Journal articles on the topic 'Degree Discipline: Physical Geography'
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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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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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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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Mu, Bo, Chang Liu, Guohang Tian, Yaqiong Xu, Yali Zhang, Audrey L. Mayer, Rui Lv, Ruizhen He, and Gunwoo Kim. "Conceptual Planning of Urban–Rural Green Space from a Multidimensional Perspective: A Case Study of Zhengzhou, China." Sustainability 12, no. 7 (April 3, 2020): 2863. http://dx.doi.org/10.3390/su12072863.
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The structure and function of green-space system is an eternal subject of landscape architecture, especially due to limited land and a need for the coordinated development of PLEs (production, living, and ecological spaces). To make planning more scientific, this paper explored green-space structure planning via multidimensional perspectives and methods using a case study of Zhengzhou. The paper applies theories (from landscape architecture and landscape ecology) and technologies (like remote sensing, GIS—geographic information system, graph theory, and aerography) from different disciplines to analyze current green-space structure and relevant physical factors to identify and exemplify different green-space planning strategies. Overall, our analysis reveals that multiple green-space structures should be considered together and that planners and designers should have multidisciplinary knowledge. For specific strategies, the analysis finds (i) that green complexes enhance various public spaces and guide comprehensive development of urban spaces; (ii) that green ecological corridors play a critical role in regional ecological stability through maintaining good connectivity and high node degree (Dg) and betweenness centrality index (BC) green spaces; (iii) that greenway networks can integrate all landscape resources to provide more secured spaces for animals and beautiful public spaces for humans; (iv) that blue-green ecological networks can help rainwater and urban flooding disaster management; and (v) that green ventilation corridors provide air cleaning and urban cooling benefits, which can help ensure healthy and comfortable urban–rural environments. In our view, this integrated framework for planning and design green-space structure helps make the process scientific and relevant for guiding future regional green-space structure.
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Přibyl, Václav. "Physical geography at Charles University in Prague." Geografie 111, no. 4 (2006): 368–81. http://dx.doi.org/10.37040/geografie2006111040368.
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The article presents the chronological development of the discipline of science physical geography at Prague University from its modest beginnings at the end of the 14th century to present days. It follows the beginnings of physical geography as auxiliary discipline within the Faculty of Philosophy (Arts), the beginnings of the Institute of Geography, later constitution and building of the unified Institute of Geography in Prague - Albertov within the newly constituted Faculty of Science of Charles University and its further development after abolition of this institute and foundation ofthe Department of Geography at first, then of the Department of Cartography and Physical Geography and finally of the Department of Physical Geography and Geoecology of the Faculty of Science, Charles University.
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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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Zubarev, S. "Training in Kinesiology of Bachelor’s Degree Students of the direction "Physical Education for Persons with Deviations in Health"." Standards and Monitoring in Education 9, no. 1 (March 1, 2021): 25–29. http://dx.doi.org/10.12737/1998-1740-2021-9-1-25-29.
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The article describes the content of the discipline "Kinesiology", developed for the training direction 49.03.02 "Physical culture for persons with disabilities in health (adaptive physical culture)", training profile "Adaptive sports". The urgency of the discipline is substantiated, its features are noted, and kinesiological methods of diagnostics and rehabilitation of persons with health disorders are given. The discipline ensures the formation of professional competencies among bachelors of the specified direction, knowledge, abilities, skills that meet the requirements of the Federal State Educational Standard 3 ++. It instills labor functions that meet the professional standards "Trainer for adaptive physical culture and adaptive sports", "Instructor-methodologist for adaptive physical culture and adaptive sports" and "Specialist for rehabilitation work in the social sphere". The peculiarities of the issues studied, the depth of the study of the material are reflected in the indicators of achievement, indicating the labor ac-tions that students must demonstrate when completing the study of the discipline.
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Malanson, George P. "Physical geography on the methodological fence: David Stoddart (1965) Geography and the ecological approach: The ecosystem as a geographic principle and method. Geography 50: 242–251." Progress in Physical Geography: Earth and Environment 38, no. 2 (February 18, 2014): 251–58. http://dx.doi.org/10.1177/0309133314525184.
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The concept and use of ‘systems’ in geography has had a difficult history. While it is considered to be at the core of physical geography, systems thinking has never united the discipline. Stoddart’s (1965) exhortation reveals some of the reasons for both the allegiance to the concept and the difficulties in putting it into practice. In 1965 the fissures in geography separated the spatial from the chorological tradition and both from that of human-environment; Stoddart attempted to identify a methodology, with a clear role for physical geography, that could address such divisions. Stoddart’s thinking illustrates why it is so difficult for any single methodology to cover geography’s concerns. Moreover, it represents a particular moment in the history of geography that helps us understand the current position of physical geography in the discipline.
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Ivinsky, Dmitry V., and Ekaterina Y. Mukina. "Control and accounting of student performance (bachelor’s degree students) in elective discipline “Volleyball”." Tambov University Review. Series: Humanities, no. 186 (2020): 128–37. http://dx.doi.org/10.20310/1810-0201-2020-25-186-128-137.
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Contemporary activity of a higher education teacher in the field of physical education and sports is characterized by a variety and complex content. To achieve the desired result in the physical education of students, such content must be subject to a clear logic of functioning and control. Any reasonable and rationally organized activity in the field of physical education and sports can be divided into such components as: planning, implementation, control and accounting. The unity of the functioning of these components will allow you to most effectively build and manage the process of physical education in the organization of higher education. The problem of control and accounting of physical education of students is one of the most urgent pedagogical problems, since the success of the entire process of physical education in the organization of the higher education depends on the control and accounting. To improve the physical education of students in the organization of higher education, an in-depth development of the control and accounting fund for the content and methods is necessary. We reveal the content and methods of control and accounting of student performance (bachelor’s degree students) in elective discipline “Volleyball”.
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Goudie, A. S. "The integration of physical geography." Geographica Helvetica 55, no. 3 (September 30, 2000): 163–68. http://dx.doi.org/10.5194/gh-55-163-2000.
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Abstract. Physical Geography has in recent years developed certain tendencies which have led to a greater coherence and to a greater degree of integration with the rest of Geography. Of particular importance are studies of the human impact, of environmental change and its impacts, of the application of Physical Geography to societal needs, of Geoecology and Landscape Ecology, and of global change.
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Gathman, Patrick C., Nicole R. Grabowski, Julia Wallace Carr, and Mikel K. Todd. "Campus Recreation Use and Health Behaviors among College Students in Different Academic Disciplines." Recreational Sports Journal 41, no. 1 (April 2017): 87–99. http://dx.doi.org/10.1123/rsj.2016-0011.
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Physical activity, campus recreation (CR) use, body mass index (BMI), and varied health indices were compared between academic discipline groups and sex. Participants ( n = 219) were classified as AD I (kinesiology and physical education majors), AD II (health science majors and nursing majors), and AD III (representative sample of non-health-related majors) to make between-group comparisons based on the amount of emphasis placed on physical activity and health-related content within different disciplines. Significant differences ( p < .05) were found between the academic discipline groups for International Physical Activity Questionnaire scores, CR minutes, CR days, CR time per day, vigorous physical activity (VPA), and perceived-health score; and between sex for BMI, VPA, sitting, fiber intake, and fruit and vegetable intake. The results indicate a positive relationship between the emphasis placed physical activity and health within an academic discipline and the degree to which students participate in physical activity, positive health behaviors, and perceived health.
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Fu, Bo-Jie, Yi-He Lu, Li-Ding Chen, and Jimmy Li. "Progress and prospects of integrated physical geography in China." Progress in Physical Geography: Earth and Environment 30, no. 5 (October 2006): 659–72. http://dx.doi.org/10.1177/0309133306071900.
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There are rich legacies of geographical knowledge in China. However, geography as an independent branch of science was established in the country no earlier than the beginning of the twentieth century. Since 1950s, integrated physical geography as a subdiscipline of physical geography in China has made major theoretical and methodological progress in the areas of physical geographical regionalization, land studies, and the studies of man-nature interactions. Despite this, the discipline as a whole still faces tremendous challenges from the fast changing society in China and scientific advancement in the twenty-first century. The following aims need to be emphasized in order to promote the future development of integrated physical geography: (1) to strengthen long-term monitoring, experiments, surveys and simulations; (2) to improve research on the interactions between geographical patterns and processes; (3) to enhance integrated research on global change effects and regional geographical regimes; and (4) to facilitate the incorporation of the theories and methods of human geography into integrated physical geographical research.
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Hynek, Alois. "Training Geography Educators." Geografie 105, no. 2 (2000): 177–89. http://dx.doi.org/10.37040/geografie2000105020177.
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Czech didactics of geography (teaching/learning geography) has just started its fifth wave in training geography educators at eight university faculties. The current debate is on developing a curriculum emphasizing the position of geography education as the applied discipline of the science/art of geography. 'Challenge for 10 million' is a national debate on the Czech educational system organized by the governmental Dept. of Schools, Youth and Physical Culture, being very critical to teaching geography at primary and secondary schools. That is the reason for the strong re-assessment of social, environmental/ecological, economic, cultural and political relevance on the subject of geography in the educational process. This discourse is also intended for international communication starting in the educational commission of IGUIUGI.
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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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Todorovich, John R., Daniel K. Drost, F. Stephen Bridges, and Christopher K. Wirth. "A Doctoral Degree in Physical Education and Health: A Next Generation Perspective." Kinesiology Review 4, no. 4 (November 2015): 403–8. http://dx.doi.org/10.1123/kr.2015-0042.
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Disciplinary isolation has facilitated health education, public health, and physical education professionals to sometimes pursue common goals without the benefit of interdisciplinary collaboration and perspectives. Recognizing the potential benefits of interdisciplinary collaboration efforts to solve complex problems, faculty members at the University of West Florida developed an innovative doctoral program combining the disciplines of physical education, health education, and health promotion. Beginning with the salient common ground of issues related to engagement in physical activity, the program is designed to explore, compare, and contrast best practices in research and practice from each discipline. Benefits include synergistic solutions to common problems, graduates who transcend traditional professional silos to be more impactful, and the creation of innovative research endeavors. Graduates also find that they meet contemporary workforce needs outside of academia and are more marketable as faculty in kinesiology and health-related departments because of their rich, multidisciplinary knowledge base. Challenges to program implementation include prior student socialization from traditional studies in their disciplines and faculty working to move beyond their professional comfort zones to collaboratively mentor students in the program.
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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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Cui, Xiuyun. "Academic Influence of China’s Sports Social Discipline Based on Bibliometrics." Mobile Information Systems 2021 (May 18, 2021): 1–9. http://dx.doi.org/10.1155/2021/9988847.
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Background. To accurately evaluate sports social discipline’s academic influence in China, a model of academic influence evaluation of sports social discipline in China based on bibliometrics is proposed. Objective. A statistical model of the academic influence of sports social discipline is constructed, the word frequency statistics method is used to measure the literature, and the semantic characteristic quantity of the sports social discipline academic influence is extracted, using the literature method and logical analysis method to analyze sports’ social value in the Internet era from healthy sports. The combination of sports and medical treatment can comprehensively promote physical and mental health. Methods. The dual semantic feature decomposition method is used to analyze sports social discipline’s academic influence. The statistical analysis model of sports social discipline academic influence is established. The principles of fuzzy pattern recognition include the principle of maximum membership degree and proximity degree. Results. The comprehensive relative closeness of the distribution of literature statistics on sports and social disciplines’ academic influence is constructed. The linear programming analysis of literature statistics is carried out using the standardized grid computing method. Conclusions. The combination of association rule feature extraction and semantic feature extraction is used to realize the quantitative calculation of literature statistics and academic influence. The simulation results show that the statistical analysis of the academic influence of sports and social discipline by this method is accurate, and the level of confidence is high.
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Knight, Peter G. "Physical Geography: Learning and teaching in a discipline so dynamic that textbooks can't keep up!" Geography 92, no. 1 (March 1, 2007): 57–61. http://dx.doi.org/10.1080/00167487.2007.12094181.
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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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Leyton-Román, Marta, Jaime José León González-Vélez, Marco Batista, and Ruth Jiménez-Castuera. "Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles." Sustainability 13, no. 1 (December 28, 2020): 187. http://dx.doi.org/10.3390/su13010187.
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One of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study analysed the relationship between student’s perceptions of the controlling behaviours of their physical education teacher, together with amotivation and discipline styles from Self-Determination Theory. The sample comprised 922 students, aged between 14 and 18 years (M = 14.95; SD = 0.98). Students’ perceptions of less controlling discipline styles (control of the use of rewards) negatively predicted the thwarting of autonomy need. Conversely, a more controlling discipline style (judging and devaluing) positively predicted the thwarting of autonomy need, and this, positively predicted amotivation, which negatively predicted disciplinary behaviours and positively predicted undisciplined behaviours. Teachers must avoid using controlling behaviours like judging and devaluing, as this reinforces amotivation towards physical education and undisciplined student behaviours. The importance of designing classes where the student has responsibilities to make decisions and to be part of their own learning is pointed out.
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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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Stryjakiewicz, Tadeusz. "Emergence of Socio-economic Geography and Spatial Management as a Scientific Discipline in the New Classification of Science in Poland1." Quaestiones Geographicae 40, no. 4 (December 1, 2021): 7–14. http://dx.doi.org/10.2478/quageo-2021-0033.
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Abstract The aim of the article is to present the chronology of activities that led to the emergence of the discipline ‘socio-economic geography and spatial management’ in the new classification of science in Poland which has been in force since 2018. The path of emergence of the discussed discipline is analysed from the standpoint of one of the participants of this process. The article also presents positive and negative consequences of implementing this classification in the context of two different structural models of geography as a science. Among positive consequences one can mention (1) preservation of the name ‘geography’ on the list of scientific disciplines, and (2) a favourable formal and legal ‘empowerment’ of socio-economic geography in the system of the organisation and evaluation of science in Poland. Among the greatest threats one can see (1) a reduction in the importance of socio-economic geography in favour of spatial management, and (2) the organisational disintegration of some geographical communities, institutions and research units. However, there are also attempts at the reintegration of geography around two of its basic segments, i.e. physical geography and human geography. In the author's opinion, future activities should focus on the means to strengthen realistically (and not only declaratively) the position of the new discipline and its constituent subdisciplines against other scientific disciplines.
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Johanson, Marie A. "Association of Importance of the Doctoral Degree With Students' Perceptions and Anticipated Activities Reflecting Professionalism." Physical Therapy 85, no. 8 (August 1, 2005): 766–81. http://dx.doi.org/10.1093/ptj/85.8.766.
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Abstract Background and Purpose. The American Physical Therapy Association (APTA) has identified the Doctor of Physical Therapy (DPT) degree as 1 of 6 elements necessary to transition the physical therapy profession to a fully professionalized discipline. However, there have been no data to determine whether physical therapist students who place importance on the DPT degree perceive physical therapy to be more professionalized or anticipate participation in activities reflecting professionalism more than those who do not place importance on the DPT degree. Subjects. The subjects were 919 professional physical therapist students. Methods. Faculty members at 34 physical therapist education programs distributed questionnaires to 1,172 professional physical therapist students and returned 919 questionnaires, for a response rate of 78.4%. The data were statistically analyzed using chi-square analysis and logistic regression. Results. There were few differences between students who place importance on the DPT degree (DPT-I students) and those who do not place importance on the DPT degree (DPT-NI students) regarding how professionalized they perceive physical therapy to be relative to other health care professions or regarding their anticipated participation in activities reflecting professionalism. The one potential distinction found when controlling for other variables was that DPT-I students were more likely than DPT-NI students to anticipate becoming faculty members. Discussion and Conclusion. When beginning their professional education, there are few differences between DPT-I and DPT-NI students' perceptions of the professionalization of physical therapy or anticipation of activities reflecting professionalism.
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Arif, Awias, Muhammad Asghar Khan, and Muhanmad iftekhar khan. "Perceptual Study of Instructor Physical Education and Students regarding the Use and Adaptation of Innovative Teaching Strategies in Physical Education at Higher Secondary School Level." Global Physical Education & Sports Sciences Review I, no. I (December 30, 2018): 27–31. http://dx.doi.org/10.31703/gpessr.2018(i-i).05.
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The modern concept of physical education is of a very vast discipline and is no more confined to games and sports only. This wide scope of physical education demands very specific concentration and effective teaching planning, in order to take full advantage of the discipline, which can be passed on to students. The particular study is also a try through which researcher wants to develop the field of sports sciences and physical education. In order the researcher conduct the study under the topic "Perception of instructor physical education and students regarding the use and adaptation of innovative teaching strategies in physical education at higher secondary school level and students about the use and adaptation of innovative teaching strategies in physical education at degree college level of KP Pakistan" quantitative method as well as cross-sectional approach design was adopted for the complication and investigating the existing phenomena. All the IPEs and students at higher secondary school of KP was the population of the study. A 969 respondent was taken as sample using LR Gay method for the current study. Self-administered questionnaire was use for the data collection. Inferential statistic (t-test ) adopted to test the set hypotheses. It was concluded that IPEs and students agreed upon the use and adaptation of innovative teaching strategies with reference to health and physical education at higher secondary school level.
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Kingston, D. G., W. J. Eastwood, P. I. Jones, R. Johnson, S. Marshall, and D. M. Hannah. "Experiences of using mobile technologies and virtual fieldtrips in Physical Geography: implications for hydrology education." Hydrology and Earth System Sciences Discussions 8, no. 6 (December 14, 2011): 11115–30. http://dx.doi.org/10.5194/hessd-8-11115-2011.
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Abstract. Education in hydrology is changing rapidly due to diversification of students, emergent major scientific and practical challenges that our discipline must engage with, shifting pedagogic ideas and higher education environments, the need for students to develop new discipline specific and transferrable skills, and the advent of innovative technologies for learning and teaching. This paper focuses on new technologies in the context of learning and teaching in Physical Geography and reflects on the implications of our experiences for education in hydrology. We evaluate the experience of designing and trialling novel mobile technology-based field exercises and a virtual field trip for a Year 1 undergraduate Physical Geography module at a UK university. The new exercises are based on using and obtaining spatial data, operation of meteorological equipment (explained using an interactive DVD), and include introductions to global positioning systems (GPS) and geographical information systems (GIS). The technology and exercises were well received in a pilot study and subsequent rolling-out to the full student cohort (∼150 students). A statistically significant improvement in marks was observed following the redesign. Although the students enjoyed using mobile technology, the increased interactivity and opportunity for peer learning were considered to be the primary benefits by students. This is reinforced further by student preference for the new interactive virtual field trip over the previous "show-and-tell" field exercise. Despite the new exercises having many advantages, exercise development was not trivial due to the high start-up costs, the need for provision of sufficient technical support and the relative difficulty of making year-to-year changes (to the virtual field trip in particular). We believe our experiences are directly relevant to the implementation of such novel learning and teaching technologies in hydrology education.
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Lin, George C. S. "Changing Discourses in China Geography: A Narrative Evaluation." Environment and Planning A: Economy and Space 34, no. 10 (October 2002): 1809–31. http://dx.doi.org/10.1068/a3553.
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Existing literature on the status of the field of China geography has been focused either on what has been written or on the internal advancement of knowledge in the field, without considering its relationship to the broader social context and academic environment. In this study I adopt a contextual approach to analyzing two interrelated issues: (1) the changing position held by China geography in the grand geographic discipline; and (2) the evolution of discourses formulated by China geographers as a result of interactions with the broader academic environment. A systematic survey of research papers published in leading international journals has placed China geography in a peripheral position, with a volume of research output disproportionate to the size and importance of the nation. Nevertheless, several encouraging trends are observed, including the dramatic growth of research output since the 1990s and the broadening of the field beyond physical geography to encompass human geography and urban studies. A narrative investigation of the professional experience of a leading China geographer reveals a process of discourse (re)construction conditioned by both the changing political economy of China and the shifting emphases in the geographic discipline. Four periods of discourse formation are identified in this case study, namely the conception of the Chinese city as the center of change in the 1970s, interpretation of the uniqueness of Chinese urbanism in the 1980s, modeling of spontaneous town-based urbanization and regional development in the 1990s, and, most recently, the use of the notions of space, place, and transnationalism to construct the Chinese diaspora as a geographic system. Discourse formation in China geography can be understood as the consequence both of the rapidly changing material conditions in China and of discursive practices in the geographic discipline. Much needs to be done by China geographers to go beyond the empirical arena of area studies and become more actively engaged in the ongoing theoretical debates in the mainstream of geography and China studies.
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Viatroski, Renon Carlos Costa, Alysson Rafael Ribeiro de Pontes, Érica Fernanda De Paula, Diego Petyk de Sousa, and Alfredo Cesar Antunes. "A língua brasileira de sinais nos cursos de licenciatura em educação física: análise das instituições de ensino superior públicas da região sul do Brasil." Caderno de Educação Física e Esporte 17, no. 1 (June 11, 2019): 209–15. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p209.
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Introdução: Considerando o Decreto Federal nº 5.626, de 22 de dezembro de 2005, a Língua Brasileira de Sinais passa a ser inserida como disciplina curricular obrigatória nos cursos de formação de professores. Objetivo: Dessa forma, objetivamos caracterizar a oferta da disciplina de Língua Brasileira de Sinais nos cursos de Licenciatura em Educação Física, nas universidades públicas da região sul do Brasil. Método: Para tanto, procedemos com uma abordagem qualitativa do problema, a nível exploratório e com o delineamento da pesquisa documental. Para a coleta dos dados utilizamos o site do e-MEC, assim, para obter o número total das universidades públicas da região sul, que oferecem o curso de Licenciatura em Educação Física presencial. Resultados: Desse modo, observamos: a) há 16 instituições públicas da região sul do Brasil oferecem o curso de Licenciatura em Educação Física; b) a disciplina de Libras está presente em todas as ementas analisadas; c) O termo mais presente nas ementas é ‘Básico de Libras’; d) constatamos uma variação entre 68h, 40h e até 30h da disciplina; e) em 15 instituições a disciplina de Libras é oferecida na modalidade presencial e uma na modalidade a distância. Conclusão: As experiências da Universidade Estadual de Ponta Grossa e da Universidade Federal do Rio Grande precisam ser mais exploradas, pois, são casos onde o padrão de ensino de libras é singular em relação às demais.ABSTRACT. The brazilian signals language in the degree in physical education: analysis of the public higher education institutions of the southern region of Brazil. Introduction: After the promulgation of the Decree nº 5.626, of December 22, 2005, the Brazilian Signals Language (LIBRAS) was introduced as compulsory curricular discipline in the teacher formation courses. Purpose: Thus, the main purpose was to characterize the offer of the Brazilian Language of Signals in the Degree in Physical Education, at the public Universities of the southern region of Brazil. Method: Therefore, we proceed a qualitative approach to the problem, at the exploratory level and with the delineation of the documentary research. For the data collection we utilized the e-MEC website, likewise, to obtain the total number of the public Universities of the southern region, that offer the presential Degree in Physical Education. Results: We observe, as a result: a) there are sixteen public institutions in the southern region of Brazil offering the Degree in Physical Education; b) the discipline of Libras is present in all the analyzed summaries of the disciplines; c) the most present term in these summaries is “Basic of Libras”; d) we found a variation between 68h, 40h and until 30h of the discipline; e) in fifteen institutions, the discipline of Libras is offered in the presential modality and one in the distance modality. Conclusion: The experiences of State University of Ponta Grossa and Federal University of Rio Grande need to be more explored, because the both are cases in which the standard of teaching Libras is unique, when compared to other cases.
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Kingston, D. G., W. J. Eastwood, P. I. Jones, R. Johnson, S. Marshall, and D. M. Hannah. "Experiences of using mobile technologies and virtual field tours in Physical Geography: implications for hydrology education." Hydrology and Earth System Sciences 16, no. 5 (May 3, 2012): 1281–86. http://dx.doi.org/10.5194/hess-16-1281-2012.
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Abstract. Education in hydrology is changing rapidly due to diversification of students, emergent major scientific and practical challenges that our discipline must engage with, shifting pedagogic ideas and higher education environments, the need for students to develop new discipline specific and transferrable skills, and the advent of innovative technologies for learning and teaching. This paper focuses on new technologies in the context of learning and teaching in Physical Geography and reflects on the implications of our experiences for education in hydrology. We evaluate the experience of designing and trialling novel mobile technology-based field exercises and a virtual field tour for a Year 1 undergraduate Physical Geography module at a UK university. The new exercises are based on using and obtaining spatial data, operation of meteorological equipment (explained using an interactive DVD), and include introductions to global positioning systems (GPS) and geographical information systems (GIS). The technology and exercises were well received in a pilot study and subsequent rolling-out to the full student cohort (∼150 students). A statistically significant improvement in marks was observed following the redesign. Although the students enjoyed using mobile technology, the increased interactivity and opportunity for peer learning were considered to be the primary benefits by students. This is reinforced further by student preference for the new interactive virtual field tour over the previous "show-and-tell" field exercise. Despite the new exercises having many advantages, exercise development was not trivial due to the high start-up costs, the need for provision of sufficient technical support and the relative difficulty of making year-to-year changes (to the virtual field tour in particular). Our experiences are highly relevant to the implementation of novel learning and teaching technologies in hydrology education.
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Yaroshenko, Evgeniya Valeryevna, Yulia Ivanovna Zhuravleva, and Magomed Abdulatipovich Magomedsadykov. "Priority directions of realization of educational functions of physical culture and sports within the educational process of the University." KANT 41, no. 4 (December 15, 2021): 339–43. http://dx.doi.org/10.24923/2222-243x.2021-41.62.
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The purpose of the study was to experimentally test and establish the degree of effectiveness of strategic directions for the application of the educational potential of physical culture within the educational process of the university. The scientific novelty lies in the justification of the need for the introduction of educational functions and their implementation within the discipline: "Elective courses in physical culture and sports". The adequacy of the methods used allowed us to obtain reliable results indicating the confirmation of the hypothesis put forward by us and the achievement of the set research goal, which assumes a high degree of efficiency of introducing scientifically based and presented strategic directions of the application of educational functions of physical culture into the educational process of the university. As a result, the proposed strategic directions can be used in the educational process of any university, within the framework of which the program "Elective courses in physical culture and sports" is being implemented.
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Sufriani, Ina, Zulfan Saam, and Caska Caska. "IMPLEMENTASI NILAI-NILAI KARAKTER YANG TERKANDUNG DALAM KEGIATAN EKSTRAKURIKULER PRAMUKA SDN 18 PURNAMA KECAMATAN DUMAI BARAT." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 4, no. 2 (August 26, 2021): 253. http://dx.doi.org/10.31258/jta.v4i2.253-281.
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Character provides an overview of a nation, as a marker of characterization, as well as differentiating a nation from another. Character is the direction of how the nation will pass through an era and deliver it to a certain degree. A great nation is a nation that has character that is able to build a civilization of Saleh, (2012: 1). Character education which is systematically applied to one of the formal school institutions, namely Elementary School (SD) is a fairly good progress. The students acquire positive behaviors and habits that can increase their self-confidence. Character education applied to formal educational institutions can also be a means of civilizing and humanizing Noviani, (2011: 205-215). Data was collected through interviews, documentation and observation. Analysis of the data in this study with the following steps: Data Reduction, Data Presentation, Conclusion Drawing and Verification From the results of data analysis carried out on the impact of scouting activities in shaping the character of discipline and responsibility, namely rewards and punishments, direct orders and directions, and conditioning for every action. The achievement of 4 indicators of discipline and responsibility in keeping the lesson schedule such as doing the assigned tasks, discipline and responsibility in respecting time, students do not procrastinate on work, especially worship, self-discipline and responsibility focusing on students' independence and discipline and responsibility in maintaining physical condition, namely students are able to maintain a healthy lifestyle.
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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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Holt, Karen. "An Exploration of the Experience of Harm in the Bondage/Discipline/Sadomasochism Community." Violence and Victims 33, no. 4 (August 2018): 663–85. http://dx.doi.org/10.1891/0886-6708.vv-d-16-00194.
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This study sought to gain insight into the attitudes, beliefs, and values that shape bondage/discipline/sadomasochism (BDSM) activities and to explore the degree and consequences of unintended or non-negotiated harms, including physical, emotional, and sexual violence. A qualitative approach, consisting of 22 semistructured interviews and over 150 hours of observations of BDSM events and activities, was used to develop an in-depth exploration of the lived experiences of participants. Thematic analysis was employed to elucidate the ways in which participants define and in some cases experience harm. Findings suggest that individuals construct rational identities that emphasize safe practices and managing harm; however; there are instances where “boundary slippage” occurs. Implications for understanding the dynamics as well as the potential dangers of “consensual” violence are discussed.
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Knitter, Daniel, Katja Augustin, Ehsan Biniyaz, Wolfgang Hamer, Michael Kuhwald, Malte Schwanebeck, and Rainer Duttmann. "Geography and the Anthropocene: Critical approaches needed." Progress in Physical Geography: Earth and Environment 43, no. 3 (March 25, 2019): 451–61. http://dx.doi.org/10.1177/0309133319829395.
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“The Anthropocene” currently serves as a framework to acknowledge global human influences on the earth systems. Different prominent authors call for geographers and especially physical geographers to intensify their involvement in the discussions on the theme. A bibliometric analysis shows that geographers are already one of the leading contributors to the keyword Anthropocene in journal articles. While we generally support the standpoint of increased engagement with the topic, we want to emphasize that we need to do more than only attaching the “Anthropocene” label to our daily research practice. A critical engagement with and reflection of the research questions and contexts is needed to play a vital role as discussant in the debate. We should take advantage of the diverse themes, topics and viewpoints of our subject by actively following a more critical approach to our research practices in order to find those geographic ties that join us and our discipline and that enable us to contribute more substantially to the Anthropocene debate.
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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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Jimenez, Belmonte, Garrido, Ruz, and Vazquez. "Software Tool for Acausal Physical Modelling and Simulation." Symmetry 11, no. 10 (September 24, 2019): 1199. http://dx.doi.org/10.3390/sym11101199.
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Modelling and simulation are key tools for analysis and design of systems and processes from almost any scientific or engineering discipline. Models of complex systems are typically built on acausal Differential-Algebraic Equations (DAE) and discrete events using Object-Oriented Modelling (OOM) languages, and some of their key concepts can be explained as symmetries. To obtain a computer executable version from the original model, several algorithms, based on bipartite symmetric graphs, must be applied for automatic equation generation, removing alias equations, computational causality assignment, equation sorting, discrete-event processing or index reduction. In this paper, an open source tool according to OOM paradigm and developed in MATLAB is introduced. It implements such algorithms adding an educational perspective about how they work, since the step by step results obtained after processing the model equations can be shown. The tool also allows to create models using its own OOM language and to simulate the final executable equation set. It was used by students in a modelling and simulation course of the Automatic Control and Industrial Electronics Engineering degree, showing a significant improvement in their understanding and learning of the abovementioned topics after their assessment.
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Liu, Jianqing, and Yifei Wang. "Study on Academic Evaluation Practice of Theoretical Courses of Sports Basketball Education under the Concept of Quantitative Evaluation." Mathematical Problems in Engineering 2022 (August 20, 2022): 1–7. http://dx.doi.org/10.1155/2022/9151943.
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The report of the 20th National Congress of the Communist Party of my country clearly pointed out that it is necessary to cultivate high-quality teachers, which means improving the physical education ability of our country. The construction of physical education teachers in colleges and universities should not only have good professional skills but also have a profound theoretical foundation, which requires strengthening their teaching evaluation. Therefore, evaluating their teaching effects has become an important topic in the current teaching reform. For a long time, the theoretical teaching performance evaluation of domestic university sports majors mostly adopts quantitative methods such as paper and pen, pursuing precision, and quantification, thus greatly improving the comprehensive quality of students. This study is to analyze the academic performance of vocational basic courses of basketball in colleges and universities, using the quantitative evaluation method and developmental evaluation idea. The conclusion is that the teaching emphases of each discipline can be distinguished based on the evaluation criteria of teachers’ academic qualifications and quantitative evaluation so as to find the development direction of each discipline of sports basketball and the degree of goal completion.
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Geist, Helmut J. "Integrative Geographie neu denken – z.B. anthropozänisch." Geographica Helvetica 73, no. 2 (May 25, 2018): 187–91. http://dx.doi.org/10.5194/gh-73-187-2018.
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Abstract. Current efforts to formalize the Anthropocene as a new geologic epoch have relaunched deliberations concerning the re/unification of human and physical geography. This commentary notes the end of traditional (dualist) human-environmental thinking and welcomes a vital pluralism of alternative approaches including gaia-politics. Thus, it recommends to challenge and reject the hegemony of a geoscientists' (geocratic) narrative. Still valid is the provocation by French philosopher Latour that the historical failure of the discipline to achieve convergence will very likely leave geography as it is, ie. divided into separate disciplines.
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Saunders, Bernadette J. "Ending the Physical Punishment of Children by Parents in the English-speaking World: The Impact of Language, Tradition and Law." International Journal of Children’s Rights 21, no. 2 (2013): 278–304. http://dx.doi.org/10.1163/15718182-02102001.
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Ending the physical punishment of children remains an enormous challenge. In societies which tolerate even limited physical punishment as discipline or control, it is a response to children that adults may unthinkingly adopt simply because they can. This paper primarily focuses on the language, traditions and law prevailing in English-speaking, common law countries – Australia, Canada, and the United Kingdom – that have ratified the CRC but have not yet fully outlawed physical punishment. New Zealand, the first English-speaking country to ban physical punishment, and the United States which has neither ratified the CRC nor fully outlawed physical punishment, are also discussed. Separately, language, traditional attitudes and practices, and laws impacting children’s lives are considered, with a view to envisioning a status quo where adults and children are accorded equal respect as human beings and any degree of physical violence towards children is regarded as an aberration.
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Sokolova, Inna V. "Assessing the quality of distance learning in the discipline “physical culture and sports” in the educational process of the university." Bulletin of Nizhnevartovsk State University, no. 4 (December 10, 2021): 68–77. http://dx.doi.org/10.36906/2311-4444/21-4/07.
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The pandemic announced in the world requires non-standard solutions from teachers to implement a full-fledged educational process in the higher education system of the Russian Federation. The academic discipline Physical Culture and Sports is no exception. The use of accessible and modern wellness programs in the classroom is necessary for the full maintenance and strengthening of students ' health, increasing their motor activity during the day. Special responsibility is assigned to teachers who are able to organize a competent educational process in the context of distance learning, while observing all the principles of teaching. Modern information technologies have made it possible to conduct training sessions online on the Mirapolis platform. To do this, we used selected wellness programs published on YouTube, the Fitify program and the Pacer pedometer. Students studied under the guidance of a teacher, using a video link. Thus, the teacher could not only control the correctness of the exercises, but also adjust the programs. At the end of the semester of distance learning in the discipline Physical Culture and Sports, a survey of students was conducted, the purpose of which was to analyze the degree of their satisfaction with the organization and methodology of classes. The greatest difficulties in physical education (6.3% of respondents) were caused by 1st year students, nevertheless, the motivation for physical education has not changed. More than 50% of respondents are satisfied with the received physical activity in distance classes. Among the positive aspects of distance learning were noted: the absence of the need to spend time on the way to and from the place of study and, as a result, the availability of more free time 79%, low risk of infection (71%), the opportunity to study at an individual pace (56%). For 40% of respondents, it is an opportunity to use modern technologies. Thus, the results showed that the majority of students adapted well to the organization of distance learning at SPbGUP, including in the discipline physical culture and sports.
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Fatima, Hani, Shuhang Zhao, Ai Yue, Shanshan Li, and Yaojiang Shi. "Parental Discipline and Early Childhood Development in Rural China." Sustainability 14, no. 4 (February 10, 2022): 1988. http://dx.doi.org/10.3390/su14041988.
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Children who are under the age of five in underdeveloped and developing countries, including China, exhibit developmental delays due to their exposure to risks such as impoverishment, deprived health conditions, parental punishment, neglect, and poor psychosocial stimulation. Adverse experiences during the formative years of life, such as harsh parental discipline, may put them at risk for poor physical and mental well-being. The aim of this research is to explore the pervasiveness and developmental outcomes of different forms of discipline practices in the underdeveloped rural areas of China. To do this, we used cross-sectional data on child–caregiver dyads from a large survey held in 22 poor counties in the QinBa Mountain Region. The sample included 1622 children aged 12–36 months. Partakers were requested to respond to a general survey on parenting which included basic demographic questions, the Ages and Stages Questionnaire: Social-Emotional (ASQ-SE), the Bayley Scales of Infant and Toddler Development (BSID-III), and questions on exposure of children to different discipline practices. Our findings from OLS estimates reveal that aversive discipline methods adversely affect cognitive, language, and socio-emotional development, whereas, non-aversive discipline practices have constructive effects on cognitive, language, and motor development of children.
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Madajová, Michala, and Martin Šveda. "Time geography under the influence of information and communication technologies." Geografie 118, no. 2 (2013): 179–203. http://dx.doi.org/10.37040/geografie2013118020179.
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It is clear that time geography has the potential to help us better understand the spatial-temporal behaviour of individuals. However, the great expansion of information and communication technologies in the recent period has dramatically changed human life and has brought new ideas to this discipline. Some time-geographic concepts which have formed the backbone of time-space research until now need to be modified and extended to accommodate the changing nature and characteristics of human activities and interactions in a hybrid physical-virtual space. The paper addresses the latest trends in time geography and outlines the challenges and problems facing this area of research. It examines how information and communication technologies have contributed to currently changing concepts of classical time geography and brought new impulses in approaches and methods necessary to capture, analyse and represent a variety of activities of individuals in the complexity of social and spatial interactions.
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White, Kristopher D. "A geographical perspective on the Aral Sea crisis: three interpretations of an image." Bulletin of Geography. Socio-economic Series 21, no. 21 (September 1, 2013): 125–32. http://dx.doi.org/10.2478/bog-2013-0026.
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Abstract The Aral Sea crisis has gained global notoriety as a human-induced environmental disaster. This paper contextualizes this crisis within a broad geographical framework. Three interpretations of a single photographic image emblematic of the desiccation of the Aral Sea are related to general foci within the academic discipline of geography. These interpretations serve to guide a framing of the Aral Sea crisis within a geographical context. This is presented as a geographical problem, incorporating elements and processes salient to physical geography, human geography, and human-environment interaction. With ecological and societal sustainability in the immediate Aral Sea region still a pressing concern, geographers are well positioned to contribute relevant, research-driven insights.
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ALAM, SARFARAZ. "Geography Syllabus in the Secondary Schools of India: Issues and Challenges." Romanian Review of Geographical Education 9, no. 2 (November 14, 2020): 46–66. http://dx.doi.org/10.23741/rrge220203.
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Constructi ng the syllabus of a school subject coul d be a highly contested exercise given the fact that it must cater for the concerns of competing stakeholders and pressures to incorporate all possible aspects of that discipline. For geography, whose field of study is extremely vast, and its nature is not clearly defined, developing its syllabus is particularly challenging. This paper discusses some key issues concerning the status of the geography syllabus in the secondary schools in India. The central theme of t he paper is built on the study of documenta ry sources, research works, as well as on the survey of schoolteachers and geography experts from some school boards. The paper concludes that the educational value of school geogr aphy can only be realized by inco rpo rating both physical an d human aspects of the Earth in the syllab
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Peng, Jian, Yi’na Hu, Jianquan Dong, Qi Mao, Yanxu Liu, Yueyue Du, Jiansheng Wu, and Yanglin Wang. "Linking spatial differentiation with sustainability management: Academic contributions and research directions of physical geography in China." Progress in Physical Geography: Earth and Environment 44, no. 1 (October 9, 2019): 14–30. http://dx.doi.org/10.1177/0309133319878107.
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Physical geography focuses on the Earth surface system and is dedicated to revealing how people affect the environment and how the environment reacts to people. Based on its characteristic spatial cognitive perspective, the inductive–deductive combined approach, and the comprehensive research paradigm that integrates multiple elements, processes, and scales, physical geography always provides an important scientific basis for understanding human–nature interactions and solving sustainable development issues in different eras. Putting theory into practice, physical geography plays a pivotal role in realizing the UN Sustainable Development Goals and China’s goal of ecological civilization. At present, China is in a stage of rapid socio-economic development and global conditions are changing more quickly than ever. Based on its disciplinary characteristics and traditional advantages, physical geography in China should always develop around social needs and play an increasing role in resource- and environment-related policies and outreach. Future development of physical geography as a discipline in China is expected, taking spatial cognition as the basic perspective and human–nature interaction as the core content, along with the combination of deductive and inductive approaches and the strengthening of interregional integration, all under the goal of sustainability. Considering the shared environmental challenges and the complexity of interconnections between countries in the context of globalization, the academic exploration and practice of physical geography in China have been providing scientific support for the sustainable development of China and beyond.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
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Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
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Messerli, P., and L. Rey. "Integrating physical and human geography in the context of mountain development: the Bernese approach." Geographica Helvetica 67, no. 1/2 (November 22, 2012): 38–42. http://dx.doi.org/10.5194/gh-67-38-2012.
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Abstract. Time and again, discussions at the Institute of Geography in Bern regarding the choice of new faculty or debates about how to position ourselves scientifically have inspired us to re-examine our understanding of our discipline. The structural report, for example, which the Institute’s board of directors presented to faculty and university directors in 1994, describes our scientific self-conception as follows: "Geography is concerned with humankind’s physical-material environment. As such, it is an environmental science. The physical-material environment is analysed according to a dual perspective: as a condition and constraint of humankind and its cultural development; and as a product and result of economic, social, and political processes. This dual perspective requires that the natural sciences as well as the social sciences and humanities be employed to access geography’s object of study. The natural science branches of geography examine essential parts of the ecosystem and associated productive, endangering, and limiting factors and processes; these branches use the methodology of the natural sciences and base their research concepts on the systems theories of the natural sciences. The social science and humanistic branches of geography investigate the economically, politically, and socioculturally motivated principles governing our use of the environment, as well as the significance of the physical-material world in the social constitution of the spatial arrangement of society. These branches of geography use the methods of the social sciences and humanities, applying the theories of both in their research concepts." (Direktorium des Geographischen Instituts der Universität Bern 1994: 1)
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Zubarev, S., G. Shul'gin, and A. Furaev. "The Content of the Discipline “Material and Technical Support of Physical Culture and Sports” in Accordance with the Requirements of the Federal State Educational Standard 3++ in the Direction of 49.03.04 “Sport”." Standards and Monitoring in Education 8, no. 2 (May 29, 2020): 39–43. http://dx.doi.org/10.12737/1998-1740-2020-39-43.
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In the article authors propose the developed content of the discipline “Material and technical support of physical education and sports”. The application of the developed content will contribute to the development of knowledge and skills of bachelor’s degree students in sports, in accordance with the direction of training 49.03.04 “Sport”, recently approved by the Ministry of Science and Higher Education, particularly, in the fi eld of maintenance and operation of sports buildings and facilities. The structure and content of the disciplines “Material and technical support of physical education and sports” are proposed in accordance with the competency-based requirements of the Federal State Educational Standard 3 ++ for the direction of training 49.03.04 “Sport”. Authors recommended labor functions and indicators of achievement, in accordance with the professional standards “Coach” and “Instructor-Methodist”.
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Putri, Intan Hapsari Surya, and Rukuh Setiadi. "Building a Community Adaptive Capacity Model: A Case Study of the Tanjungmas Sub-District in Semarang Municipality." Indonesian Journal of Planning and Development 5, no. 1 (February 29, 2020): 1–10. http://dx.doi.org/10.14710/ijpd.5.1.1-10.
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Climate change has pushed communities to make continued adjustments in various aspects of their life in order to adapt and survive. Adaptive capacity is a key concept in understanding this context. Although a number of researches in the discipline of social sciences have examined the meanings and categories of adaptation capacity, the extent to which this knowledge is used in the field of physical geography has not been adequately studied. Most studies on adaptive capacities within this discipline are focused largely on measuring the level or status of adaptation capacity (i.e. high, medium, or low) in a given region. Moreover, these studies have typically interpreted adaptation capacity as rigid and static. Thus, it sets the same index for all adaptive capacity categories. Sometimes it provides a varied index, but it does not give adequate consideration to the actual condition influencing adaptation capacity (i.e. the characteristic of adaptation goals, actors, resources, and etc.). With a case study approach focused in Tanjungmas Sub-district, this study aims to build a conceptual model which connects overall adaptive capacity categories using qualitative methods. We interviewed 18 key persons including sub-district officers, community leaders, women associations, and other local organisation members. This model may help researchers in the area of physical geography to conceptualize adaptation capacities and to establish an index that more accurately reflects local conditions following additional brief field assessments.
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Farina, Almo. "Perspectives in ecoacoustics: A contribution to defining a discipline." Journal of Ecoacoustics 2, no. 2 (June 26, 2018): 1. http://dx.doi.org/10.22261/jea.trzd5i.
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Ecoacoustics is a new discipline that investigates the ecological role of sounds. Ecoacoustics is a relevant field of research related to long-term monitoring, habitat health, biodiversity assessment, soundscape conservation and ecosystem management. Several life traits of the species, populations, communities, and landscapes/waterscapes may be described by ecoacoustics. Non-invasive programmable recording devices with on-board ecoacoustic metric calculations are efficient and powerful tools to investigate ecological systems. A set of processes in four [adaptive, behavioural, geographical, ecosemiotic] domains supports and guides the development of ecoacoustics. The first domain includes evolutionary mechanisms that join sound typology with the physical and biological characteristics of the environment and create frequency partitioning among species to reduce competition. The second domain addresses interspecific signals associated with geophysical and anthropogenic sounds that operate to shape temporary acoustic communities and orient species to select suitable acoustic habitats. The third domain pertains to the geography of sound, an entity composed of three subordinate acoustic objects: sonotopes, soundtopes, and sonotones, which are operationally delimited in a geographical and temporal space by the distribution of the ecoacoustic events. The ecoacoustic events allow the classification of complex configurations of acoustic signals and represent the grain of a soundscape mosaic. The fourth domain operates by ecosemiotic mechanisms within the species level according to a function-specific perception of the acoustic information facilitated by encoding processes.
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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’.