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.
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Alsop, Sian, and Hilary Nesi. "Issues in the development of the British Academic Written English (BAWE) corpus." Corpora 4, no. 1 (May 2009): 71–83. http://dx.doi.org/10.3366/e1749503209000227.
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The British Academic Written English (BAWE) corpus is a collection of texts produced by undergraduate and Master's students in a wide range of disciplines, for assessment as part of taught degree programmes undertaken in the UK. The majority of the contributors to the corpus are mother tongue speakers of English, but, in order to be included in the corpus, each assignment had to be judged proficient by assessors in the contributor's discipline, regardless of the writer's mother tongue. The corpus contains, therefore, only texts that have met departmental requirements for the given level of study. University writing programmes are typically aimed at undergraduate and Master's students, and it would be useful for writing tutors to know more about student assignment genres and the linguistic features of successful writing at undergraduate and Master's level. However, most large-scale descriptive studies of academic writing focus on published or publicly accessible texts, or learner essays on general academic topics, probably because there are practical difficulties associated with collecting large amounts of well-documented student output. This paper charts the experience of collecting data for the BAWE corpus, highlighting the problems we encountered and the solutions we chose, with a view to facilitating the task of future developers of academic student writing corpora.
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Franey, Laura. "ETHNOGRAPHIC COLLECTING AND TRAVEL: BLURRING BOUNDARIES, FORMING A DISCIPLINE." Victorian Literature and Culture 29, no. 1 (March 2001): 219–39. http://dx.doi.org/10.1017/s106015030129113x.
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“To tell you the truth, Stein,” I said, with an effort that surprised me, “I came here to describe a specimen. . . .” “Butterfly?” he asked, with an unbelieving and humorous eagerness. “Nothing so perfect,” I answered, feeling suddenly dispirited with all sorts of doubts. “A man!” “Ach so!” he murmured, and his smiling countenance, turned to me, became grave. Then after looking at me for a while he said slowly, “Well — I am a man, too.”— Joseph Conrad, Lord Jim(ellipsis in original)ETHNOGRAPHIC TRAVEL ACCOUNTS AND THE COLLECTING of objects — whether body parts or cultural products — functioned together in the Victorian era as a means of “knowing” other peoples and places to a degree not previously possible. It is true that travelers had long been involved in the appropriation of foreign peoples and their cultural products: we need only think of Christopher Columbus or James Cook returning to Europe with Native Americans or Pacific Islanders and their handicrafts in tow.1 But the importance of both writing about and collecting foreign peoples took on new urgency at a time when scientific organizations and newly-forming disciplines were seeking not only to classify and catalog races but also to determine the moments and means of their differentiation. The historical development of a racialized humankind as the object of intense scientific inquiry, along with the general growth of scientism and the professionalization of scientific disciplines in the Victorian period, resulted in an intense need for raw materials that could be transformed or interpreted into scientific data about non-Europeans. To a considerable extent, anatomists, natural historians, armchair ethnologists, and anthropologists created this data about race based on the information supplied by travel narratives and by the objects — including skulls, skeletons, and cultural artifacts — sent or brought to Europe by travelers to Africa, Asia, and the Americas.
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Meyer, Christian. "The Emergence of “Religious Studies” (zongjiaoxue) in Late Imperial and Republican China, 1890–1949." Numen 62, no. 1 (December 12, 2015): 40–75. http://dx.doi.org/10.1163/15685276-12341355.
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This article contextualizes the rise of “early religious studies in China” with its apex in the 1920s within the heated debates on the role of religion in a modern Chinese society. While the most recent development of religious studies (zongjiaoxue) in China (including Mainland China, Hong Kong, and Taiwan) is well known, its early emergence in the late Qing and Republican periods (ca. 1890–1949) has been a neglected topic. The author demonstrates first how antagonistic anti-religious and affirmative positions, received from Western modernization discourse and informed by the contested character of the concept of religion itself, led to the emergence of this new discipline in Republican China as a product of broader discourses on modernization. Secondly, the article evaluates the limited institutionalization of religious studies as a distinct “full” discipline in relation to the broader interdisciplinary “field” of research and public debates on religion. While the interdisciplinary character is typical of the field in general (also in the West), the limited degree of “full disciplinarity” depended on specific, local discursive and political factors of its time. As “religion” appears as an important modern discourse in East Asia, the early emergence of religious studies in China thereby reflects social, political, and intellectual transitions from Imperial to Republican China, and offers a unique perspective on Asian discourses on religious and secular modernities.
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Verma, Surabhi. "Mapping the Intellectual Structure of the Big Data Research in the IS Discipline." Information Resources Management Journal 31, no. 1 (January 2018): 21–52. http://dx.doi.org/10.4018/irmj.2018010102.
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Big data (BD) is one of the emerging topics in the field of information systems. This article utilized citation and co-citation analysis to explore research articles in the field of BD to examine the scientific development in the area. The research data was retrieved from the WOS database from the period between 2005 and June 2016, which consists of 366 articles. In the citation analysis, this article relies on the degree centrality and betweenness centrality for identifying 38 important papers in BD. In the co-citation analysis, a principal component factor analysis of the co-citation matrix is employed for identifying six major research themes: foundations, BD applications, techniques and technologies, challenges, adoption and impacts and literature review. This literature review is one of the first studies to examine the knowledge structure of BD research in the information systems discipline by using evidence-based analysis methods. Recommendations for future research directions in BD are provided based on the analysis and results of this study.
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Khan, Faraz Yusuf, Aaditya Ranjan Srivastava, Shrish Bajpai, and Naimur Rahman Kidwai. "Microwave Engineering as Part of Undergraduate Curriculum for Electronics Engineering and as Specialization Discipline for Postgraduate Studies in India." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 82–91. http://dx.doi.org/10.2478/rpp-2018-0045.
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Abstract The establishment and development of Radio frequency (RF) and Microwave Engineering (ME) from its inception in Electrical and Electronics Engineering to having its own distinct identity in the 21st century has been explored in this paper. Overview of contributions by India to the field of RF and Microwave Engineering have been mentioned. Present paper deals with the field of RF and Microwave Engineering, especially the standard of its education in India. This paper explores the multidisciplinary nature of a RF and Microwave engineer and analyses how an RF and a Microwave engineer can contribute to the industry. Hierarchy and structure of Indian education system concerned with Engineering and Technology have been reviewed along with options and incentive available to aspiring researchers in the field of RF and Microwave Engineering. Nuances of dual degree program have been discussed. Job opportunities in government sector and private sector have been analyzed. A RF and Microwave engineer can find employment opportunities in premier government bodies such as Indian Space Research Organisation (ISRO) and Defence Research and Development Organisation (DRDO) along with private corporations in the rapidly growing telecom sector of India. Handheld device-based apps and web-based database programs initiated by the Government of India have been discussed. It has been concluded that RF and Microwave engineers will play a decisive role in the development of India. Performance of a RF and Microwave engineer will be a major factor in deciding the magnitude of performance of the Indian Defence Forces. The authors of this paper have suggested some steps to the Government of India which can help RF and Microwave Engineering education reach its maximum potential
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Li, Ming, and Chen Zhai Luzi. "Influence of Ideological and Political Integration of Curriculum Based on Deep Learning on the Teaching Design of Sports Aerobics." Mathematical Problems in Engineering 2022 (May 26, 2022): 1–9. http://dx.doi.org/10.1155/2022/8018962.
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Course ideology and politics (CIAP) have been proposed in recent years, and the concept is relatively new. Therefore, there are few studies related to aerobics in this field, and the related system is not perfect. On the one hand, the research is conducive to broadening the vision of ideological and political education research and promoting the development and reform of CIAP into the physical education discipline. In recent years, the development of deep learning has been rapid. Among them, artificial neural networks (ANNs) have a high degree of nonlinear learning ability, and ANN algorithms have been widely used in data mining applications. Therefore, this paper proposes a method for evaluating the impact of deep learning-based CIAP integration into the sports aerobics teaching design.
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Burns, E. Bradford. "The Intellectual Infrastructure of Modernization in El Salvador, 1870-1900." Americas 41, no. 3 (January 1985): 57–82. http://dx.doi.org/10.2307/1007100.
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The pursuit of economic and political progress engaged many of the Salvadoran elite during the last decades of the nineteenth century. The intellectuals were no less energetic in the chase. Travelers to El Salvador at the turn of the century commented favorably on the progress they perceived. Marie Robinson Wright, who visited the country in 1893, wrote euphorically of “modern improvement,” “progress,” and “development.” “Salvador flourishes,” she rhapsodized, “a glorious example of good discipline and government.” Percy F. Martin wrote in 1911 a long, sober account of his visit. He concluded, “The present condition of her civilization, of her arts and her commerce is eminently encouraging.” He also characterized the Salvadorans as “the most developed and most intellectual” of the Central Americans. These assessments inferred that the progress El Salvador demonstrated drew on North Atlantic models, and to the degree the Salvadorans adopted those models they were judged favorably by foreigners.
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Barbarà-i-Molinero, Alba, Rosalía Cascón-Pereira, and Ana beatriz Hernández-Lara. "Professional identity development in higher education: influencing factors." International Journal of Educational Management 31, no. 2 (March 13, 2017): 189–203. http://dx.doi.org/10.1108/ijem-05-2015-0058.
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Purpose In the last few years, the interest on professional identity development (PID) and the factors that influence PID has become central in higher education (HE) literature. However, the knowledge developed in this domain has focussed on a factor at a time and on a degree or discipline, thus being difficult to have a general picture of all the factors that influence the development of professional identity in HE. The purpose of this paper is to try to go further by proposing a systematic and integrative conceptual framework on the factors that influence PID of HE students. Design/methodology/approach To identify the influencing factors on PID the authors used primary and secondary data sources. In particular, the authors first conducted a thorough literature review to identify the influencing factors on PID already studied, and second the authors conducted a qualitative pilot study through four Focus Groups to identify new factors not acknowledged before. Findings The resulting integrative conceptual framework considers the following categories of influencing factors on PID: social experience, educational context, perceived congruence with the profession, demographic characteristics, professional image, professional experience, personal development and self-engagement. Research limitations/implications The proposed framework constitutes a roadmap for future research on career development and counselling to develop in order to enhance PID at university. Nonetheless, this proposed conceptual framework needs to be validated with empirical data. Originality/value This paper integrates all the existing knowledge on the influencing factors on PID from different disciplines by constructing a conceptual framework to be validated with further research.
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TREJO-PECH, CARLOS J. O., and SUSAN WHITE. "THE USE OF CASE STUDIES IN UNDERGRADUATE BUSINESS ADMINISTRATION." Revista de Administração de Empresas 57, no. 4 (August 2017): 342–56. http://dx.doi.org/10.1590/s0034-759020170405.
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ABSTRACT We develop constructs to evaluate the factors influencing the degree of students' acceptance of cases. In our proposed framework, student acceptance is affected by the case selection, intensity of faculty use, training, course type and level, level of instructor expertise, teaching atmosphere, and the faculty's beliefs about the usefulness of the case method. Our sample includes faculty teaching quantitative or qualitative courses across several disciplines in undergraduate business administration. Responses to a survey are analyzed using factor analysis and regression. The quantitative analysis is complemented by interviews with a subset of expert faculty using a two-round modified Delphi technique. This study may be limited by the fact that it measured faculty perceptions of the degree of students' acceptance of cases, rather than student acceptance directly. Future research might survey students or use students' courses evaluations to validate or contradict our results.
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Maglyas, Andrey, Uolevi Nikula, Kari Smolander, and Samuel A. Fricker. "Core software product management activities." Journal of Advances in Management Research 14, no. 1 (February 6, 2017): 23–45. http://dx.doi.org/10.1108/jamr-03-2016-0022.
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Purpose Software product management (SPM) unites disciplines related to product strategy, planning, development, and release. There are many organizational activities addressing technical, social, and market issues when releasing a software product. Owing to the high number of activities involved, SPM remains a complex discipline to adopt. The purpose of this paper is to understand what are the core and supporting SPM activities. Design/methodology/approach The authors adopted the research method of meta-ethnography to present a set of techniques for synthesizing individual qualitative studies to increase the degree of conceptualization. The results obtained from three empirical studies were synthesized using the meta-ethnography approach to enhance, rethink, and create a higher level abstraction of the findings. Findings The results show that the study has both theoretical and practical contribution. As the meta-ethnography synthesis has not been widely applied in software engineering, the authors illustrate how to use this research method in the practice of software engineering research. The practical contribution of the study is in the identification of five core and six supporting SPM activities. Originality/value The practical value of this paper is in the identification of core SPM activities that should be present in any company practicing SPM. The list of supporting SPM consists of activities that are not reported to product manager but affect the product success.
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ALEKSIEIENKO, Olha. "METHODS OF COMMUNICATIVE COMPETENCE DEVELOPMENT WHILE STUDYING THE DISCIPLINE «PROFESSIONALLY ORIENTED FOREIGN LANGUAGE» BY THE STUDENTS OF THE II EDUCATIONAL DEGREE ON SPECIALTY «SPORT SUSTAINABILITY» AT THE SPORT’S HIGHER EDUCATIONAL INSTITUTION." Humanities science current issues 1, no. 54 (2022): 221–25. http://dx.doi.org/10.24919/2308-4863/54-1-32.
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Savage, Mike. "Urban history and social class: two paradigms." Urban History 20, no. 1 (April 1993): 61–77. http://dx.doi.org/10.1017/s0963926800010002.
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For much of the 1970s and early 1980s historians using an urban focus to analyse social class, social stratification and political conflict led the field. The work of John Foster, Geoffrey Crossick, Robert Gray, Patrick Joyce and others helped set an agenda to which all social historians responded. Today research of a similar type can easily be found, but even whilst this shows a high degree of conceptual sophistication and empirical rigour it seems less central to the discipline and to the broad concerns of social history than was the case even a decade ago. In this speculative paper I reflect on some of the reasons for this and consider the contemporary prospects for studies of the relationship between urban history and social class.
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Ivanova, Ekaterina, and Julia Doncheva. "The efficiency in training and knowledge development to students by integrating the information and communication technologies in the lesson of ‘Around the world’." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 5 (September 13, 2018): 85–90. http://dx.doi.org/10.18844/prosoc.v5i5.3681.
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The publication analyzes the peculiar and dynamic educational work on the discipline ‘Around the world’, studied in the first and second grades of the initial educational degree in the Republic of Bulgaria. It is a continuation of the educational field ‘Around the world’ in the kindergarten. It takes into consideration the unique conditions in the personal development of the students with their specific experience and the degree of perception and understanding of the information about the objective reality, and their orientation in natural and social phenomena. Through its pedagogical impact on the subject, the teacher takes the life experiences of the children from his state of preschool and pre-theoretical fragmentation and unsystematisation to cognitive and intellectual readiness to master the social sciences at the middle course. The teacher motivates his activity to implement IT not only for teaching, but also for consolidation as well as for reverse connection-test.Keywords: Around the world, teacher, competencies, high technologies, trained.
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Bosman, Lisa, Abrar Hammoud, and Sandhya Arumugam. "Applying empathy-driven participatory research methods to higher education new degree development." Information Discovery and Delivery 47, no. 1 (March 1, 2019): 17–24. http://dx.doi.org/10.1108/idd-09-2018-0051.
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Purpose Innovation and entrepreneurship are economic drivers promoting competition and growth among organizations throughout the world, many of which would not exist without well-established new product development processes coupled with intentional and strategic focus on research and development. New product development processes, such as the lean start-up methodology and design thinking, are well-known and thriving as a result of empirically grounded research efforts. Unfortunately, educational institutions and educational researchers, alike, are lagging when it comes to new program/degree development processes. Although the quantity of new degree offerings has increased substantially over the past several decades (in particular for multidisciplinary, interdisciplinary and transdisciplinary programs), limited research has been conducted to document key procedures associated with the creation of new degree programs. The purpose of this study is to show one approach to how students can be involved within the new program development process. Design/methodology/approach This approach uses participatory research, wherein students act as researchers and actively participate in the data collection and analysis process. Under the umbrella of participatory research, the study uses photovoice, photoelicitation and focus groups for collecting qualitative data. Findings Results suggest that students in one transdisciplinary studies in technology program value the following key attributes: learning style (agency and choice, active hands-on learning and real-world applications) and learning context (technology and design-focused assignments, integration of humanities and self-selected disciplines of interest). Originality/value Recommendations are provided for various higher education benefactors of the user-generated data, including administration, faculty, marketing, recruitment, advisors and the students themselves.
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Moilanen, Kristin L., and Karen E. Rambo-Hernandez. "Effects of Maternal Parenting and Mother-Child Relationship Quality on Short-Term Longitudinal Change in Self-Regulation in Early Adolescence." Journal of Early Adolescence 37, no. 5 (July 27, 2016): 618–41. http://dx.doi.org/10.1177/0272431615617293.
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The purpose of the present study was to explore the degree to which short-term longitudinal change in adolescent self-regulation was attributable to maternal parenting and mother-child relationship quality. A total of 821 mother-adolescent dyads provided data in the 1992 and 1994 waves of the Children of the National Longitudinal Survey of Youth-1979 (52.5% male; 24.2% Hispanic, 36.7% African American, 39.1% European American; adolescents’ initial age range = 10-12 years). Consistent with hypotheses, longitudinal improvements in young adolescents’ self-regulation were associated with high levels of mother-child relationship quality and low levels of maternal discipline. The association between self-regulation in 1992 and 1994 was moderated by child sex and maternal discipline. Thus, this study provides further evidence favoring the exploration of the parent-child relational context in addition to discrete parenting behaviors in studies on self-regulation during the early adolescent years.
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Folomkin, A., S. Yankilevich, and O. Moroz. "PERFORMANCE EVALUATION OF SIMULATOR BY CURRICULUM «DESCRIPTIVE GEOMETRY»." Geometry & Graphics 10, no. 3 (January 9, 2023): 54–70. http://dx.doi.org/10.12737/2308-4898-2023-10-3-54-70.
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The availability of the material and technological capabilities of modern information and communication technologies in the field of education allows, on the one hand, to realize the creative potential of each teacher in creating such tools as educational and methodological complexes, applications, simulators, educational games, and so on, significantly changing the pedagogical tools, and on the other hand, the expanding range of newly created teaching aids causes an urgent need for an adequate assessment of their impact on learning outcomes. The purpose of the work is to evaluate the effectiveness of using the simulator program for independent studies of students in the discipline "Descriptive geometry". The work used such research methods as questionnaires using Google Forms, testing, timing, statistical data processing, comparison of control and experimental groups, construction of bar and pie charts, SWOT analysis. In the process of pedagogical research, the following platforms and programs were used: LMS Moodle, Microsoft Excel, an original simulator program for the development of students' spatial thinking. It has been established that the developed simulator program for the development of spatial thinking of students of engineering specialties studying the discipline "Descriptive Geometry" allows increasing students' interest in mastering the topics of the discipline, favorably affects the formation of skills for constructing orthogonal projections of a point, reducing the time for solving problems on this topic by 40% and also positively affects the degree of adequacy of students' self-assessment. It has also been established that to check in a semi-automatic mode 80 reports of students on the implementation of individual tasks in the simulator program, the teacher will spend only about 30 ... 40 minutes of his time. At the end of the article, ways to improve the simulator program are given and directions for further research are outlined.
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DOYLE, BARRY M. "A decade of urban history: Ashgate's Historical Urban Studies series." Urban History 36, no. 3 (October 30, 2009): 498–512. http://dx.doi.org/10.1017/s0963926809990149.
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The first half of the 1990s was a pivotal period in the development and growth of urban history in Europe. In Britain the Urban History Group began to convene again after a decade in abeyance, work commenced on the three-volumeCambridge Urban History of Britain, theUrban History YearbookbecameUrban Historywhilst the European Association of Urban Historians organized their first conference. It was in this climate that Ashgate Publishing commissioned a new monograph series, Historical Urban Studies, under the editorship of Richard Rodger, editor ofUrban History, and Jean-Luc Pinol, the leading French urban historian and a key figure in the European Association of Urban Historians (EAUH). The aim of the series was and is to be comparative over both time and space, drawing on multiple locations to explore what is common and what distinctive about the urban experience of diverse towns and nations. The broad agenda for the series was shaped by an overarching concern with the administration and governance of the city which underpinned attempts to manage the social, economic and political challenges wrought by 300 years of urban change. In particular, the editors stress the importance of the comparative element which should allow historians to distinguish ‘which were systematic factors and which were of a purely local nature’. The editors set themselves an ambitious agenda and this essay aims to explore how the series has developed over the ten or so years since it commenced publication; the degree to which it has provided a platform for advancing the sub-discipline of urban history; and to consider some future directions which urban history might take.
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Hartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger, and Hans Anand Pant. "Scientific Reasoning in Higher Education." Zeitschrift für Psychologie 223, no. 1 (January 2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.
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The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two natural science disciplines performed better than students who studied only one natural science discipline. In contrast to our initial hypothesis, preservice science teachers performed less well than a control group of natural sciences students. Remarkably, an interaction effect of the degree program (bachelor vs. master) and the qualification (natural sciences student vs. preservice teacher) was found, suggesting that preservice science teachers’ learning opportunities to explicitly discuss and reflect on the inquiry process have a positive effect on the development of their scientific reasoning skills. We conclude that the evidence provides support for the criterion-based validity of our interpretation of the test scores as measures of scientific reasoning competencies.
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Acuna, Tina, Jo-Anne Kelder, Glenn McDonald, and Amanda Able. "Implementing the Threshold Learning Outcomes for Agriculture at university." Journal of Teaching and Learning for Graduate Employability 7, no. 1 (May 23, 2016): 2–21. http://dx.doi.org/10.21153/jtlge2016vol7no1art585.
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The national Learning and Teaching Academics Standards statement for agriculture (AgLTAS) defines the nature and extent of the discipline; and provides threshold learning outcomes (TLOs) that define what a graduate should know, understand and do at graduation. The AgLTAS standards are endorsed by the Australian Council of Deans of Agriculture and can be used to communicate to potential and current students the minimum standards of their degree, but can also be used to inform curriculum design. While the AgLTAS document provides explanatory notes to assist educators to further understand the intent of the TLOs there are no exemplars on how the AgLTAS standards can be implemented. This paper presents two case studies of how academics at the University of Tasmania and the University of Adelaide used the AgLTAS to map their respective agriculture curricula. Curriculum mapping was used to evaluate the links between the curriculum and the target learning outcomes, and to identify gaps and areas for improvement. Results include the curriculum maps but also a survey of academic staff and their reactions to the TLOs, plus a reflective commentary on what we believe are the next steps and implications of the AgLTAS for curriculum development, industry engagement and graduate employability in the agriculture discipline.
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Cvetković, Predrag. "Primena tehnologije u pravnog kontekstu: primer legaltech-a." Pravo i privreda 60, no. 3 (August 15, 2022): 447–60. http://dx.doi.org/10.55836/pip_22302a.
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Technology is advancing exponentially, while knowledge of technology is growing linearly. This is the very reason for a disruptive effect technological progress often has on all areas of society including law. The discipline that studies the application of technology to law is called LegalTech. In economic terms, LegalTech connects the technology market with the legal services` providers. Using he degree of influence of technology on the traditional tasks of the legal profession as the criterion, the field of LegalTech is divided into LegalTech 1.0, 2.0. and 3.0. The development of LegalTech includes the following areas: text analysis, information research, automation of legal services and predictive analysis of legal issues. Created as a result of digitalization, LegalTech is here to stay. The efforts of the academic community are crucial for the legally regulated, technologically balanced, and socially controlled development of the LegalTech phenomenon. The application of technology in law does not mean automation at all costs: it should be based on the complementarity of human efforts and the performance technology delivers in the process of providing legal services’ optimal quality.
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Finkbeiner, Claudia, Agnes Madeleine Olson, and Jennifer Friedrich. "Foreign language learning and teaching in Germany: A review of empirical research literature from 2005 to 2010." Language Teaching 46, no. 4 (September 24, 2013): 477–510. http://dx.doi.org/10.1017/s026144481300027x.
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This article reviews the empirical research literature on foreign language (FL) learning and teaching published between 2005 and 2010 in Germany. It focuses on the empirical studies that have attracted the greatest interest among researchers during this period of time. These include research on educational standards, teacher education, early FL learning, content and language integrated learning, motivation and interest, intercultural learning, literacy, learning strategies and cooperative and computer-assisted language learning. The review reveals rich and diverse research studies in the field of FL teaching and learning. As a relatively young discipline without a longstanding research tradition, this field overlaps in its research interests and methods with other research fields such as educational psychology, linguistics and the educational sciences. The review also shows that the research into FL teaching and learning is to a large degree dominated by small rather than large-scale projects and is characterized by its largely practical relevance. The review ends with recommendations for future research as a conditio sine qua non for further development in the field.
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Asim, Zeeshan, and Shahryar Sorooshian. "Supporting Management Disciplines for Research and Development in Public Organizations." Processes 10, no. 12 (November 29, 2022): 2542. http://dx.doi.org/10.3390/pr10122542.
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In practice, R&D in public organizations in developing countries is confronted with a variety of failures related to supporting management disciplines. The primary goal of this study is to address this issue through multiple-criteria decision making, which includes the DANP (DEMATEL-based ANP) approach. The DANP approach helps to resolve the classification issue that arises as a result of interdependence and feedback characteristics among the capabilities related to supporting management disciplines, allowing weak capabilities to be prioritized based on their interdependence. In the case of criteria weighting, the empirical result in terms of the degree of the net causal relationship had a greater influence on other criteria; however, in terms of dimensions, the technology management process capability had a greater significance on other dimensions, while the innovation management process capability had the least significance on other dimensions. The studies were based on relevant capabilities under a generic perspective so as to oppose country-specific reviews. However, for empirical testing, the proposed framework needs to fit into a country-specific context. According to specific conditions, Pakistan is considered as a case of empirical testing, providing the experts from the multidisciplinary field of science and technology with robust professional credentials in managing multi-mission R&D from public organizations.
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Schliephake, Kirsten, and Jennifer Mosse. "Practicum and work experience in microbiology and related disciplines." Microbiology Australia 31, no. 1 (2010): 29. http://dx.doi.org/10.1071/ma10029.
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Gaining hands-on experience throughout an under graduate degree is regarded as a competitive advantage by science students. At the Gippsland campus of Monash University, the Industry Placement Program (IPP) allows students to gain industry experience throughout their entire course. Science students enrolled in the IPP undertake a practicum learning experience, equivalent to a 12-point unit, whose emphasis is on identifying and building transferable skills while gaining technical competency. The combination of academic studies, relevant paid work experience and professional development training produces capable, work-ready graduates.
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Berry, Chris. "Hitchcock with a Chinese Face: Cinematic Doubles, Oedipal Triangles, and China's Moral Voice (with DVD). By Jerome Silbergeld. [Seattle: University of Washington Press, 2004. 160 pp. £22.95. ISBN 0-295-98417-1.]." China Quarterly 182 (June 2005): 454–56. http://dx.doi.org/10.1017/s0305741005360267.
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Jerome Silbergeld introduced an art history approach into Chinese film studies with China into Film: Frames of Reference in Contemporary Chinese Cinema in 2000. Hitchcock with a Chinese Face goes further. Like an art historian selecting three seemingly disparate paintings and demonstrating their links, Silbergeld chooses a film each from Hong Kong, Taiwan and mainland China, but argues that they pursue similar aesthetic and political directions. The result is a virtuoso display of intense textual and inter-textual exegesis, informed by an in-depth knowledge of the pre-modern Chinese arts, contemporary Chinese political culture, and globally circulated Western culture (including Hitchcock). It is also a challenge to the discipline of film studies itself.The three films Silbergeld selects for analysis are Lou Ye's 2000 film from mainland China, Suzhou River (Suzhou he); Yim Ho's 1994 Hong Kong film, The Day the Sun Turned Cold (Tianguo nizi); and the final part of Hou Hsiao Hsien's 1995 Taiwan trilogy, Good Men, Good Women (Hao nan, hao nü,). He acknowledges that the project began as a personal indulgence allowing him to explore further some of his favourite films. However, his engagement with the films leads him to argue that each one, in its own way, deconstructs the commonly circulated idea of a unified Chinese culture, engages powerfully with morality, is narratively complex and anti-commercial, mobilizes a cosmopolitan knowledge of world cinema, and displays an unusual degree of interest in individual psychology and oedipality. The latter elements help to ground the comparisons to Hitchcock (as well as to Hamlet, Dostoevsky, Faulkner and others).
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Argonov, Victor Yu. "The Pleasure Principle as a Tool for Scientific Forecasting of Human Self-Evolution." Journal of Ethics and Emerging Technologies 24, no. 2 (August 1, 2014): 63–78. http://dx.doi.org/10.55613/jeet.v24i2.22.
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The pleasure principle (PP) may be a verifiable fundamental law of the living matter in the universe, and this law might then be used for forecasting human self-evolution. I do not pretend to “prove” PP, but argue that it must be regarded as a scientific hypothesis. Accordingly, I formulate verifiable and falsifiable postulates of PP. Their confirmation would allow the construction of a new scientific discipline, hedodynamics, that would be able to forecast the future development of human civilization and even the probable structure and psychology of other rational beings within the universe. I suggest basic hedodynamical scenarios for human (posthuman) civilization and argue that the discovery of the neural correlate of pleasure would provide more detailed forecasts. In particular, I demonstrate how the studies of pleasure mechanisms might predict the degree of aggression in future societies. I conclude that PP may become a scientific basis for fundamental, not phenomenological (based on extrapolations), future forecasting on large timescales.
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Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.
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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).
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Korol, Antonina, and Liliia Diordiychuk. "IMPLEMENTATION OF THE COURSE «SCIENTIFIC AND TECHNICAL TRANSLATION FROM THE PRIMARY FOREIGN LANGUAGE»: THE CURRENT STATE OF THE PROFESSIONAL TRAINING OF TRANSLATORS FOR PERFORMING SCIENTIFIC AND TECHNICAL TRANSLATION." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 841 (October 2022): 57–66. http://dx.doi.org/10.31861/gph2022.841.
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The article analyzes the prerequisites and substantiates of the need for the development of an electronic (multimedia) course "Scientific and technical translation of the first foreign language" on the Moodle educational platform for training students of higher education (first / bachelor's degree) Specialty 035 – Philology, specializations 035.043 Germanic languages and Literature (translation included, first – German at the Yuriy Fedkovich Chernivtsi National University. In order to identify the level of development students' professional competence to perform various types of scientific and technical translation, an anonymous survey of applicants of the educational and professional program "German-Ukrainian translation and translation of the second foreign language" at the Department of Germanic, General and Comparative Linguistics was conducted in the online format using a questionnaire created in Google Forms. The results of the sociological survey of higher education students helped to identify the main problems in the study of scientific and technical translation, to reveal the level of formation students' professional competence for performing its various types: full written, annotative and abstractive translation. The confirmatory pedagogical experiment was conducted in the form of control work in order to check the level of formation students' professional competence of higher education in scientific and technical translation, who studied certain types of it within the related academic disciplines "Basics of field translation", "Translation and editing of professional texts". The results of the conducted control work, the analysis of the results of the applicants' survey, as well as the comparison of the educational and professional programs of the leading higher education institutions of Ukraine in the specialty 035 – Philology helped to confirm the relevance and feasibility of developing a separate electronic course "Scientific and technical translation of the first foreign language" within the framework of our scientific research for students of the first (bachelor) degree of higher education, which can be offered to students as an optional discipline.
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Bakhlova, O. V., I. V. Bakhlov, I. G. Napalkova, and A. S. Soldatova. "Development of the Programme of Applied Research as a Tool for the Formation of Research Competency of Future Political Scientists (on the Example of the Theme “Spatial Development of Russia as a Factor in Nation-Building and National Idea Formation”)." Education and science journal 21, no. 9 (November 27, 2019): 49–79. http://dx.doi.org/10.17853/1994-5639-2019-9-49-79.
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Introduction. Nowadays, the modern higher education involves not only advanced theoretical training, but also the formation of practical skills and universal professional skills, which contribute to the development of skills of future specialists and their successful careers. The participation of students in the research work is considered as a special direction of improvement of professional competency and an essential factor of general cultural development of the student’s personality. The research work creates prerequisites for qualitative change of the whole working practice through the acquisition of abilities to act reasonably in working situations, to solve tasks and problems independently and effectively, to assess the results of own work adequately. However, the active inclusion of students in research activities was characterised by the lack of guidelines, which could be used to fill the gaps in research methodology and research procedures. This fully applies to the students of political science specialties and updates the interpretation of research and political science practices.The aim of the article is to reveal the peculiarities of organisational and technological procedures of complex socio-political applied research, using a specific example of a training model.Methodology and research methods. The authors used general scientific and special methods and approaches: formalisation, abstraction, comparative analysis, system-based and conceptual approaches, etc. An interview was conducted as the main applied method to diagnose the degree of students’ (bachelor’s and master’s degree students training in the discipline “Political Science” at Ogarev Mordovia State University) interest in research work and their understanding of the importance of practice-oriented learning.Results and scientific novelty. On the basis of the studentsэ questionnaire responses, the factors characterising the problem situation “Quality of Student Research Work”, are worked out in detail. The survey questionnaire revealed that the research work is perceived by students as a qualification component for obtaining master’s / bachelor’s degrees, but not as an important element of professional development. A good level of theoretical knowledge of the subject area is frequently negated by the low development of practical skills, including due to the unwillingness or lack of opportunity to participate in practice-oriented research. However, the majority of respondents (77.7%) stated that they lack available information sources on the methodology of specific scientific papers with examples in order to indeppendently choose the research strategy and to develop their own professional skills. In this regard, on the example of the topic “Spatial Development of Russia as a Factor of Nation-Building and Formation of National Idea”, a universal programme of political applied research was developed. The programme can be used as a basis for long-term analysis and as a template for other thematic studies. The proposed scheme includes the selection of analysis methods and techniques to maximise the scope of the study area.Practical significance. The described research methodology can be used in educational practice, when teaching the following disciplines: “Methods and Technologies of Political Science”, “Information and Analytical Work”, “Political Analysis and Forecasting”, etc.
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Inshakov, Sergei. "Criminological Aspect of Area Studies as a Trend in the Scientific Study of Crime." Russian Journal of Criminology 15, no. 2 (April 30, 2021): 159–66. http://dx.doi.org/10.17150/2500-4255.2021.15(2).159-166.
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The author suggests reviving one of the traditional approaches to researching life in different regions — area studies — within the framework of criminology. Area studies are defined as a comprehensive study of the country, its territory, people and tribes that inhabit it, as well as specific features of its state system, social and political processes, institutions and other phenomena that could present interest for research. The correlation between area studies and regional studies is shown, and the prerequisites for the development of area studies as a source of practical information and a method of fundamental cognition of nature and society are described. The author studies key stages of the development of area studies as an independent discipline and as a field of research and analyzes its specific branches: military and criminological area studies, Oriental studies, etc. The criminological component of area studies played a significant role at the earliest stages of this discipline’s development. The author also describes the essence of criminological area studies, shows the significance of this field of research, delineates criminological area studies and such research fields as the geography of crime and the regional differences of criminal-criminogenic phenomenon. The difference between criminological area studies and comparativism as a method of criminological research is shown. It is proven that area studies are a prerequisite for the development of a new criminological paradigm. At the same time, criminological area studies are viewed as a productive method of understanding new regularities in the criminal sphere that opens up new knowledge frontiers for researchers. The author describes the advantages of studying different aspects of a country’s life as indicators of crimes in comparison with statistical analysis. Examples of identifying fundamental regularities of the criminal-criminogenic phenomenon based on area studies are presented. Considerable attention is paid to the comparative analysis of corruption in the People’s Republic of China, the Russian Federation and Ukraine. The author compares the objectivity of statistical data on the level of corruption and the area studies’ indicators of the degree to which a society is affected by corruption processes. Using the data of criminological area studies, the author argues for the civilization approach to researching deviant behavior and the criminal sphere as well as for identifying civilizational types of crime.
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TUNSKA, Marija-Bogena, Zinoviya SHPYRKA, and Larysa KOVALCHUK. "FORMING A HEALTH CULTURE OF MASTER'S DEGREE STUDENTS WHILE STUDYING CHEMICAL DISCIPLINES." Proceedings of the Shevchenko Scientific Society. Series Сhemical Sciences 2022, no. 70 (September 30, 2022): 188–99. http://dx.doi.org/10.37827/ntsh.chem.2022.70.188.
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The issue of forming the health culture of master's degree students of the Faculty of Chemistry during the study of chemical disciplines is considered. The main reasons for studying the formation of students’ health culture as a pedagogical problem are outlined. Theoretical and methodological aspects of forming the foundations of students’ health culture in higher education institutions are analyzed. Criteria, basic principles and conditions of formation of bases of culture of health of students, ways of their realization in educational process are proved. The study defines the culture of students’ health as a component of general and professional culture, which includes values of health, knowledge of one's own body, skillful and rational use of its capabilities, environmental awareness, demonstrates student readiness for a healthy lifestyle, desire for self-knowledge. self-preservation, development and self-improvement, successful self-realization in personal life and professional activity, etc. The formation of a culture of students’ health as nurturing in student youth such personal and professional qualities that contribute to maintaining and strengthening health through the achievement of sustainable ideas about health as the highest value, increase motivation to lead a healthy lifestyle, increase responsibility for their health and the health of others, encourage the constant growth of professional competence by updating health-preserving knowledge. The results of experimental research are given. An anonymous survey was conducted among master’s degree students of the Faculty of Chemistry (39 people), its results were analyzed and summarized. The survey showed that 100 % of respondents understand the importance of maintaining their own health. In particular, 48.7 % of respondents follow the rules of nutrition, 46.2 % properly organize training and recreation, 43.6 % of students regularly play sports and follow a daily routine. At the same time, 20.5 % of students do nothing to maintain their health. Students' self-assessment of the level of formation of their health culture showed a significant increase in this indicator during studies at the Faculty of Chemistry (manifestation of sufficient and high levels in students of I and II–IV courses, master's degree was 48.7 %; 74.3 %; 82.1 %).
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Acheson, William. "Presidential Address: Doctoral Theses and the Discipline of History in Canada, 1967 and 1985." Historical Papers 21, no. 1 (April 26, 2006): 1–10. http://dx.doi.org/10.7202/030944ar.
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Abstract A comparison of doctoral theses in progress in 1967 and 1985 reveals a number of trends in historical studies in Canadian universities during the past two decades. In 1967, 58 per cent of all doctoral candidates chose topics in Canadian history and the largest number ― fully 36 per cent of all candidates ― were writing theses at the University of Toronto, which offered the broadest range of fields of any Canadian university. Much smaller programmes existed at McGill and the University of Western Ontario; aside from these three institutions, no other university in English-speaking Canada enrolled more than four students. Two-thirds of all francophone candidates were enrolled at Université Laval, where only five candidates were writing on topics other than Canadian history. The political process led the field of interest in all fields of study, while social history of the Annales school held little interest for either linguistic group. More than half the dissertations in Canadian fields were supervised by only eight senior scholars. By 1985, marked changes in this pattern were evident. The number of active doctoral candidates had increased from 236 in 1967 to 294, and Canadian history was the field of choice for 72 per cent. Doctoral programmes and hence supervision had decentralized in anglophone Canada, however, and the University of Toronto's dominance had been challenged by Queen's and York; specialized programmes of some size existed at a much larger number of institutions. Among francophone schools, enrollment had doubled and Laval had achieved a situation rivalling Toronto's in 1967. Laval and the Université de Montréal now had the largest doctoral programmes in the country. In terms of topic, policy and administration had replaced the political process as the subject of choice for both language groups; economic history experienced a modest degree of growth, while the history of ideas retained its traditional level of interest. Social history had become much more popular in both linguistic groups, while less European history was being studied. These developments pose both problems and possibilities for the profession as a whole. Doctoral studies have been enriched by the diversity of interests, but the potential for academic sectarian strife is troubling. The need now is for syntheses and paradigms which will permit the findings of subdisciplines to be integrated into a broader and more sensitive understanding of the past.
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Navickienė, Eglė. "DOCTORATE AT THE FACULTY OF ARCHITECTURE OF VGTU: DEVELOPMENT AND TENDENCIES OF EVOLUTION IN THE EUROPEAN CONTEXT / DOKTORANTŪRA VGTU ARCHITEKTŪROS FAKULTETE: RAIDA IR KAITOS TENDENCIJOS EUROPOS KONTEKSTE." JOURNAL OF ARCHITECTURE AND URBANISM 37, no. 4 (December 24, 2013): 279–91. http://dx.doi.org/10.3846/20297955.2013.859448.
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The article deals with doctoral dissertations prepared and defended at the Faculty of Architecture at current Vilnius Gediminas Technical University in spite of changes of its institutional subordination. It deepens into fields of scientific research investigated during doctoral studies that are considered an important part of research in architecture. The tendencies of evolution of doctorate at the Faculty of Architecture of VGTU are contextualised in architectural research and doctoral studies in architectural research and education institutions both in Lithuania and abroad. During the Soviet times, Lithuanian architects had a possibility to prepare and defend dissertations for a scientific degree of candidate of architectural sciences either at the Faculty of Architecture at Kaunas Polytechnic Institute (afterwards – at Vilnius Engineering Building Institute) or at institutions of architectural research and education in the Soviet Union, outside Lithuania, depending if Lithuanian institutions had the right to educate the aspirants for scientific degree and the right to defend their dissertations. It mostly influenced the dynamics of scientific degrees obtained (see Fig. 1). Architecture was defined as an autonomous research field under the Soviet classification and it helped to shape the identity of the discipline: its width, specific methods and questions. Architectural dissertations of Soviet times were rigorously specialised and empiric, closely connected with practice, deepening into urban issues more than architectural ones (see Fig. 2). Since 1998, architecture loses its integrity and becomes a subfield of Art Critics in Humanities. Since then doctoral dissertations defended at the Faculty of Architecture of VGTU investigate architectural history, theory and critics according traditional methodologies of humanities including interdisciplinary contexts; fundamental academic research dominates. Recent international dynamic changes in both doctoral studies and architectural research directs for the impact of research beyond academia generating more efficient contribution to architectural research and innovation related to ideas, forms, techniques, materials and practices based upon technological advances for the so-called society of knowledge; one of the means is creating various forms of doctorates. Nevertheless, the present situation of doctorate at the Faculty of Architecture of VGTU is not supportive for tuning to new tendencies – revision of national classification of research towards integrity of architecture field, and also introduction of a program of research by design, priorities for innovative, practice-embedded, interdisciplinary, future-oriented research in doctorate at the school might create much more positive medium for the progress. Santrauka Straipsnyje nagrinėjama doktorantūros (aspirantūros) Vilniaus Gedimino technikos universiteto Architektūros fakultete, nepaisant jo kitusios institucinės priklausomybės, raida. Pagrindinis dėmesys skiriamas apgintų disertacijų mokslinių tyrimų kryptims ir pobūdžiui kaip sudėtinei architektūros mokslo daliai, jų raidą ir kaitos tendencijas siejant su procesais kitose šalyse. Apžvelgiamos šiame amžiuje vykstančios aktualios dinamiškos permainos doktorantūros studijų sampratoje ir architektūros mokslo raidoje kaip architektūros doktorantūros studijų kaitą formuojančiuose veiksniuose. Naujų požiūrių kontekste įvertinamos doktorantūros studijų VGTU Architektūros fakultete pokyčių galimybės.
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Benedito, Rosinângela Cavalcanti da Silva, and Simone Lucena. "Online education, notes on the experience in the Licentiate Degree in Mathematics at the Federal University of Campina Grande." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (June 1, 2021): e12481. http://dx.doi.org/10.20952/jrks2112481.
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We live in a time of cyberculture, in the constant presence of digital network, social networks, the constant use of applications and devices of Information and Communication Technology and it is important that education is engaged in this reality. The experience in graduate education has presented researchers with different perspectives and who have been studying online education and its devices and interfaces for a long time. Online education has become, since 2020, a reality at all levels of education, and teachers at universities have also had to adapt their practice so that teaching takes place, respecting the rules of physical distance, due to the situation of pandemic that we experience. Thus, this article aims to present and analyze the results of the use of resources and interfaces in the development of the Mathematics Teaching Practice course in the Elementary School of the Mathematics Degree Course at the Teacher Training Center of the Federal University of Campina Grande (UFCG), Cajazeiras campus, in Paraíba. And in this way, reflect on the influence of learning developed in the Doctorate in Education by the Federal University of Sergipe (UFS) and in the Research Group on Education and Digital Cultures (ECult) in teaching practice. For the development of this work, questionnaires made to students at the beginning and at the end of the academic period were used as an evaluation, identification of the studies carried out in the preparation and of the interfaces used, as well as reports of the activities and presentation of the results of the discipline. When analyzing the use of technologies in the teaching of Mathematics Teaching Practice, what is observed is that it was necessary to adapt the actions provided for in the curriculum component's menu, but it was possible to introduce interfaces never used before in the course and develop activities in an innovative way. and with learning that will remain in the next periods, even in person and that this practice was directly influenced by the guidance and experiences in the doctorate and in the Research Group.
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Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (January 2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.
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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.
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Rundle, Simon, and John Spicer. "Out of place and out of time – towards a more integrated approach to heterochrony." Animal Biology 56, no. 4 (2006): 487–502. http://dx.doi.org/10.1163/157075606778967810.
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AbstractHeterochrony (changes in the relative timing of development between species) has been studied almost exclusively using morphological characters, with a focus on changes in size and shape (as a surrogate for time) between ancestral species and their descendents. Such an approach is restrictive in that it precludes the investigation of heterochronies in other, non-morphological traits and, therefore, hampers a more integrated approach to heterochrony. Such an integrated approach, where cellular, molecular and genetic approaches are used within a comparative phylogenetic framework to investigate developmental sequences, has been advocated by workers such as Smith and Raff. Here we suggest that equal emphasis should be given to the importance of physiological and ecological mechanisms that relate to changes in developmental sequence. Reviews of the history and status of physiological and ecological heterochrony reveal several examples for each, although progress has been hampered to some degree by a lack of recognition of physiological heterochrony and a lack of mechanistic understanding (heterochronies in evolutionary ecology). What emerges is that each discipline potentially brings something quite different, and complementary, to the study of heterochrony. The emergence of physiological heterochrony has arguably put the emphasis back on the object of selection and how the developing organism works: studies relating ecology and heterochrony have sought to establish whether or not there is an adaptive basis to altered sequences. We propose that any future studies of heterochrony should seek to exploit these different strengths rather than see them as merely complementary approaches.
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Krebs, Katharine C. "Global, international, and intercultural learning in university classrooms across the disciplines." Research in Comparative and International Education 15, no. 1 (January 29, 2020): 36–51. http://dx.doi.org/10.1177/1745499920901947.
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Classroom pedagogies that foster global, international, and intercultural (GII) learning across academic disciplines have the potential to reach all matriculated students, preparing them for diversity in their immediate communities, the international reach of their professions, and their responsibilities as citizens in the world. A number of empirical research studies and professional reports present instructors’ experiences with innovative pedagogies that embed GII learning within existing courses or lead to the design of new courses totally dedicated to the development of intercultural communicative competence. In this article, a review of these studies summarizes the basic features of these efforts, identifies commonalities across practices, and takes note of innovations showing promise for emulation or further study. Of particular value is the analysis of the outcomes the authors report from their efforts and the ways they have assessed their results. These assessments reveal degrees of success in meeting stated learning goals as well as limitations with regard to what has been achieved. The article concludes with a proposed research agenda that would help academics strengthen GII classroom learning. Future research could (a) provide an understanding of GII competencies needed by alumni in their professions and civic engagement, (b) consider how GII learning might take place with an intentional plan across the course of degree programs, and (c) examine how to address gaps and limitations in current classroom practice.Keywords
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Solovieva, Vera Valentinovna, Aleksandr Alekseevich Semenov, and Andrey Stepanovich Yaitsky. "Environmental education of students by means of hydrobotany." Samara Journal of Science 8, no. 1 (February 28, 2019): 298–303. http://dx.doi.org/10.17816/snv201981315.
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Currently, environmental education is considered as a key principle of sustainable development of society and nature. It represents the uniform continuous educational process directed on development of a system of ecological knowledge, abilities, skills, valuable installations, experience of activity and competence of the careful attitude to environment and rational nature management. Hydrobotany has great opportunities in terms of environmental education of students. We consider hydrobotanics to be the science of aquatic plants, their communities, processes of overgrowing of ponds and streams. It studies the features of external and internal water macrophytes structure, their life processes, the relationship between them and the environment, diversity, distribution, introduction, role in nature and human life (outecology); composition and structure of aquatic phytocenoses, their production and destruction, as well as the processes of formation of aquatic vegetation and its dynamics (synecology). Hydrobotany has its purpose and objectives, object, subject and methods of research, open laws, special conceptual apparatus, history of development. It occupies a certain place in the system of sciences. In Samara State University of Social Sciences and Education Hydrobotany is included in the curriculum of the main professional educational programs of the bachelors degree Pedagogical education (majors Biology and Geography, Biology and Chemistry, Biology) as a discipline for students choice. We have developed a model of environmental education of students in the process of teaching Hydrobotany. It consists of four components: targeted, substantive, procedural, monitoring and evaluation. The target component-includes the purpose and objectives of the discipline Hydrobotany in the field of environmental education of students. Content component-covers the system of environmental knowledge on Hydrobotany; skills and experience of activities on the ecology of aquatic plants; value systems for aquatic plants and their communities; special competence of aquatic plants ecology study, their protection, careful and rational use. Procedural component-contains forms, methods, tools and technologies of environmental education. Control and evaluation component includes educational results; forms, types and methods of control, as well as a system of evaluation of individual achievements of students.
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Xia, Lu, and Guohua Peng. "Interdisciplinarity in Graduate Education for Groundwater Science and Technology." Sustainability 14, no. 9 (May 7, 2022): 5645. http://dx.doi.org/10.3390/su14095645.
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Groundwater science and technology is among the most rapidly developing branches of earth science globally. Interdisciplinarity poses both a challenge and a historical mission for graduate education in groundwater science and technology. This paper first analyzes the characteristics of domestic and international graduate education in groundwater science and technology. In addition, taking the China University of Geosciences (Beijing) as an example, it shows the history and development of the field in China. The results indicate that: (1) the graduate courses in groundwater science and technology in China are based on the characteristics of geoscientific research and closely integrate the advantages in environmental studies, ecology, and computer science to promote cross-fertilization across disciplines, departments, and universities; (2) after a few twists and turns in conferring master’s and PhD degrees and in the construction of the discipline, groundwater science and technology has witnessed an increase in faculty members, expansion of the field of study, and the addition of modern educational and research facilities; (3) an increasing number of graduate students conduct research into the quality and safety of water supplies, rehabilitation technology of polluted water bodies, environment protection of river basin ecosystems, and so on.
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Hirvonen, Jouni, Outi Salminen, Katariina Vuorensola, Nina Katajavuori, Helena Huhtala, and Jeffrey Atkinson. "Pharmacy Practice and Education in Finland." Pharmacy 7, no. 1 (February 23, 2019): 21. http://dx.doi.org/10.3390/pharmacy7010021.
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The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of “general skills”, such as the pharmacist’s professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki.
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Volkova, Nataliia P., and Olena O. Lavrentieva. "THE FORMATION OF FUTURE PSYCHOLOGISTS’ PROFESSIONAL ASPIRATIONS IN THE PROCESS OF STUDYING THE DISCIPLINE «PEDAGOGY AND PSYCHOLOGY OF HIGHER SCHOOL»." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 164–75. http://dx.doi.org/10.32342/2522-4115-2021-2-22-19.
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In the article the problem of theoretical and methodological aspects, factors and means of forming the future psychologists’ professional aspirations have been revealed. The characteristics, content and essence of the «aspirations» and «professional aspirations» concepts have been clarified and analysed. It has been determined that professional aspirations are a complex personal phenomenon, which is a set of requirements, expectations that a person feels and experiences in relation to his/her own professional life and his/her own future. It is the person’s ability to model the desired future in accordance with the expectations of society, without giving up their own potentials and plans, as well as certain individual standards of future life, which a person already deserves today. The components of professional aspirations have been shown. Among them are the motivational component (the complex of motives, needs, guidelines in professional activities), the cognitive one (knowledge of the content and structure of professional aspirations, their impact on professional readiness and success of the specialist, as well as the methods and technologies of their formation), the activity one (the degree of formation of the organizational, psychology and diagnostic, prognostic, reflexive, and communicative skills) and the reflexive one (the structure of reflexive, critical and creative thinking of future psychologists). It has been established that among the components of the educational program of future psychologists’ professional training, the discipline «Pedagogy and psychology of higher school» has significant potential in the formation of students’ professional aspirations. For that, the educational process should be organized taking into account such requirements as subjectivity, dialogical nature, developmental orientation, interaction in the subsystems «lecturer - student», «student - student», which is based on co-creation and cooperation, equality of positions, empathy. It has been empirically confirmed that the formation of master degree students’ professional aspirations is possible thanks to the updated content, as well as by way of providing a link between theoretical and practical preparation in the teaching of this discipline. In the article it has been shown that, for this purpose, it is advisable to combine lectures (lecture-conversation, lecturediscussion, problem lecture), seminars (seminar in «small groups», seminar - reflection) and practical classes using a number of pedagogical technologies, namely: dialogue and discussion ones (dispute, debate, round table), game ones (role-games, simulation games, projecting-ingame), training ones (developmental, game, and simulation trainings), problem and situation learning (case-studies, projects, portfolios), blended learning (thematic blog, web-quest, search online, webinar). The diagnostic data obtained upon completion made it possible to state the positive and statistically significant dynamics in the components of future psychologists’ professional aspirations. The conclusion has been made on the expediency of construction of conceptual bases of the information and development environment of HEI, which is aimed at professional training of highly skilled and professionally self-realized experts and development of their professional aspirations.