterm boys. Visuo-motor skills were highly related to IQ, and also to EF. In Study II, neuropsychological profiles typical of preterm children and term born children, respectively, were identified through cluster analysis. The general level of performance corresponded well with IQ, motor functions and parental education in both groups, but preterm children had overall lower results and exhibited greater variability across domains. Study III showed that extremely preterm birth (w. 23-27) per se poses a risk for cognitive outcome at age 18, particularly for EF, and that perinatal medical complications add to the risk. By contrast, adolescents born very preterm (w. 28-31) performed just as well as term-born controls in all cognitive domains. However, adolescents born moderately preterm (w. 32-36) and small for gestational age showed general cognitive deficits. Study IV found that cognitive development was stable over time, with parental education and EF at 5 ½ years as significant predictors for cognitive outcome at age 18. Among preterm children, perinatal medical risks and being small for gestational age had a continued negative impact on cognitive development from 5 ½ to 18 years. Study V demonstrated that neuropsychological scoring of Bender drawings, developed in study I, predicted cognitive outcome in adolescence, indicating that the method may be useful in developmental screening around school entry.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Manuscript. Paper 4: Manuscript. Paper 5: Submitted.
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Sutton, Michael J. D. "Examination of the historical sensemaking processes representing the development of knowledge management programs in universities : case studies associated with an emergent discipline." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94177.
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The purpose of this qualitative study was an investigation of the phenomenon of Knowledge Management (KM) program design and development. The interest in KM programs has grown during the last decade because of the increased demand for KM educational research and the importance of the emerging knowledge economy. This exploratory and explanatory investigation scrutinized two cases of graduate KM programs conceived in the year 2000. Choo’s Knowing Cycle was the conceptual framework for the study and furnished an interpretive structure for the data in terms of various processes: historical sensemaking, knowledge creation, and decision-making. Two methods were used for data collection: document analysis and structured interviews with fifteen informants—ranging from deans and directors to Advisory Board members and program support staff. Grounded theory was the analytical method used.Le but de cette dissertation était l’étude du phénomène de création et de développement de programmes de gestion des connaissances (GC). L’intérêt pour les programmes de gestion des connaissances a augmenté au cours de la dernière décennie face à la demande de recherche en éducation de gestion des connaissances et à l’importance de l’émergence de l’économie du savoir. Cette recherche exploratoire et explicative examine deux programmes d’études supérieures en gestion des connaissances conçus en I”an 2000. Le modèle théorique du cycle du savoir de Choo a été utilisé pour cette étude et a fourni une structure d’interprétation pour les données en terme de divers processus: la signification historique, la création du savoir, et la prise de décision. Deux méthodes ont été utilisées pour la collecte des données, soient l’analyse de documents et l’entrevue structurée avec quinze informateurs: du doyen aux présidents et membres des commissions consultatives au personnel de soutien des programmes. La Grounded Theory a été la méthode analytique utilisée. fr
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Eifertsen, Dyne Chanen. "The development of an associate of arts degree in jazz studies through a system of shared governance : a case study /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/11205.
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Guastella, Rosaria. "The influence of conflicting role obligations on nontraditional student baccalaureate degree attainment." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1019.
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The purpose of this research study was to investigate the phenomenon of the conflicting roles, such as parent, spouse, employee, caregiver, and community member/volunteer, associated with the lives of nontraditional college students and to reveal how these conflicting role obligations influence these students' persistence toward the attainment of an undergraduate degree. This study provides a brief history of adult education in the United States as well as the study context, a continuing studies division of a privately endowed research institution located in the southern United States. The participants in this study were nontraditional students who were also recent graduates of this continuing studies unit. This study drew upon the literature of nontraditional students in higher education, as well as literature on role theory, adult development theory, adult learning theory, and student persistence theory. This study used a phenomenological qualitative approach as a means of discovering the lived experiences of nontraditional students as these experiences relate to the conflicting roles of nontraditional students and their decision to persist toward the attainment of a bachelor's degree. Several important findings were discovered. In order to negotiate their conflicting roles, these students used several strategies as a means of helping them to balance their roles. This study also found several motivational factors that prompted nontraditional students to pursue a bachelor's degree at this time in their lives. The obstacles and challenges that these students confronted were also revealed, and in order to overcome these obstacles and challenges these students relied on several support systems. The reputation and prestige of this university was also found to be an important factor in the students' decision to attend college at this stage in their lives. Additionally, the various forms of assistance that this continuing studies unit provided encouraged students to persist.
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Torres, Rocco Ana Catalina. "Development and Testing of a New C-Based Algorithm to Control a 9-Degree-ofFreedom Wheelchair-Mounted-Robotic-Arm System." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1792.
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A Wheelchair-Mounted Robotic Arm (WMRA) was designed to aid people with limited or no upper-limb usage to accomplish activities of daily living (ADLs). The primary objective of this research was to enhance the performance of the WMRA by improving the communication protocols and functions between the hardware and software used for its control.
Previously, the control algorithm of the robotic arm was tested in simulation and in the physical arm. These implementations required a combination of Matlab and C++ language and introduced some software instability under Windows operating system. To improve the performance of the WMRA, the programs for hardware control were separated from the ones intended for simulation. The control algorithm of the arm was rewritten using C++ language to facilitate the communication with the controller boards and to make the system more stable and reliable. As a result, the communication delays were decreased since the interfaces between different programs is no longer needed. Preliminary tests were performed to demonstrate the stability and reliability of the new control algorithm. The overall response of the control implementation was enhanced and the algorithm routines and optimization procedures achieved the same goals with more efficiency. Accuracy and repeatability tests were performed, and data was collected and analyzed.
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Tarekegn, Tefera Alemu. "Challenges of development in Nibgee Village, Ethiopia : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/639.
Full textBooks on the topic "Degree Discipline: Development Studies"
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Pathak, Lalit P. Population studies: The discipline, development pattern and information system. Jaipur: Rawat Publications, 1998.
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Grant, Wyn. The development of a discipline: The history of the Political Studies Association. Chichester, West Sussex: Wiley-Blackwell, 2010.
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The development of a discipline: The history of the Political Studies Association. Hoboken, N.J: Wiley-Blackwell, 2010.
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Bareham, J. R. Staff development through industrial secondment: With special reference to consumer and leisure studies degree courses. London: Council for National Academic Awards, 1992.
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The Catholic parish: Institutional discipline, tribal identity, and religious development in the English Church. London: Sheed & Ward, 1996.
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Hardman, Alun Robert. An investigation into the development of degree studies in human movement and their relationship with the nature of knowledge: BA(Hons) Human Movement Studies dissertation. Cardiff: SGIHE, 1987.
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Choy, Susan P. Ten years after college: Comparing the employment experiences of 1992-93 bachelor's degree recipients with academic and career-oriented majors. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2008.
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Chatterton, David. The assessment of work experience: Issues arising from a survey of CNAA business studies degree courses : report of a CNAA Development Fund project at Ealing College of higher Education. London: Council for National Academic Awards, 1989.
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Pollock, W. J. Slow strain rate testing of high strength low-alloy steels: A technique for assessing the degree of hydrogen embrittlement produced by plating processes, paint strippers and other aircraft maintenance chemicals. Melbourne, Victoria: Dept. of Defence, Aeronautical Research Laboratories, 1985.
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Vdovina, Ol'ga, Semen Reznik, and Ol'ga Sazykina. HR management strategy. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1891037.
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The textbook discusses the key concepts of the discipline "HR Management Strategy". The first section reveals the theoretical aspects of strategic personnel management. The second section examines the specifics of the HR management strategy depending on the basic and competitive strategy of the organization, the stage of the organization's life cycle, personnel policy and other factors. The third section presents the main components of the HR management strategy: recruitment, selection and adaptation of personnel, motivation and stimulation of personnel, development of the organization's personnel.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of higher educational institutions studying in the field of training 38.04.02 "Management" (master's degree level), as well as in the areas of training 38.03.02 "Management" and 38.03.03 "Personnel Management" (bachelor's degree level).
Book chapters on the topic "Degree Discipline: Development Studies"
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Archer, Melenie, Dawn A. Morley, and Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment." In Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.
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Abstract Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formative feedback, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.
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Sit, Hing Wa. "Research Development." In Inclusive Teaching Strategies for Discipline-based English Studies, 29–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4708-4_3.
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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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Bentley, Peter James, and V. Lynn Meek. "Development and Future Directions of Higher Degree Research Training in Australia." In Knowledge Studies in Higher Education, 123–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89713-4_8.
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Kuo, Yueh Hsin. "The development of three classifiers into degree modifier constructions in Chinese." In Studies in Language Companion Series, 315–31. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/slcs.202.13kuo.
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Kadłubek, Marta, Dariusz Krzywda, and Wioletta Skibińska. "The Degree of Sustainable Development of Public Transport in Major Polish Cities." In Eurasian Studies in Business and Economics, 327–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27570-3_26.
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Zihao, Yin. "The Impact of Matching Degree Between Financial Development and Capital Account Liberalization on Financial Instability." In Applied Economics and Policy Studies, 549–55. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5727-7_55.
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Toubøl, Jonas, and Peter Gundelach. "Values, Activism and Changing Attitudes: Individual-Level Moral Development in Social Movement Contexts." In Nonprofit and Civil Society Studies, 95–118. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98798-5_5.
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AbstractLately, several studies have added crucial knowledge to our understanding of social movement participation by demonstrating its processual nature and how it relates to individual-level movement outcomes. Still, moral factors like values remain understudied. This paper develops a model of relationships between two types of value predispositions—self-transcendence and conformity—and differential participation in humanitarian activities, political protest and civil disobedience and their consequences for attitudinal changes of loss of institutional trust and an altered view of refugee policies. We use cross-sectional survey data from the mobilisation of the Danish refugee solidarity movement, which was revitalised in response to the 2015 refugee crisis. The main finding is that values, in accordance with our theoretical expectations, mainly influence attitudinal outcomes mediated by contexts of different kinds of movement activities. Conformity relates to participation in non-contentious humanitarian support activities that do not relate to any attitudinal outcomes. The non-conform and self-transcendent respondents participate to a higher degree in contentious political protest and civil disobedience, which relates to a loss of trust in the political institutions. The results suggest that heterogeneity of values and contexts of activism within a movement have implications for social movements’ role in the struggles for society’s fundamental morality, individual-level biographical outcomes of activism and movements’ internal processes related to collective identity.
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Hughes, Claire, and Gillian Saieva. "The Journey of Higher Degree Apprenticeships." In Applied Pedagogies for Higher Education, 243–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_11.
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Abstract Hughes and Saieva outline the history and rationale of the development of Higher Degree Apprenticeships (HDAs) as well as explore how to embed the real world ideologies to innovate curriculum. The necessity of strong support structures across the tripartite relationship to best meet the requirements of both apprentices and employers are also emphasised. The chapter will also review the added value that HDAs bring, not only to the individual apprentices, but to the organisations too, with the use of case studies and feedback from employers on the impact that the apprentice’s work-based learning journey. Reflections are provided on the lessons learnt so far and the chapter presents some of the main areas for consideration.
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Chulitskaya, Tatsiana, Irmina Matonyte, Dangis Gudelis, and Serghei Sprincean. "From Scientific Communism to Political Science: The Development of the Profession in Selected Former Soviet European States." In Opportunities and Challenges for New and Peripheral Political Science Communities, 51–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_3.
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AbstractThe chapter explores the trajectories of the evolution of political science (PS) in four former Soviet Socialist Republics (Estonia and Lithuania, the Republics of Moldova and Belarus) after the USSR collapse. Departing from the premise that PS is appreciated as the science of democracy, the authors claim that its identity and autonomy are particularly important. Research shows that PS in these countries started from the same impoverished basis (“scientific communism”), but it soon took diverse trajectories and currently faces specific challenges. Democracy, pro-Western geopolitical settings and the shorter period of Sovietization contributed to the faster and more sustainable development of PS in two Baltic States. However, in Estonia, political developments have led to the retrenchment of PS and to downsize of universities’ departments and study programmes. In Lithuania, political scientists are very visible in the public sphere. In Moldova, its uncertain geopolitical orientation and a series of internal political conflicts have led to the weak identity of PS and questionable prospects for its further institutionalization. In authoritarian Belarus, PS as an academic discipline exists within a hostile political environment and under a hierarchical system of governance offering practically no degree of academic freedom.
Conference papers on the topic "Degree Discipline: Development Studies"
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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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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela, and José Ramón Vitoria. "Self-efficacy in first-year university students: a descriptive study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.
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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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Faath, Andreas, and Reiner Anderl. "Interdisciplinary and Consistent Use of a 3D CAD Model for CAx Education in Engineering Studies." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65031.
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Computer Aided Design (CAD) represents one of the key lectures in the studies of mechanical and process engineering as well as several other engineering disciplines. Furthermore Computer Aided x (CAx) systems are firmly established in the product development process. A new concept of teaching for engineering studies at the Technical University of Darmstadt (TU Darmstadt) derived by project based learning is introduced using CAx process chains i.e. the CAD-Multi Body Simulation (MBS) process chain. For the first time in engineering degree a 3D CAD model is consistently used by different process chains in multiple lectures and exercises during the whole engineering study. The early integration of this 3D CAD model in the second semester lays a foundation for its usage in further lectures, courses, projects and theses. Due to the fact, that this 3D CAD model embodies a university groups’ race car, students are able to deepen their knowledge within the university group “TU Darmstadt Racing Team e.V. (DART)”. Therefore, synergies between private and student activities are promoted, e.g. students acquire knowledge about automotive engineering. Besides the virtual implementation and validation, concepts can use the prototype for implementation and validation. The suitability of the 3D CAD model for CAD education in engineering studies especially the modelling and assembling of parts and assemblies is validated by the coached exercise of the course “Computer Aided Design”. The design education of students with mechanical engineering orientated fields of studies is held as a mandatory course in the second semester of mechanical engineering degrees at TU Darmstadt since 1995 and is solely taught with modern 3D CAD Systems. The MBS process chain is validated by several projects and theses using the McNeil Swendler Corp. (MSC) Software Automated Dynamic Analysis of Mechanical Systems (ADAMS) Car. Students run MBS by using the 3D CAD model. Besides driving maneuvers, stamp tests are simulated. In this context the entire MBS process chain is passed. The 3D CAD model serves as a basis for structures, geometry and the representation of kinematic chains, guided by the 3D CAD models geometry.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.
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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Holland, Brian. "Finding Opportunity in Complexity: A Case for Tackling More, Not Less, in Beginning Design Studio." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.17.
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This paper addresses the understudied educational space of what is commonly understood as the preprofessional portfolio- development studio. It describes a design pedagogy developed to serve preprofessional and non-design-major students from liberal-arts colleges pursuing admission to a first-professional graduate degree program in architecture. Starting from the premise that in complexity lies myriad opportunities for discovery and growth, this studio establishes a robust platform for this unique group of students to encounter the richness and expansiveness of the discipline, and to understand and explore architecture’s capacities as an agent of positive change in the world. It is further argued that what a complex, case study-based design project facilitates for these beginning design students is a depth and richness of engagement, and that like a great work of literature, a complex architectural problem asks students to wrestle all at once with its many layers—with its clarity and contradictions, its strengths and shortcomings—and to evaluate its evolving place in, and meaning to society. In this light each student’s efforts to define their own approach can be shown to reveal insights not only about the object of study, but also about themselves and their own nascent interests in design, architecture, and the built environment.
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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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Yew, Zhen-Xuan, Monthathip Kosolpinete, Thiti Lerdsuwankij, Gargi Sen, Mohd Fadzil Harun, Tanabordee Duangprasert, Lakkanaporn Noomee, Jeerisuda Thongseng, and Thanitha Wongsawat. "L53-DD, On-Shore Thailand a Case Study of Integrated Geoscience to Engineering Approach Improving Reserve Estimation and Field Development Planning." In Offshore Technology Conference Asia. OTC, 2022. http://dx.doi.org/10.4043/31381-ms.
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Abstract The study emphasized on a collaborative work across various domains to improve reserve estimation utilizing integrated analysis from geological understanding, seismic interpretation, petrophysical log to sampled pressure and production data. A cross-disciplined approach was tailored for this complex marginal field and it included a fast loop full-field reservoir modeling and simulation to delineate the reservoir characteristics in a timely manner. The study improves the confidence level in reserve estimation of the field with a range of 30-35% primary recovery factor interpreted across different sands which is in line with other publications that in a typical Gulf of Thailand oil reservoir, in the presence of a strong water drive, the most likely primary recovery factor is between 18-40%, depending on the thickness of the oil column, bottom water versus edge water and the presence of a gas cap. The study helps to drive real field decision making for upcoming drilling campaigns to further improve the economic life of the field. This paper presents a fit-for-purpose reservoir modeling while drilling approach demonstrating how the company used newly drilled well data to validate the reservoir model and to drive new decisions for field development planning. The industry has limited published case studies on medium to heavy oil (19 to 25 degree API) with strong aquifer support in the region of onshore Thailand. This case study presents an approach in addressing multiple challenges faced to unlock the high oil potential of the region. In summary, a cross-disciplined, fit-for-purpose and practical approach using latest available commercial technology enabled real-field decisions being made timely and accurately. Similar approach will be undertaken in other fields of the company in the region.
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Schtein, S. Yu. "Art Studies: Between Discipline And Discourse. Socio-Psychological Aspects." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.77.
Full textReports on the topic "Degree Discipline: Development Studies"
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Taylor, Michael J. Development of an Advanced OH Mesospheric Temperature Mapper for Correlative Dynamical Studies at the ALOMAR Arctic Observatory (69 degree N). Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada434569.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Lovell, Alexis, Garrett Hoch, Christopher Donnelly, Jordan Hodge, Robert Haehnel, and Emily Asenath-Smith. Shear and tensile delamination of ice from surfaces : The Ice Adhesion Peel Test (IAPT). Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41781.
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For decades, researchers have sought to understand the adhesion of ice to surfaces so that low-cost ice mitigation strategies can be developed. Presently, the field of ice adhesion is still without formal standards for performing ice adhesion tests. The U.S. Army Corps Engineers’ Research and Development Center’s Cold Regions Research and Engineering Laboratory (ERDC-CRREL) has a longstanding history as an independent third party for ice adhesion testing services. Most notably, CRREL’s Zero-Degree Cone Test (ZDCT) has been an industry favorite for more than 30 years. Despite its wide acceptance, the ZDCT contains some shortcomings, namely that freshwater ice is formed on the surface of interest within the confines of an annular gap. To address this limitation, CRREL developed and uses the Ice Adhesion Peel Test (IAPT) for testing ice adhesion. This test employs an open planar substrate from which the ice can be removed under either tensile or shear loading, thereby allowing ice to be grown directly on the target substrate without the use of molds. The IAPT configuration is therefore amenable to different ice types and geometries and will provide utility to research studies that aim to develop surface treatments to mitigate ice in a wide range of environments. This report describes the IAPT and its use for characterizing the ice adhesion properties of materials.
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Shani, Uri, Lynn Dudley, Alon Ben-Gal, Menachem Moshelion, and Yajun Wu. Root Conductance, Root-soil Interface Water Potential, Water and Ion Channel Function, and Tissue Expression Profile as Affected by Environmental Conditions. United States Department of Agriculture, October 2007. http://dx.doi.org/10.32747/2007.7592119.bard.
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Constraints on water resources and the environment necessitate more efficient use of water. The key to efficient management is an understanding of the physical and physiological processes occurring in the soil-root hydraulic continuum.While both soil and plant leaf water potentials are well understood, modeled and measured, the root-soil interface where actual uptake processes occur has not been sufficiently studied. The water potential at the root-soil interface (yᵣₒₒₜ), determined by environmental conditions and by soil and plant hydraulic properties, serves as a boundary value in soil and plant uptake equations. In this work, we propose to 1) refine and implement a method for measuring yᵣₒₒₜ; 2) measure yᵣₒₒₜ, water uptake and root hydraulic conductivity for wild type tomato and Arabidopsis under varied q, K⁺, Na⁺ and Cl⁻ levels in the root zone; 3) verify the role of MIPs and ion channels response to q, K⁺ and Na⁺ levels in Arabidopsis and tomato; 4) study the relationships between yᵣₒₒₜ and root hydraulic conductivity for various crops representing important botanical and agricultural species, under conditions of varying soil types, water contents and salinity; and 5) integrate the above to water uptake term(s) to be implemented in models. We have made significant progress toward establishing the efficacy of the emittensiometer and on the molecular biology studies. We have added an additional method for measuring ψᵣₒₒₜ. High-frequency water application through the water source while the plant emerges and becomes established encourages roots to develop towards and into the water source itself. The yᵣₒₒₜ and yₛₒᵢₗ values reflected wetting and drying processes in the rhizosphere and in the bulk soil. Thus, yᵣₒₒₜ can be manipulated by changing irrigation level and frequency. An important and surprising finding resulting from the current research is the obtained yᵣₒₒₜ value. The yᵣₒₒₜ measured using the three different methods: emittensiometer, micro-tensiometer and MRI imaging in both sunflower, tomato and corn plants fell in the same range and were higher by one to three orders of magnitude from the values of -600 to -15,000 cm suggested in the literature. We have added additional information on the regulation of aquaporins and transporters at the transcript and protein levels, particularly under stress. Our preliminary results show that overexpression of one aquaporin gene in tomato dramatically increases its transpiration level (unpublished results). Based on this information, we started screening mutants for other aquaporin genes. During the feasibility testing year, we identified homozygous mutants for eight aquaporin genes, including six mutants for five of the PIP2 genes. Including the homozygous mutants directly available at the ABRC seed stock center, we now have mutants for 11 of the 19 aquaporin genes of interest. Currently, we are screening mutants for other aquaporin genes and ion transporter genes. Understanding plant water uptake under stress is essential for the further advancement of molecular plant stress tolerance work as well as for efficient use of water in agriculture. Virtually all of Israel’s agriculture and about 40% of US agriculture is made possible by irrigation. Both countries face increasing risk of water shortages as urban requirements grow. Both countries will have to find methods of protecting the soil resource while conserving water resources—goals that appear to be in direct conflict. The climate-plant-soil-water system is nonlinear with many feedback mechanisms. Conceptual plant uptake and growth models and mechanism-based computer-simulation models will be valuable tools in developing irrigation regimes and methods that maximize the efficiency of agricultural water. This proposal will contribute to the development of these models by providing critical information on water extraction by the plant that will result in improved predictions of both water requirements and crop yields. Plant water use and plant response to environmental conditions cannot possibly be understood by using the tools and language of a single scientific discipline. This proposal links the disciplines of soil physics and soil physical chemistry with plant physiology and molecular biology in order to correctly treat and understand the soil-plant interface in terms of integrated comprehension. Results from the project will contribute to a mechanistic understanding of the SPAC and will inspire continued multidisciplinary research.
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Murad, M. Hassan, Stephanie M. Chang, Celia Fiordalisi, Jennifer S. Lin, Timothy J. Wilt, Amy Tsou, Brian Leas, et al. Improving the Utility of Evidence Synthesis for Decision Makers in the Face of Insufficient Evidence. Agency for Healthcare Research and Quality (AHRQ), April 2021. http://dx.doi.org/10.23970/ahrqepcwhitepaperimproving.
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Background: Healthcare decision makers strive to operate on the best available evidence. The Agency for Healthcare Research and Quality Evidence-based Practice Center (EPC) Program aims to support healthcare decision makers by producing evidence reviews that rate the strength of evidence. However, the evidence base is often sparse or heterogeneous, or otherwise results in a high degree of uncertainty and insufficient evidence ratings. Objective: To identify and suggest strategies to make insufficient ratings in systematic reviews more actionable. Methods: A workgroup comprising EPC Program members convened throughout 2020. We conducted interative discussions considering information from three data sources: a literature review for relevant publications and frameworks, a review of a convenience sample of past systematic reviews conducted by the EPCs, and an audit of methods used in past EPC technical briefs. Results: Several themes emerged across the literature review, review of systematic reviews, and review of technical brief methods. In the purposive sample of 43 systematic reviews, the use of the term “insufficient” covered both instances of no evidence and instances of evidence being present but insufficient to estimate an effect. The results of the literature review and review of the EPC Program systematic reviews illustrated the importance of clearly stating the reasons for insufficient evidence. Results of both the literature review and review of systematic reviews highlighted the factors decision makers consider when making decisions when evidence of benefits or harms is insufficient, such as costs, values, preferences, and equity. We identified five strategies for supplementing systematic review findings when evidence on benefit or harms is expected to be or found to be insufficient, including: reconsidering eligible study designs, summarizing indirect evidence, summarizing contextual and implementation evidence, modelling, and incorporating unpublished health system data. Conclusion: Throughout early scoping, protocol development, review conduct, and review presentation, authors should consider five possible strategies to supplement potential insufficient findings of benefit or harms. When there is no evidence available for a specific outcome, reviewers should use a statement such as “no studies” instead of “insufficient.” The main reasons for insufficient evidence rating should be explicitly described.
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Gershoni, Jonathan M., David E. Swayne, Tal Pupko, Shimon Perk, Alexander Panshin, Avishai Lublin, and Natalia Golander. Discovery and reconstitution of cross-reactive vaccine targets for H5 and H9 avian influenza. United States Department of Agriculture, January 2015. http://dx.doi.org/10.32747/2015.7699854.bard.
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Research objectives: Identification of highly conserved B-cell epitopes common to either H5 or H9 subtypes of AI Reconstruction of conserved epitopes from (1) as recombinantimmunogens, and testing their suitability to be used as universal vaccine components by measuring their binding to Influenza vaccinated sera of birds Vaccination of chickens with reconstituted epitopes and evaluation of successful vaccination, clinical protection and viral replication Development of a platform to investigate the dynamics of immune response towards infection or an epitope based vaccine Estimate our ability to focus the immune response towards an epitope-based vaccine using the tool we have developed in (D) Summary: This study is a multi-disciplinary study of four-way collaboration; The SERPL, USDA, Kimron-Israel, and two groups at TAU with the purpose of evaluating the production and implementation of epitope based vaccines against avian influenza (AI). Systematic analysis of the influenza viral spike led to the production of a highly conserved epitope situated at the hinge of the HA antigen designated “cluster 300” (c300). This epitope consists of a total of 31 residues and was initially expressed as a fusion protein of the Protein 8 major protein of the bacteriophagefd. Two versions of the c300 were produced to correspond to the H5 and H9 antigens respectively as well as scrambled versions that were identical with regard to amino acid composition yet with varied linear sequence (these served as negative controls). The recombinantimmunogens were produced first as phage fusions and then subsequently as fusions with maltose binding protein (MBP) or glutathioneS-transferase (GST). The latter were used to immunize and boost chickens at SERPL and Kimron. Furthermore, vaccinated and control chickens were challenged with concordant influenza strains at Kimron and SEPRL. Polyclonal sera were obtained for further analyses at TAU and computational bioinformatics analyses in collaboration with Prof. Pupko. Moreover, the degree of protection afforded by the vaccination was determined. Unfortunately, no protection could be demonstrated. In parallel to the main theme of the study, the TAU team (Gershoni and Pupko) designed and developed a novel methodology for the systematic analysis of the antibody composition of polyclonal sera (Deep Panning) which is essential for the analyses of the humoral response towards vaccination and challenge. Deep Panning is currently being used to monitor the polyclonal sera derived from the vaccination studies conducted at the SEPRL and Kimron.
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Downes, Jane, ed. Chalcolithic and Bronze Age Scotland: ScARF Panel Report. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.184.
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The main recommendations of the panel report can be summarised under five key headings: Building the Scottish Bronze Age: Narratives should be developed to account for the regional and chronological trends and diversity within Scotland at this time. A chronology Bronze Age Scotland: ScARF Panel Report iv based upon Scottish as well as external evidence, combining absolute dating (and the statistical modelling thereof) with re-examined typologies based on a variety of sources – material cultural, funerary, settlement, and environmental evidence – is required to construct a robust and up to date framework for advancing research. Bronze Age people: How society was structured and demographic questions need to be imaginatively addressed including the degree of mobility (both short and long-distance communication), hierarchy, and the nature of the ‘family’ and the ‘individual’. A range of data and methodologies need to be employed in answering these questions, including harnessing experimental archaeology systematically to inform archaeologists of the practicalities of daily life, work and craft practices. Environmental evidence and climate impact: The opportunity to study the effects of climatic and environmental change on past society is an important feature of this period, as both palaeoenvironmental and archaeological data can be of suitable chronological and spatial resolution to be compared. Palaeoenvironmental work should be more effectively integrated within Bronze Age research, and inter-disciplinary approaches promoted at all stages of research and project design. This should be a two-way process, with environmental science contributing to interpretation of prehistoric societies, and in turn, the value of archaeological data to broader palaeoenvironmental debates emphasised. Through effective collaboration questions such as the nature of settlement and land-use and how people coped with environmental and climate change can be addressed. Artefacts in Context: The Scottish Chalcolithic and Bronze Age provide good evidence for resource exploitation and the use, manufacture and development of technology, with particularly rich evidence for manufacture. Research into these topics requires the application of innovative approaches in combination. This could include biographical approaches to artefacts or places, ethnographic perspectives, and scientific analysis of artefact composition. In order to achieve this there is a need for data collation, robust and sustainable databases and a review of the categories of data. Wider Worlds: Research into the Scottish Bronze Age has a considerable amount to offer other European pasts, with a rich archaeological data set that includes intact settlement deposits, burials and metalwork of every stage of development that has been the subject of a long history of study. Research should operate over different scales of analysis, tracing connections and developments from the local and regional, to the international context. In this way, Scottish Bronze Age studies can contribute to broader questions relating both to the Bronze Age and to human society in general.
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Ginzberg, Idit, and Walter De Jong. Molecular genetic and anatomical characterization of potato tuber skin appearance. United States Department of Agriculture, September 2008. http://dx.doi.org/10.32747/2008.7587733.bard.
Full textAbstract:
Potato (Solanum tuberosum L.) skin is composed of suberized phellem cells, the outer component of the tuber periderm. The focus of the proposed research was to apply genomic approaches to identify genes that control tuber skin appearance - smooth and shiny skin is highly preferred by the customers while russeted/netted skin potatoes are rejected. The breeding program (at Cornell University) seeks to develop smooth-skin varieties but has encountered frequent difficulties as inheritance of russeting involves complementary action by independently segregating genes, where a dominant allele at each locus is required for any degree of skin russeting. On the other hand, smooth-skin varieties frequently develop unsightly russeting in response to stress conditions, mainly high soil temperatures. Breeding programs in Israel aimed towards the improvement of heat tolerant varieties include skin quality as one of the desired characteristics. At the initiation of the present project it was unclear whether heat induced russeting and genetically inherited russeting share the same genes and biosynthesis pathways. Nevertheless, it has been suggested that russeting might result from increased periderm thickness, from strong cohesion between peridermal cells that prevents the outer layers from sloughing off, or from altered suberization processes in the skin. Hence, the original objectives were to conduct anatomical study of russet skin development, to isolate skin and russeting specific genes, to map the loci that determine the russet trait, and to compare with map locations the candidate russet specific genes, as well as to identify marker alleles that associated with russet loci. Anatomical studies suggested that russet may evolve from cracking at the outer layers of the skin, probably when skin development doesn’t meet the tuber expansion rate. Twodimensional gel electrophoresis and transcript profiling (cDNA chip, potato functional genomic project) indicated that in comparison to the parenchyma tissue, the skin is enriched with proteins/genes that are involved in the plant's responses to biotic and abiotic stresses and further expand the concept of the skin as a protective tissue containing an array of plantdefense components. The proteomes of skin from heat stressed tubers and native skin didn’t differ significantly, while transcript profiling indicated heat-related increase in three major functional groups: transcription factors, stress response and protein degradation. Exceptional was ACC synthase isogene with 4.6 fold increased level in the heat stressed skin. Russeting was mapped to two loci: rusB on chromosome 4 and rusC on chromosome 11; both required for russeting. No evidence was found for a third locus rusA that was previously proposed to be required for russeting. In an effort to find a link between the russeting character and the heat-induced russeting an attempt was made to map five genes that were found in the microarray experiment to be highly induced in the skin under heat stress in the segregating russet population. Only one gene was polymorphic; however it was localized to chromosome 2, so cannot correspond to rusB or rusC. Evaluation of AFLP markers tightly linked to rusB and rusC showed that these specific alleles are not associated with russeting in unrelated germplasm, and thus are not useful for MAS per se. To develop markers useful in applied breeding, it will be necessary to screen alleles of additional tightly linked loci, as well as to identify additional russet (heat-induced and/or native) related genes.