Journal articles on the topic 'Degree Discipline: Geography'
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1
Simon, Josep. "Writing the Discipline." Historical Studies in the Natural Sciences 46, no. 3 (June 1, 2016): 392–427. http://dx.doi.org/10.1525/hsns.2016.46.3.392.
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The historiography of physics has reached a great degree of maturity and sophistication, providing many avenues to consider the making of science from a historical perspective. However, the big picture of the making of physics is characterized by a predominant narrative focused on a conception of disciplinary formation through leadership transfers in research among France, Germany, and Britain. This focus has provided the history of physics with a periodization, a geography, and a fundamental goal commonly considered to be conceptual and theoretical unification. In this paper, I suggest the interest of reassessing this picture by analyzing the temporal, national, and epistemological viewpoint from which it is written. I use for this purpose an exemplary case study: Adolphe Ganot’s physics textbooks in France and their translation by Edmund Atkinson in England. In this context, I suggest future avenues for the study of the making of physics as a discipline, which consider the canonical role of textbooks in disciplinary formation beyond the Kuhnian paradigm.
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Batista, Natália Lampert, Roberto Cassol, Elsbeth Léia Spode Becker, and Maurício Rizzatti. "“GEOGRAFIA E ENSINO I”: UMA EXPERIÊNCIA DE INTEGRAÇÃO UNIVERSIDADE-ESCOLA NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA / “GEOGRAPHY AND TEACHING I”: A EXPERIENCE OF UNIVERSITY-SCHOOL INTEGRATION IN TRAINING OF TEACHERS OF GEOGRAPHY." Geographia Meridionalis 3, no. 3 (January 9, 2018): 364. http://dx.doi.org/10.15210/gm.v3i3.12087.
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A docência orientada possibilita ao pós-graduando a experiência de ministrar aulas no Ensino Superior, permitindo outro olhar sobre a prática docente na Universidade. O presente relato se refere a Docência Orientada realizada na disciplina do curso de graduação em Geografia Licenciatura, Geografia e Ensino I, da Universidade Federal de Santa Maria, turma 10, do segundo semestre de 2016. Com a sistematização da disciplina no referido ano, objetivou-se desenvolver habilidades teórico-práticas para o Ensino de Cartografia no Ensino Fundamental; proporcionar aos alunos matriculados na disciplina Geografia e Ensino I um momento de vivência e de reflexão sobre o espaço escolar; e produzir e testar metodologias de Ensino de Cartografia com alunos Ensino Fundamental. A partir das oficinas desenvolvidas no espaço escolar, acredita-se que a organização da disciplina de Geografia e Ensino I, edição de 2016, contribuiu significativamente para a formação dos acadêmicos de graduação, pois integrou a teoria, referente ao Ensino de Cartografia, com as vivências no espaço escolar, que resultaram em motivação para o ser professor e reflexões sobre o ato de ensinar.Abstract:Oriented teaching enables the post-graduate student to teach classes in Higher Education, allowing another look at teaching practice at the University. The present report refers to oriented teaching carried out in the discipline of the undergraduate course in Geography Degree, Geography and Teaching I, of the Federal University of Santa Maria, class 10, of the second semester of 2016. With the systematization of the discipline in the mentioned year, the objective was to develop theoretical-practical abilities for the Teaching of Cartography in Elementary School; To provide the students enrolled in the discipline I a moment of experience and reflection on the school space; and produce and test Cartography Teaching methodologies with elementary students. From the workshops developed in the school space, it is believed that the organization of the discipline of Geography and Teaching I, edition of 2016, contributed significantly to the training of undergraduate students, since it integrated the theoretical about Cartography Teaching to experiences in space School, which resulted in motivation for being a teacher and reflections on the act of teaching.Keywords: Oriented Teaching; Teaching of Cartography; Teacher training.
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Clarke, Katherine. "In Search of the Author of Strabo's Geography." Journal of Roman Studies 87 (November 1997): 92–110. http://dx.doi.org/10.2307/301371.
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‘As intellectuals and academics we are constantly engaging in projects of representation, but in the dominant epistemologies that guide our work, our role as representers is effaced’.‘At the heart of the issue lies a fundamental insistence on the contextualised nature of all forms of knowledge, meaning and behaviour. There is a further recognition of the partial and partisan edge to inquiry, theory construction, and scholarly (re)presentation, as well as an explicit acknowledgement of the importance of the author's biography in this creative process’.The assertions of two modern geographers, Katz and Merrifield, are symptomatic of an underlying, but persistent, debate within their field of study. To what degree should academic prose aim at impersonality? The discipline of modern geography, perhaps more than any other academic subject at pains constantly to justify and redefine itself, has taken on this problem, formulated its history, and posited some solutions.
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Morote, Álvaro-Francisco, María Hernández, and Jorge Olcina. "Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change." Sustainability 13, no. 15 (July 31, 2021): 8560. http://dx.doi.org/10.3390/su13158560.
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The aims of this research, based on a case study (trainee teachers of Primary degree and Secondary Education–MAES of the University of Valencia, Spain), are to analyse the students’ memories and perceptions of their training about floods; to examine the interest in teaching these contents in Social Science and/or Geography classes; and to analyse their proposals to improve teacher training. Methodologically, a questionnaire was distributed among 204 future teachers. The results indicate that the majority, in both groups, (degree and MAES) consider themselves to have a medium level of preparedness to teach these contents to schoolchildren (value of 3): 47.0% of the degree students and 47.4% of the MAES students. In both groups, the majority (89.2% degree; 57.9% MAES) indicate that they had not received training in the university or if they had, it had been insufficient. The study reveals that both those who have received training and those who have not believe themselves to have a similar level of preparedness. As the results of this study show, there is still a lot of ground to be covered in the field of education so that it may become an essential tool to generate a society that is more resilient to climate change.
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Jones, Andrew. "Navigating Bulkeley’s challenge on climate politics and human geography." Dialogues in Human Geography 9, no. 1 (March 2019): 18–21. http://dx.doi.org/10.1177/2043820619829921.
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While agreeing with the major tenets of Harriet Bulkeley’s timely and powerful argument for geographers (and social scientists more generally) to engage with climate change, this response raises three provocative challenges that arise from this intervention: the degree to which the epistemological and theoretical bases to these arguments are radical, the nature of the engagement problem in the discipline and, perhaps most importantly, how these arguments can be translated to a ‘progressive politics’. The response argues that there is much further to go in explaining the utility of socio-natural understanding of climate change if those beyond the social sciences and in the wider realm of policy and politics are to be convinced of the power of the approach being advocated. It also argues that geographers are well-positioned to develop the bolder and more interdisciplinary approach needed to achieve the kind of ambitious shift in thinking Bulkeley seeks.
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Boehm, Richard G., and Audrey Mohan. "Geospatial Technology." International Journal of Applied Geospatial Research 1, no. 1 (January 2010): 26–39. http://dx.doi.org/10.4018/jagr.2010071602.
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Research into the nature and function of curricular matters in applied geography has provided an opportunity to assess the penetration and relative importance of geospatial technology to the discipline of geography. Departments of Geography with degree programs in applied geography were surveyed to find out how important geospatial technology was in the preparation of students for meaningful jobs and careers. The Applied Geography Specialty Group of the Association of American Geographers (AAG) was also surveyed about the value of geospatial technology, as was the 95 academic programs that listed applied geography as a “program specialty” in the AAG Guide to Geography Programs in the Americas. There was a uniform agreement across these various groups that geospatial technology occupied an extremely important position in their overall course offerings, and if you are watching the workplace, such courses are not only sensible but offer critical employable skills for students upon graduation. It is widely known that geospatial technology education and training require a large commitment of departmental resources, including faculty lines, equipment expenditures, space, and technical support. A geography department and its university’s administration have to understand these unique requirements and allocate resources, more akin to a computer science department than a traditional academic unit. This reality is of immediate importance to geography departments because almost one quarter of all academic jobs advertised in geography over the last six years have been in the broad area of geospatial technology. A final conclusion to this research is a policy matter that suggests geography departments take a strong proprietorial position toward providing education in geospatial technology because other disciplines and training programs see opportunities in a rapidly expanding workplace skill and they are aggressively pursuing a niche of their own.
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Biz, Ana Claudia, and Mafalda Nesi Francischett. "ASPECTOS METODOLÓGICOS DE PRÁTICA EDUCATIVA COM CARTOGRAFIA TÁTIL." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 603–12. http://dx.doi.org/10.46789/edugeo.v10i20.758.
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Este artigo apresenta aspectos metodológicos de prática educativa com Cartografia Tátil desenvolvida com licenciandos, do segundo ano de Geografia/Licenciatura, na disciplina de Cartografia Escolar, na UNIOESTE. O objetivo é discutir as possibilidades de ensinar por meio de mapas táteis e de atividades que se constituem em orientações metodológicas a respeito da educação inclusiva, com questões gerais sobre a linguagem na Cartografia Tátil, especificamente a leitura de mapa. Para tal, foi elaborado o mapa tátil da região Sudoeste do Paraná, com destaque para o município de Francisco Beltrão. Esta experiência vem sendo desenvolvida por pesquisadores no Laboratório de pesquisa RETLEE (Representações, espaços, tempos e linguagens em experiências educativas), cujo intuito é de trabalhar o ensino de Geografia com estudantes cegos. PALAVRAS-CHAVE Geografia, Linguagem, Cartografia tátil. METHODOLOGICAL ASPECTS OF THE EDUCATIVE PRACTICE WITH THE TACTILE CARTOGRAPHY ABSTRACT This article presents methodological aspects of the educative practice with the Tactile Cartography develops with the graduates, of the Geography Degree second grade, in School Cartography discipline, in UNIOESTE. The objective is discuss the possibilities to teach through tactile maps and activities that constitutes in methodological guidelines to respect the inclusive education, with general issues about the language in Tactile Cartography, specify the map reading. For this, was elaborating the tactile map of the Parana’s southwestern region, with emphasis to the Francisco Beltrão municipality. This experience has been developed by researchers in RETLEE Research Laboratory (Representations, spaces, times and languages in educative experiences), whose intention is works the Geography education with the blind students. KEYWORDS Geography, Language, Tactile Cartography.
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Valéria Rosa da Silva, Cláudia, and Rejane Dias da Silva. "A FORMAÇÃO INICIAL DO(A)PROFESSOR(A)DE GEOGRAFIA: UM ESTUDO DAS REPRESENTAÇÕES SOCIAIS DO SER PROFESSOR(A)." COLLOQUIUM HUMANARUM 17, no. 1 (November 2, 2020): 264–79. http://dx.doi.org/10.5747/ch.2020.v17.h499.
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This article presents part of the results of the research carried out in the master's degree in education, in which the social representations of geography graduates about being a teacher were investigated. This research aimed to understand the social representations of undergraduate students in geography about being a teacher in this discipline. To this end, we sought to identify the semantic field of the social representations of the graduates and the internal structure of such representations. To achievethese objectives, we used the Theory of Social Representations as a theoretical-methodological approach (MOSCOVICI, 1961), as well as the structural approach (ABRIC, 1994). We used as instruments of data collection questionnaire of free association of words and semi-structured interview. For data analysis, we used the Iramuteq software and the content analysis technique (BARDIN, 1977). 149 research subjects in geography from two federal higher education institutions in the Metropolitan Region of Recife (RMR) participated as research subjects. As results found we have the social representations of the undergraduate students in geography falling into four categories: disciplinary, pedagogical, affective and professional, with the disciplinary and pedagogical category having the greatest expressiveness. These results do not exhaust the discussions about the social representations of being a teacher, in reality they are propositional for the development of new researches that think about the initial formation ofthe geography teacher
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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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Fang, Xiaoping. "Bamboo Steamers and Red Flags: Building Discipline and Collegiality among China's Traditional Rural Midwives in the 1950s." China Quarterly 230 (May 11, 2017): 420–43. http://dx.doi.org/10.1017/s0305741017000625.
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AbstractThis paper explores how the new Communist government developed a political consciousness of discipline and collegiality among traditional rural midwives in Chinese villages during the 1950s. It argues that selected traditional rural midwives were taught to observe discipline by attending meetings and studying, and to develop collegiality with peers through criticism and self-criticism of their birth attendance techniques and personal characters in short training courses from 1951 onwards. A legitimized midwife identity gradually formed in rural communities, but with it came conflicts and rivalry. By keeping these midwives under institutional surveillance and creating a dynamic and constant moulding process, the new government intended to foster professional and political discipline and collegiality within the group based on a normativized notion of selflessness performed within a changing series of indoctrination schemes that demonstrated continuity and complementarity and which I have described as common, preliminary, institutionalized, and dynamic schemes. This article examines how the state attempted to retrain marginalized and derided midwives with appropriate class backgrounds in order to incorporate them into the modern medical world, then still dominated by doctors and nurses with suspect class backgrounds. Ironically, in creating “socialist new people” to intervene in traditional rural birthing practices and introducing fee-for-service professionalism, the CCP accidentally created a degree of petit-capitalist thinking among women whose traditional mode of work may have been more selfless, thus complicating the process of indoctrinating selfless dedication.
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Shyshchenko, P., and O. Havrylenko. "GEOECOLOGY IN THE SCIENTIFIC AND EDUCATIONAL DIMENSION." Bulletin of Taras Shevchenko National University of Kyiv. Geography, no. 70-71 (2018): 9–15. http://dx.doi.org/10.17721/1728-2721.2018.70.2.
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Geoecological paradigm incipience has formed an interdisciplinary geoecology, which purpose is to optimize the nature using on the basis of geoecosystem interconnections study and integration of the acquired knowledge into the practice of territorial planning and management. An important sphere of geoecological research practical application results is the creation of an optimal structural and functional organization of the territory for substantiation of various nature management projects. With the help of estimating and predictive research methods, the degree of geoecosystems suitability for the projected nature using kinds is established. Forecast geoecological researches are aimed at preventing possible destructive natural processes, identifying anthropogenic influences and caused by the negative changes in the natural environment. On the results of evaluative and forecast geoecological research, the adoption of final design and planning decisions should be based. Based on the results of the conducted research the following conclusions have been made: The priority task of applied geoecology is to prevent the emergence of crisis and emergency geoecological situations. Therefore, in the near future, it would be expedient to teach applied geoecology a separate academic discipline. Solving the constructive tasks of geoecological research requires the corresponding specialty and education of researchers. Basic geoecological knowledge is laid out by the educational system with the use of innovative active methods in the educational process, in particular, the project method. For this purpose, the discipline «Geoecology of Ukraine» is taught at the Faculty of Geography of the Kyiv Taras Shevchenko National University for masters of the first year of study. The lecturer stimulates the project activity, directing the work of students to achieve the final result – the geoecological project presentation. For example, the implementation of the project on discipline «Geoecology of Ukraine» involves students fulfilling such basic tasks – search, analysis and systematization of information; choice of research methods; drawing up of maps, diagrams, charts; formulating the conclusions of the study and developing the presentation of the project. The topic of the project is most often associated with specific practical issues relevant to real life. The study of the discipline «Geoecology of Ukraine» promotes the orientation of students for the specialty of the environmental manager, designer, expert on environmental projects, etc.
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Last, Murray. "Children and the Experience of Violence: Contrasting Cultures of Punishment in Northern Nigeria." Africa 70, no. 3 (August 2000): 359–93. http://dx.doi.org/10.3366/afr.2000.70.3.359.
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AbstractArising out of debates over ‘children at risk’ and the ‘rights of the child’, the article compares two contrasting childhoods within a single large society—the Hausa‐speaking peoples of northern Nigeria. One segment of this society—the non‐Muslim Maguzawa—refuse to allow their children to be beaten; the other segment, the Muslim Hausa, tolerate corporal punishment both at home and especially in Qur'anic schools. Why the difference? Economic as well as political reasons are offered as reasons for the rejection of corporal punishment while it is argued that, in the eyes of Muslim society in the cities, the threat of punishment is essential for both educating and ‘civilising’ the young by imposing the necessary degree of discipline and self‐control that are considered the hallmark of a good Muslim. In short, ‘cultures of punishment’ arise out of specific historical conditions, with wide variations in the degree and frequency with which children actually suffer punishment, and at whose hands. Finally the question is raised whether the violence experienced in schooling has sanctioned in the community at large a greater tolerance of violence‐as‐‘punishment’.
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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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Marcos, Esperanza, Valeria De Castro, María-Luz Martín-Peña, and Juan Manuel Vara. "Training New Professionals in Service Engineering: Towards a Transdisciplinary Curriculum for Sustainable Businesses." Sustainability 12, no. 19 (October 8, 2020): 8289. http://dx.doi.org/10.3390/su12198289.
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The service sector provides employment for more than 70% of the active population in developed countries, in areas as varied as tourism, commerce, logistics, finances, services, and personnel, amongst others. Despite the fact that society increasingly needs more professionals who are oriented towards this sector, there are hardly any specific plans that will provide them with appropriate training. The appearance of service science, management, and engineering (SSME) has led to a significant advance as regards understanding the skills required by a service professional. It is a transdisciplinary field that integrates aspects of business management, along with information and communication technologies and engineering, and social sciences, in addition to providing the foundations for the growth of sustainable business. This paper presents a curriculum for the training of professionals in service engineering, which has been designed and taught at a Spanish public university. This curriculum, which the university created in collaboration with SSME experts and service sector companies, stands out for two reasons: the transdisciplinary approach employed, which is one of the features of this emerging and integrative knowledge discipline, and the fact that it is providing a response to the need for higher education curricula for sustainable business development. The paper describes the method followed to create the curriculum for the Bachelor’s Degree in Service Engineering, a comparative study with other related degrees, and the results of the deployment of the degree in terms of employability.
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Fischer, Tatjana. "Understanding the Spatial-Related Abstraction of Public Health Impact Goals and Measures: Illustrated by the Example of the Austrian Action Plan on Women’s Health." Sustainability 13, no. 2 (January 14, 2021): 773. http://dx.doi.org/10.3390/su13020773.
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The influence of spatial aspects on people’s health is internationally proven by a wealth of empirical findings. Nevertheless, questions concerning public health still tend to be negotiated among social and health scientists. This was different in the elaboration of the Austrian Action Plan on Women’s Health (AAPWH). On the example of the target group of older women, it is shown whether and to what extent the inclusion of the spatial planning perspective in the discussion of impact goals and measures is reflected in the respective inter-ministerial policy paper. The retrospective analysis on the basis of a document analysis of the AAPWH and qualitative interviews with public health experts who were also invited to join, or rather were part of, the expert group, brings to light the following key reasons for the high degree of spatial-related abstraction of the content of this strategic health policy paper: the requirement for general formulations, the lack of public and political awareness for the different living situations in different spatial archetypes, and the lack of external perception of spatial planning as a key discipline with regard to the creation of equivalent living conditions. Nonetheless, this research has promoted the external perception of spatial planning as a relevant discipline in public health issues in Austria. Furthermore, first thematic starting points for an in-depth interdisciplinary dialogue were identified.
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Barker, Graeme. "Regional archaeological projects." Archaeological Dialogues 3, no. 2 (December 1996): 160–75. http://dx.doi.org/10.1017/s138020380000074x.
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Explicitly regional projects have been a comparatively recent phenomenon in Mediterranean archaeology. Classical archaeology is by far the strongest discipline in the university, museum and antiquities services career structures within the Mediterranean countries. It has always been dominated by the ‘Great Tradition’ of classical art and architecture: even today, a university course on ‘ancient topography’ in many departments of classical archaeology will usually deal predominantly with the layout of the major imperial cities and the details of their monumental architecture. The strength of the tradition is scarcely surprising in the face of the overwhelming wealth of the standing remains of the Greek and Roman cities in every Mediterranean country. There has been very little integration with prehistory: early prehistory is still frequently taught within a geology degree, and later prehistory is still invariably dominated by the culture-history approach. Prehistory in many traditional textbooks in the north Mediterranean countries remains a succession of invasions and migrations, first of Palaeolithic peoples from North Africa and the Levant, then of neolithic farmers, then metal-using élites from the East Mediterranean, followed in an increasingly rapid succession by Urnfielders, Dorians and Celts from the North, to say nothing of Sea Peoples (from who knows where?!). For the post-Roman period, church archaeology has a long history, but medieval archaeology in the sense of dirt archaeology is a comparatively recent discipline: until the 1960s in Italy, for example, ‘medieval archaeology’ meant the study of the medieval buildings of the historic cities, a topic outside the responsibility of the State Archaeological Service (the Superintendency of Antiquities) and within that of the parallel ‘Superintendencies’ for monuments, libraries, archives and art galleries.
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Abastante, Francesca, Caterina Caprioli, and Marika Gaballo. "The Economic Evaluation of Projects as a Structuring Discipline of Learning Processes to Support Decision-Making in Sustainable Urban Transformations." International Journal of Sustainable Development and Planning 17, no. 4 (July 27, 2022): 1297–307. http://dx.doi.org/10.18280/ijsdp.170427.
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This paper is based on the following research questions: i) In which way could the discipline Economic Evaluation of Projects contribute to conveying the sustainability concept in urban settings among master’s degree students? What are the methods/techniques that can support decision processes of sustainable urban transformation? In response to the two research questions, the paper proposes a multi-methodological framework as a design tool for students (future professionals) aimed at representing the decision problem from a sustainable planning perspective. Through a Problem-Based Learning approach based on a case study, the proposed framework considers: SWOT Analysis, Stakeholder Analysis (SA), Multicriteria Analysis (MCDA), Cash Flow Analysis (CFA), and the application of the Neighborhood Sustainability Assessment Tools (NSATools). The multi-methodological framework has been applied to an experimental teaching case study as part of the Economic Evaluation of Projects module demonstrating its effectiveness in terms of sustainable spatial planning and structuring of the decision process from a multi-actor perspective. Future directions of the research are aimed at tackling two major limitations of the multi-methodological framework as the need to closely reflect a real decision process through an iterative framework and the sometimes hard interpretation of some elements of urban sustainability.
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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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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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Kraemer, George P. "Cultural Sustainability of US Cities: The Scaling of Non-Profit Arts Footprint with Population." Sustainability 14, no. 7 (April 2, 2022): 4245. http://dx.doi.org/10.3390/su14074245.
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The functional characteristics of urban systems vary predictably with Metropolitan Statistical Area (MSA) population, with certain metrics increasing apace with population (e.g., housing stock), some increasing faster than population (e.g., wealth), and others increasing slower than population (infrastructure elements). Culture has been designated the fourth pillar of sustainability. The population-dependent scaling of operating revenue, work space, and number of employees was investigated for almost 3000 arts organizations in the US, both in aggregate and by arts discipline (music, theater, visual and design arts, dance, and museums). Unlike general measures of creativity, the three measures of economic footprint did not scale supra-linearly with the population of metropolitan areas. Rather, operating revenue scaled linearly (e.g., like amenities), and work space and employee number scaled sub-linearly (e.g., like infrastructure). The cost of living, proxied by housing costs, increased with MSA population, though not as rapidly as did arts organization operating revenue, indicating a degree of uncoupling. The generally higher educational attainment of adults in larger cities, coupled with the growth of the education-dependent arts patronage, suggest a funding focus on less populous (50,000–1,000,000), as well as on under-performing, cities.
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Zlatkin-Troitschanskaia, Olga, and Jasmin Schlax. "Entry Assessment of Student Learning Preconditions in Higher Education: Implications for the Transition from Secondary to Tertiary Education in Germany." European Review 28, S1 (May 27, 2020): S67—S84. http://dx.doi.org/10.1017/s1062798720000915.
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The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. Therefore, the Germany-wide research program Modelling and Measuring Competencies in Higher Education (KoKoHs) was established in 2011 by the Federal Ministry of Education and Research. In the 85 projects, theoretical-conceptual competence models and corresponding assessments were developed for selected large study domains (e.g. economics) to reliably measure the students’ competencies in different phases of higher education (entering, undergraduate, graduate). More than 100 technology-based assessments of both discipline-specific competencies and generic skills were validated across Germany at over 350 universities with over 75,000 students. This article presents findings from the Germany-wide entry diagnostics in the one KoKoHs project (WiWiKom II) with beginning students in business, economic and social sciences that provide evidence-based insights into students’ learning preconditions and their impact on domain-specific knowledge acquisition in bachelor’s degree courses. The results lead to far-reaching practical implications for successful transitions between secondary and tertiary education, including recommendations for the development of mechanisms to support access to tertiary education and to prevent high dropout rates.
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Ung, Mengieng. "Challenges for First Time GIS User among Student Teachers." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-375-2019.
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<p><strong>Abstract.</strong> National Institute of Education (NIE), Singapore is a national teacher education institute with a mission to excel in teacher education and educational research. It is where student teachers in Singapore are trained. Its program consists of undergraduate, higher degrees and professional learning. Geography as a discipline is offered under the Humanities and Social Studies Education (HSSE) an academic group at NIE.</p><p>An Introduction to GIS course has been offered to second-year pre-service undergraduate and the higher degree level in-service Geography student teachers (STs) at HSSE/NIE. There are a total of 14 STs (eight pre-service and six in-service) aged between 19 and 32 years old. Pre-service STs will become a primary school, secondary school or junior college teachers once they graduate from the undergraduate program from NIE. In-service STs are currently teachers at the above-mentioned education institutions. They are returning to NIE for the higher degree program. They all had no prior experience with GIS. Key GIS theories and techniques including data models, map projection and GPS, spatial join, geo-processing, geo-referencing and digitizing were introduced to them throughout the course.</p><p>Assignments were given to students to work individually as part of the assessment components. Assignments asked them to create thematic maps showing spatial and temporal distribution of the world’s total fertility rates (TFR), issues in Economic Geography and Education related issues by applying GIS theories and techniques learned during the lectures. Upon submitting each assignment, STs were asked to indicate the challenges encountered while completing the assignments and suggestions to solve their problems.</p><p>The major set challenge for STs was downloading, cleaning, joining table and understanding the attribute tables. STs, especially those who had limited prior experience working with the dataset, found the above-mentioned tasks to be problematic and confusing all together. Those STs had a hard time applying those steps when they need to do the assignment, which required starting the process from scratch.</p><p>In order to avoid under or over-representation, almost all STs expressed major challenges when it comes to choosing color and number of classes for choropleth maps. STs further emphasized that it required them to know beyond GIS skills in order to make thematic maps meaningfully. For instance, in order to showcase TFR, one needs to understand that TFR of 2.1 is the replacement rate, TFR of 1.5 or below is considered low or in danger in terms of population growth. Therefore, one needs to take those factors into consideration when choosing the cutoff points and the total number of classes.</p><p>To overcome those challenges, a series of suggestions were provided by STs. For instance, more practices and more exercises of the same nature, pair or group work instead of individual work, allocate more time for each assignment, both instruction manual and video tutorials are needed.</p><p>This exercise pedagogically provides both STs and me, the instructor, a fresh perspective when it comes to teaching GIS to students. As an instructor, I need to strike the balance between concepts and practices. Furthermore, I need to take student’s profiles and prior knowledge into account when planning my lectures in order to leave no one behind. Understanding both concepts and practices of GIS in crucial for STs because they will be teaching GIS upon completing the course. Integration of GIS into primary school, secondary school and junior college will be part of Singapore’s smart nation initiative.</p>
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Falfushynska, Halina I., Bogdan B. Buyak, Grygoriy M. Torbin, Grygorii V. Tereshchuk, Mykhailo M. Kasianchuk, and Mikołaj Karpiński. "Enhancing digital and professional competences via implementation of virtual laboratories for future physical therapists and rehabilitologist." CTE Workshop Proceedings 9 (March 21, 2022): 355–64. http://dx.doi.org/10.55056/cte.125.
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Being popular world-wide, virtual laboratories enter into different fields of education and research and practitioners have to be responsible for choosing the most suitable and then adapt them to particular field. The aim of the present work was to assess the effectivity of the implementation of Praxilab, Labster, and LabXchange virtual laboratories as the powerful digital tool into teaching protocols of “Clinical and laboratory diagnostics” discipline for physical therapists and rehabilitologist. We have carried out the online survey for 45 students enrolled in physical rehabilitation degree program. About 70\% surveyed students reported that implementation of virtual laboratories in “Clinical and laboratory diagnostics” discipline met individual learning needs of students, helped acquired digital skills (25\%), and supported them to stay ahead of the curve. The virtual lab applications, not only assisted harness students fair against lack of practical skills, but also brought about a new dimension to the classes and helped overcome digital alienation and gain their digital skills and abilities. Indeed, a virtual lab can’t completely replace the experimental work and teacher’s explanation, but it might support teaching activities of a modern mentor and learning activities of a modern student. Almost all of surveyed students (82\%) expected that in near future the virtual laboratories would take the dominant place in the education market due to possibility of students’ pre-train the key points of practical activities before real experiments in lab and better understand their theoretical backgrounds. Thus, this study is intended to contribute to utilization of virtual labs by students enrolled in study physical therapy/physical rehabilitation with expected efficiency.
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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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Fraile-Fernández, Fernando J., Rebeca Martínez-García, and Manuel Castejón-Limas. "Constructionist Learning Tool for Acquiring Skills in Understanding Standardised Engineering Drawings of Mechanical Assemblies in Mobile Devices." Sustainability 13, no. 6 (March 17, 2021): 3305. http://dx.doi.org/10.3390/su13063305.
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The purpose of Graphic Design is to transfer information about design into reality and concerns the analysis, design and representation of mechanical components and assemblies. For the correct rendering of mechanical components, this discipline requires a command of, and the ability to, manage techniques and systems for graphical representation and standardisation; 3D models in a virtual environment enable engineering students to develop graphical skills and spatial awareness. The objective of the present study is the development of an application for smart devices (mobile phones and tablets), based on the constructionist theory of learning, which will enable first year engineering degree students to acquire the technical drawing knowledge and skills necessary to render mechanical assemblies. The mobile application tested and designed in this work is called ARPAID. It is a learning tool aimed at teaching students about the representation of mechanical assemblies as part of an engineering Graphic Design course. Teaching material and a process for evaluation have been designed. A detailed description is given of a classroom activity accompanied by a tabulation and analysis of the results obtained. This mobile application, when used in a Graphic Design course, promotes a more rapid understanding of spatial relationships and problems, fosters students’ learning and motivation, and develops higher order skills. Results from before and after the use of the application will be presented and do indeed show significant improvements in student performance.
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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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Pandey, Avinash, Richa Mishra, and Neeraj Markandeywar. "Professional outcome of medical graduates: a 17 year cross-sectional study from India." International Journal Of Community Medicine And Public Health 4, no. 10 (September 22, 2017): 3770. http://dx.doi.org/10.18203/2394-6040.ijcmph20174248.
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Background: In India, long term data regarding professional outcomes and geographical distribution of enrolled medical graduates is lacking. This adversely impacts policy for efficient healthcare delivery. Methods: A cross sectional survey of students enrolled as medical graduates in year 2001 was done at single point follow up after 17 years. Along with demographic data, gender, seat quota, post-graduate qualification, type of practice, discipline of choice and current geographic locations were collected. Logistical regression model with odds ratio was used to analyse association between variables. Results: 192/200 medical graduates were analysed. Male: female ratio was 119: 73. 109 (56%) had post-graduate degree, 35 (18%) had post-graduate diploma, while another 24 (12.8%) completed super-specialty degree.125 (65%) completed post-graduation in clinical disciplines. 103 (54%) are serving government institutes. 54 (28%) practice in metro cities, while 48 (25%) are in non-metro capital urban locations. Only 44 (23%) are serving rural Indian population, while 17 (9%) are at foreign countries. General medicine (12.5%), obstetrics (8%), paediatrics (8%) anaesthesia (7%) and general surgery (6.7%) were the most common broad clinical specialities. Females had high likelihood to pursue obstetrics/ gynaecology {OR-11.4 (95%CI-2.6-48.7)}; while males were more likely to select medical {OR-0.54 (95% CI-0.25-1.0)} and surgical disciplines {OR- 0.42 (95% CI-0.18-0.98)}. Conclusions: Majority of medical graduates complete post-graduation courses, with preference for clinical disciplines. Less than one fourth of doctors serve rural population.
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D'Agostino, Lorenzo, and Daniela Santus. "Teaching geography and blended learning: interdisciplinary and new learning possibilities." AIMS Geosciences 8, no. 2 (2022): 266–76. http://dx.doi.org/10.3934/geosci.2022016.
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<abstract> <p>The pandemic due to Covid-19 ushered Italian universities into the world of digital education, with geography being one of the disciplines that derived multiple benefits from a worldwide, technological transition. Our contribution focuses on the Turin experience of Cultural Geography teaching for the degree-courses of Languages and Cultures for Tourism (Undergraduate course) and of International Communication for Tourism (Master's degree-course). It highlights how the combined use of Moodle, WebEx, Google Earth, and Instagram stimulated an interest in a traditionally neglected subject, but also offers food for thought on the use of the same technologies in teaching Italian language, through geography, in US universities.</p> </abstract>
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Sangster, Heather, Cerys Jones, and Neil Macdonald. "The co-evolution of historical source materials in the geophysical, hydrological and meteorological sciences." Progress in Physical Geography: Earth and Environment 42, no. 1 (December 15, 2017): 61–82. http://dx.doi.org/10.1177/0309133317744738.
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Historical data sources are used by a wide variety of disciplines, but rarely do they look outside their particular research fields at how others are using and applying historical data. The use and application of historical data has grown rapidly over the last couple of decades within the meteorological, geophysical and hydrological disciplines, but have done so relatively independently. By coevolving, each discipline has developed separate themes or areas, with varying degrees of uptake beyond their academic communities. We find that whilst the geophysical discipline has been relatively successful in engaging with international policymakers and stakeholders, this has not been reflected within the meteorological or hydrological disciplines to date. This disparity has occurred for a variety of reasons, including varying scales of disaster and social, political and cultural structures. In examining current developments within the disciplines, evidence suggests that this disparity is lessening, as each are using online databases and some citizen science, but that they continue to evolve independently with little unifying structure or purpose. This continued autonomy makes multi-hazard analysis challenging which, considering the potential that historical datasets present in the emerging field of multi-hazards analysis, is a considerable hindrance to this field of research. In looking forward, opportunities emerge for improved understanding of the risks presented to societies by natural hazards in the past, but also for examining how resilience, behaviour and adaptation alter during periods of repose.
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Hernández-Peña, Keb, Gemma María Gea-García, Juan Pedro García-Fuentes, Luis Manuel Martínez-Aranda, and Ruperto Menayo Antúnez. "Personality Trait Changes in Athletic Training Students during Their University Career: Effects of Academic Stress or COVID-19 Pandemic?" Sustainability 15, no. 1 (December 28, 2022): 486. http://dx.doi.org/10.3390/su15010486.
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Studies about personality traits have shown a link between emotional stability and coaches’ success. The aim of this study was to explore the effect of university education period on the big five personality traits in sports training students according to gender and the type of sports practice chosen for their vocational training process as sport coaches. Method: A total of 146 Sports Training students completed the adapted NEO-FFI reduced version assessment twice: first semester in August 2018 and at the beginning of the eighth semester in February 2022 (COVID-19 pandemic appeared during this period). Results: Comparing the scores obtained for the different personality traits, it was observed that the level of neuroticism increased in the last semester (Mpost = 8.12 vs. Mpre = 5.77), while the level of extroversion (Mpost = 14.40 vs. Mpre = 15.97) and consciousness (Mpost = 18.14 vs. Mpre = 19.18) decreased. On the other hand, female students showed higher scores in kindness (15.90 ± 0.87) than men (13.58 ± 0.56) (p = 0.029) at the end of their academic semester. Finally, analysing sport discipline chosen by students, team sports showed a higher score in trait neuroticism (post = 10.47 ± 1.43 vs. pre = 7.73 ± 1.11, p = 0.047) and lower scores in extroversion (post = 13.33 ± 1.01 vs. pre = 16.27 ± 1.17, p = 0.009) than individual sports at the end of the academic semester. Conclusions: Academic stress during the last semester of their bachelor’s degree, as well as the consequences of the COVID-19 pandemic could be factors that influenced students’ personality traits concerning neuroticism, extroversion, and consciousness or responsibility.
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Moreno-Monsalve, Nelson, Marcela Delgado-Ortiz, Milton Rueda-Varón, and William Stive Fajardo-Moreno. "Sustainable Development and Value Creation, an Approach from the Perspective of Project Management." Sustainability 15, no. 1 (December 27, 2022): 472. http://dx.doi.org/10.3390/su15010472.
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The discipline of project management has been maturing over time, integrating positively with some organizational approaches, such as strategy and sustainable development, to meet current needs without risking future capabilities. In this sense, it is observed that measuring the success of a project only from the classic mechanistic perspective of the triple constraint: scope, time, and budget, is insufficient; this opens a space for a new variable of social progress: the creation of value. Thus, the objective of this study is to identify the degree of relationship between the success of the projects and the sustainable development approach, managing to determine through the results obtained some opportunities for improvement in light of the economic and organizational context. As a starting point for this research, a review of the literature associated with topics, such as sustainable development, value creation, and modern trends in project management, was carried out. The second step was to design and apply a structured survey to 148 Colombian companies that develop projects in different sectors, such as technology, infrastructure, and services. With the information collected, a structural equation modeling—SEM model was applied to determine the relationship between the selected variables. Finally, the results of this research showed that the success of a project that is carried out under a sustainable development approach has a positive tendency toward the creation of value. In conclusion, it is found that the four dimensions studied: impact, relevance, effectiveness, and efficiency, allow us to explain to a greater or lesser extent the success of the projects through their approach to sustainable development and value creation.
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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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Holtorf, Cornelius. "The need and potential for an archaeology orientated towards the present." Archaeological Dialogues 20, no. 1 (June 2013): 12–18. http://dx.doi.org/10.1017/s1380203813000056.
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AbstractThe question ‘Can an archaeologist be a public intellectual?’ appears to express both an unfulfilled desire and a secret hope of an entire professional corps to count among them at least a few public intellectuals. I suggest that the state of the discipline of archaeology makes it harder, compared with other disciplines, for its professional representatives to address present-day issues and relate to public debates. I also suggest that maybe the most significant effect of the fact that society's public intellectuals generally do not have degrees in archaeology is that participants in public debates and policy makers are unaware of how various applications of archaeology and cultural heritage can benefit contemporary society. This potential will therefore have to be realized in different ways.
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Honcharuk, Vitalii, Inna Rozhi, Olena Dutchak, Myhailo Poplavskyi, Yuliia Rybinska, and Nataliia Horbatiuk. "Training of Future Geography Teachers to Local Lore and Tourist Work on the Basis of Competence Approach." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 429–47. http://dx.doi.org/10.18662/rrem/13.3/460.
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Against the background of the renewal of approaches to the development of geography education, the formation of national-patriotic consciousness among students, the introduction of pedagogical technologies into the educational process in order to study the characteristics of their native land, the question arises of the need to modernize the training of future geography teachers in local lore and tourism work. The purpose - to theoretically substantiate and experimentally check pedagogical conditions of preparation of future teachers of geography for local lore and tourist work on the basis of the competence approach. 236 students majoring in "Geography and Biology" with a bachelor's degree formed a control group and 232 - an experimental group. The pedagogical conditions of training of future teachers of geography for local lore and tourist work on the basis of the competence approach are defined and realized: stimulating positive motivation to study local lore material in the disciplines of the cycle of general (fundamental) and professional (scientific-subject) training and disciplines of additional specialization "Local lore and tourism work"; acquisition of knowledge, skills (competencies) for the implementation of local lore and tourism work through the optimization of student groups; intensification of the experience of local lore and tourism work during educational and pedagogical practices. The effectiveness of pedagogical conditions is proved by the results of the formative experiment: the number of students with a high level of local lore competence in the experimental group increased, while in the control group the same indicator did not increase significantly. The results of the study indicate a dynamic positive change in the formation of local lore competence of experimental groups under the influence of the proposed innovations.
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SONG, Wei, Da Zhi YANG, and Xiang Zheng DENG. "Review of regional poverty research in geography." FRONTIERS OF DEVELOPMENT GEOGRAPHY 1, no. 1 (September 28, 2022): 1–15. http://dx.doi.org/10.48014/fdg.20220618002.
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Regional poverty is one of the major topics that geographers have paid close attention to and studied for a long time, and the relevant research has provided effective scientific support for the selection of poverty eradication models and strategies, and the formulation of anti-poverty policies.In order to objectively reveal the research characteristics of regional poverty in geographical science, this paper conducts a Bibliometric analysis of relevant research papers from 1976 to 2021 in the Web of Science database.The research results show that: (1) The number of literature published in the field of regional poverty has generally increased.It can be divided into three phases: a germination period before 1991, a growth period from 1992 to 2008, and a high-yield period after 2009.The frequency of citations in the literature indicates that although the field is not yet mature, it intersects with and is favored by multiple disciplines.(2) Sixty-five countries/regions have produced papers in the field of regional poverty, with the top 10 countries ranking in order: the United States, the United Kingdom, Australia, China, Canada, India, Spain, Germany, Italy, and the Netherlands.Among them, the United Kingdom, the United States, China, Australia, Canada, the Netherlands are at the center of international cooperation, with the United States, the United Kingdom and China working most closely together.Among the corresponding authors of different nationalities, Chinese scholars pay the most attention to scientific research cooperation, while German scholars prefer independent research.(3) The key words of regional poverty in geographical research can be summarized into three categories.The first category focuses on the measurement and driving mechanism of regional poverty; the second category focuses on the differences of regional poverty among different groups, and emphasizes the role of government management; the third category often studies regional poverty in combination with social economic development level and employment.(4) The thematic evolution analysis shows that the research on regional poverty was exploratory and scattered before 2008.There was little difference in the degree of attention that researchers paid to the whole, local or individual themes during this period.After 2009, the research themes on regional poverty became more focused, and focuses on the theme with more holistic characteristics.Around on the core issue of regional poverty, research related to economy, development and culture have gradually become a hot spot.According to the existing research, this paper predicts the key directions of the research on regional poverty in the future: strengthening the theoretical research on regional poverty, carrying out integrated research in the field of regional poverty and other disciplines, and continuing to focus on the research themes in the field of regional poverty, and closely linking with poverty reduction measures.
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Drennan, Gillian R., Susan Benvenuti, and Mary Evans. "Addressing the gap between school and university in South Africa: exposing grade 11 learners to the integrated and applied nature of science and commerce using geoscience examples." Terrae Didatica 14, no. 3 (September 28, 2018): 339–34. http://dx.doi.org/10.20396/td.v14i3.8653535.
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Geoscience Education is not included in the School curriculum in South Africa as a stand-alone subject area. Some concepts are embedded in other subject areas such as Plate Tectonic Theory in Geography and Evolution in Life Sciences. Consequently, most students who do register for a BSc degree at South African Universities do not initially intend to study Geology. Minimum entry requirements for different disciplines in the Faculty of Science at the University of the Witwatersrand (Wits) mean that most of the Geology I registrations are by students not qualifying for Mathematical or Physical Sciences. Biological Sciences can only accommodate a portion of these students so the remainder of the students end up in Geology because they wish to ob-tain a degree and are “forced to do Geology”. In an attempt to introduce future students to a broader view of Science, and in particular to Geoscience, Wits has started offering certified Short Courses at NQF Level 4 (National Qualification Framework school leaving certificate level). In 2016 Wits ran the Wits Integrated Experience in Science and in 2017, the Wits Integrated Experience in Science and Commerce, short courses. Learners were exposed to the integrated nature of various Science disci-plines and the integrated nature of Science and Commerce through enquiry based, problem solving learning opportunities. The target audience was Grade 11 learners as they have not yet applied to any university and have yet to make subject choices and degree choices. By participating in the short course they are exposed to a variety of disciplines and through investigating real problems, they are exposed to the interdisciplinary nature of these disciplines. In 2016 the learners solved a murder mystery and in 2017, they had to scenario plan for an impending meteorite impact just south of Johannesburg. This scenario planning helped learners to see the relationship between Science disciplines and between Science and Commerce. This is important as the initiative is designed to assist learners in actively choosing their Science and/or Commerce majors and to encourage learners to consider taking innovative major combinations that might cross traditional Faculty boundaries.
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Akinyemi, Felicia O. "Incorporating Geographic Information Science in the BSc Environ-mental Science Program in Botswana." Proceedings of the ICA 1 (May 16, 2018): 1–8. http://dx.doi.org/10.5194/ica-proc-1-3-2018.
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Critical human capacity in Geographic Information Science (GISc) is developed at the Botswana International University of Science and Technology, a specialized, research university. Strategies employed include GISc courses offered each semester to students from various programs, the conduct of field-based projects, enrolment in online courses, geo-spatial initiatives with external partners, and final year research projects utilizing geospatial technologies. A review is made of available GISc courses embedded in the Bachelor of Science Environmental Science program. GISc courses are incorporated in three Bachelor degree programs as distinct courses. Geospatial technologies are employed in several other courses. Student researches apply GIS and Remote Sensing methods to environmental and geological themes. The overarching goals are to equip students in various disciplines to utilize geospatial technologies, and enhance their spatial thinking and reasoning skills.
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Cañabate, Dolors, Maria Luisa Garcia-Romeu, Anna Menció, Lluís Nogué, Marta Planas, and Joan Solé-Pla. "Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions." Sustainability 12, no. 19 (October 2, 2020): 8156. http://dx.doi.org/10.3390/su12198156.
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This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students’ motivation, academic performance, students’ relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student’s perceptions on the CL dimensions provided first, positive students’ perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach.
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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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Arnold, Michael A., and Christine D. Townsend. "PROFILING THE TEXAS A&M HORTICULTURE JOB OPPORTUNITIES NEWSLETTER: CONTENT, READERSHIP, AND PERCEIVED VALUE." HortScience 31, no. 5 (September 1996): 754c—754. http://dx.doi.org/10.21273/hortsci.31.5.754c.
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A sample of individual and institutional recipients of a monthly horticultural job opportunities newsletter and firms/organizations listing positions in the newsletter were surveyed to determine the perceived value of the newsletter as a job search tool and recruitment tool, respectively. Survey information was also used to develop a profile of the individuals and organizations using the newsletter. Original position descriptions on which the briefer newsletter listings were based were used to develop a profile of the industry segment, degree/experience requirements, geographic location, and starting salaries/benefits of positions listed between Jan. 1993 and Dec. 1994. While the newsletter generated contact between prospective employees and employers, only 20% of the prospective employees received job offers by responding to newsletter listings. Individual recipients valued the newsletter as a job search tool more than institutional recipients, or private industry as a recruitment tool. Starting salaries of listed positions were comparable to those previously reported in industry and academic surveys. Foreign language skills and previous work experience were more frequently requested than above minimum grade point averages or completion of government/industry certification programs. Landscape-related disciplines constituted the majority of BS/BA positions listed, where advanced degree positions were more evenly distributed over horticulture-related disciplines.
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Abbonizio, Jessica K., and Susie S. Y. Ho. "Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability." Sustainability 12, no. 21 (October 27, 2020): 8898. http://dx.doi.org/10.3390/su12218898.
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Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs.
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Arnold, Michael A., and Christine D. Townsend. "Implications of an Analysis of Job Newsletter Content, Readership, and Perceived Value for Student Advisement and Curriculum Development." HortTechnology 7, no. 1 (January 1997): 84–90. http://dx.doi.org/10.21273/horttech.7.1.84.
Full textAbstract:
Recipients of a monthly horticultural job opportunities newsletter and firms or organizations listing positions in the newsletter were surveyed to determine the perceived value of the newsletter as a job search and recruitment tool, respectively. Survey information was used to develop a profile of the individuals and organizations using the newsletter. Original position descriptions on which the briefer newsletter listings were based were used to develop a profile of the industry segment, degree and/or experience requirements, geographic location, and starting salaries and benefits of positions listed from January 1993 to December 1994. While the newsletter generated contact between prospective employees and employers, only 20% of the prospective employees received job offers by responding to newsletter listings. The newsletter was valued more by individual recipients as a job search tool than by institutional recipients or private industry as a recruitment tool. Starting salaries of listed positions were comparable to those previously reported in industry and academic surveys. Foreign language skills and previous work experience were requested more frequently than above-minimum (typically 2.00) grade point averages or completion of government or industry certification programs. Landscape-related disciplines constituted most BS or BA positions listed, whereas advanced degree positions were distributed more evenly over horticulture-related disciplines. Data supported the inclusion of internship programs and foreign language requirements in horticulture curricula.
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Galan, Juanjo, Felix Bourgeau, and Bas Pedroli. "A Multidimensional Model for the Vernacular: Linking Disciplines and Connecting the Vernacular Landscape to Sustainability Challenges." Sustainability 12, no. 16 (August 6, 2020): 6347. http://dx.doi.org/10.3390/su12166347.
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After developing a systematic analysis of the vernacular phenomenon in different disciplines, this paper presents a flexible model to understand the multiple factors and the different degrees of vernacularity behind the many processes that lead to the generation of material culture. The conceptual model offers an open, polythetic and integrative approach to the vernacular by assuming that it operates in different dimensions (temporal, socio-political, sociological, locational, epistemological, procedural, economic and functional), and that the many attributes or characteristics included in those dimensions are all relevant but not strictly necessary. The model is intended to facilitate a more methodical and rigorous connection between the vernacular concept and contemporary discourses on sustainability, resilience, globalization, governance, and rural-urban development. In addition, and due to its transdisciplinary character, the model will enable the development of comparative studies within and between a wide range of fields (architecture, landscape studies, design, planning and geography). A prospective analysis of the use of the model in rural landscapes reveals its potential to mediate between the protective approach that has characterized official planning during the last decades and emergent approaches that advocate the reinterpretation of the vernacular as a new form to generate new collective identities and to reconnect people and place.
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Saitua-Iribar, Ainhoa, Javier Corral-Lage, and Noemi Peña-Miguel. "Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game." Sustainability 12, no. 15 (July 31, 2020): 6169. http://dx.doi.org/10.3390/su12156169.
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The university is a key agent in the process of transformation towards sustainability within the framework of the 2030 Agenda. This study aims to analyze the usefulness of the collaborative learning methodology through a serious game (SG) in the university environment to increase the level of knowledge and the importance given to the Sustainable Development Goals (SDGs) by students. Through ex ante and ex post questionnaires, the degree of variation in the knowledge acquired and importance given to the SDGs was measured. To compare the midrange of these two samples and determine whether differences existed, we applied the Student and Wilcoxon t-tests. The results indicate that the methodology used produced an improvement in knowledge about the SDGs. Therefore, it is concluded that the university should promote this type of workshop and SG activities to contribute to the achievement of the SDGs, both in the Bachelor’s Degree in Primary Education and in degrees of other disciplines. Moreover, we have encouraged active learning of the SDGs through collaborative workshops using the design thinking method and an SG called “The Island”, which, based on certain economic, social and environmental information, puts students in a position to govern resources to meet the needs of its population.
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Gherardi, Laura. "Time-Space Discipline of Upper Classes in Global Capitalism: Top Managers, International Artists, and Global Academics—a Comparison." Perspectives on Global Development and Technology 12, no. 1-2 (2013): 340–54. http://dx.doi.org/10.1163/15691497-12341259.
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Abstract One contribution towards current research into social structures and the relative geometries of power among the TCC in global capitalism can be derived from a form of power—the power over one’s own rhythm and that of others—largely unexplored by existing work. In this article I focus on the link between time-space discipline imposed by production on some fraction of the TCC and their power over time and space of co-workers and subordinates. I introduce some findings obtained from a recent research I carried out on a sample of more than 50 people: top and middle managers of multinationals and, as comparison groups, international artists, global academics, big investors. I will first illustrate, in the footsteps of Thompson and Harvey, the perspective according to which capitalism has always been, in technical terms, a mode of production based on the precise regulation of time and space imposed on those socio-professional groups fitting into the division of labor to different levels and degrees. I will then detail the two declinations of power over rhythm, as they have emerged over the course of my fieldwork. The first declination is autodirect power, expressing the degrees of freedom/subordination in the determination of one’s own time and space, and it has come out of an analysis of the time and space links imposed on those taking part in the research sample. The second declination is power over time and space of others, and has come out from an analysis of the division of labor among their subordinates and co-workers, notably concerning the norm of international geographic mobility in global capitalism.
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Plog, Stephen. "Questions, theory and concepts." Archaeological Dialogues 13, no. 2 (October 11, 2006): 156–58. http://dx.doi.org/10.1017/s1380203806262081.
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I agree with the thrust of Matthew Johnson's paper; in particular, I concur with his conclusion that there is archaeological theory, but not a ‘distinctive way of thinking about the world in theoretical terms specific to archaeology’ (p. 117). As Johnson argues, I believe we currently have multiple theories of archaeology and all of these overlap with other disciplines. During a six-year period of administrative service at the University of Virginia in which it was necessary to venture outside the literature that I typically read and review the publications of faculty from a variety of departments as part of promotion and tenure decisions, I was initially often surprised by, and later reminded of, the degree of theoretical commonalities between archaeology and other disciplines that Johnson has highlighted.
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Taha, El Alami, El Kadiri Kamal Eddine, and Chrayah Mohamed. "Toward a New Framework of Recommender Memory Based System for MOOCs." International Journal of Electrical and Computer Engineering (IJECE) 7, no. 4 (August 1, 2017): 2152. http://dx.doi.org/10.11591/ijece.v7i4.pp2152-2160.
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MOOCs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in MOOCs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
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Botoucharov, Nikola. "GEOLOGICAL EDUCATION IN SOFIA UNIVERSITY – INTEGRATION OF TRADITIONS AND KNOWLEDGE IN PRACTICE." Knowledge International Journal 28, no. 3 (December 10, 2018): 1093–98. http://dx.doi.org/10.35120/kij28031093n.
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Sofia University “St. Kliment Ohridski” is the first Bulgarian and the highest academic institution with more than a century long educational and scientific traditions. Geology is part of the university from the very beginning in the area of Natural sciences. It is an example of the effective interaction between the educational processes and implementation of science, technology and innovation. The scientific activities of Sofia University have been developing along with the research priorities, lecture courses, field work and their implementation into practice.The degree programs in Geology were set up at the end of the 19th century, just 3 years after foundation of the Sofia University. The first lectures in Geology and Mineralogy dates back to 1891 when the Department for Natural History at the Sofia University started. They both form the basis of education and research in the field of Geology in Bulgaria. The main contribution in the beginning for the development of teaching and research belongs to remarkable scientists like Prof. Georgi Zlatarski, Prof. Georgi Bonchev, Prof. Stefan Bonchev, Prof. Lazar Vankov, Prof. Dimitar Yaranov and so many others. Faculty of Biology, Geology and Geography inherits the Faculty of Natural History, but is later divided.Faculty of Geology and Geography in Sofia University was formed in 1963 and till now the geology is studied in a regular form of education. There are Bachelor, Master and PhD degrees with duration of 8, 3 and 6 semesters respectively. The Bachelor Degree provides fundamental knowledge in all geological disciplines. The Master Degree covers a wide range of educational and scientific research work carried out in specialized, well-equipped laboratories for investigation of geological objects. PhD Degree is a basic form of organized training for highly qualified graduates in all spheres of geological science and practice.The teaching process in the Faculty focuses on the lectures and seminars, as well as on the individual forms of education – tasks, course and diploma thesis works, laboratory and field practices. The educational practices - stationary and field trips to certain geological, mining or economic sites are regularly held after the end of the summer semesters. Modern profile of Geology means that students obtain detailed knowledge on structure, tectonics, geological features, underground and surface processes of the Earth as well as regularities for the accumulation and distribution of ores, non-metalliferous raw materials, coal, oil and gas.The implementation of geological education into practice is supported by student membership in various society and sections. The specific activities focus student interests in organized working groups, participation in field trips and applied research. These non-profit organizations integrate in the best way geological traditions from the industry and knowledge from university into the future career development of young people. The Sofia University SEG Student Chapter supports student field trips with the idea to provide understanding of main geological characteristics of the visited geological sites and obtain specific skills of investigation and mining exploration. The Sofia University Student Chapter of AAPG actively contributes to student community growth, enriching educational culture and expanding geological expertise of its members in the field of Petroleum geology.
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Varanka, Dalia. "Interpreting Map Art with a Perspective Learned from J.M. Blaut." Cartographic Perspectives, no. 53 (March 1, 2006): 15–23. http://dx.doi.org/10.14714/cp53.359.
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Map art has been mentioned only briefly in geographic or cartographic literature, and has been analyzed almost entirely at the interpretive level. This paper attempts to define and evaluate the cartographic value of contemporary map-like art by placing the body of work as a whole in the theoretical concepts proposed by J.M. Blaut and his colleagues about mapping as a cognitive and cultural universal. This paper discusses how map art resembles mapping characteristics similar to those observed empirically in very young children as described in the publications of Blaut and others. The theory proposes that these early mapping skills are later structured and refined by their social context and practice. Diverse cultural contexts account for the varieties, types, and degrees of mapping behavior documented with time and geographic place. The dynamics of early mapping are compared to mapping techniques employed by artists. The discipline of fine art serves as the context surrounding map artists and their work. My visual analysis, research about the art and the artists, and interviews with artists and curators form the basis of my interpretation of these works within varied and multiple contexts of late 20th century map art.
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Hansen, Kia Krarup, Turid Moldenæs, and Svein Disch Mathiesen. "The knowledge that went up in smoke: Reindeer herders’ traditional knowledge of smoked reindeer meat in literature." Polar Record 55, no. 6 (November 2019): 460–75. http://dx.doi.org/10.1017/s0032247420000170.
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AbstractUsing a literature review, this paper defines the knowledge status of smoked reindeer meat and investigates to what degree reindeer herders’ traditional knowledge has been included in scientific articles and grey literature. We developed a four-level categorisation of the degree of including traditional knowledge, from “non-participation” to “self-determination,” and three levels of focus. Very few scientific articles on smoked or smoking reindeer meat appeared in the review. Not only did reindeer peoples’ traditional meat smoking knowledge “went up in smoke”—both literally and metaphorically—but also incorrect conclusions were often drawn as a result of that exclusion. We argue that reindeer herders’ traditional knowledges and practices of smoking reindeer meat need examination and inclusion through co-production or self-determination methods across scientific disciplines.