Journal articles on the topic 'Degree Discipline: Science in Society'
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Scalfi, Luca, Furio Brighenti, Nino Carlo Battistini, Alessandra Bordoni, Alessandro Casini, Salvatore Ciappellano, Daniele Del Rio, Francesca Scazzina, Fabio Galvano, and Nicolò Merendino. "University Education in Human Nutrition: The Italian Experience—A Position Paper of the Italian Society of Human Nutrition." Journal of Biomedical Education 2015 (August 5, 2015): 1–8. http://dx.doi.org/10.1155/2015/143083.
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As a broad range of professionals in clinical and nonclinical settings requires some expertise in human nutrition, the university system must offer academic courses tailored to these different specific needs. In the Italian university system there is still uncertainty with regard to the learning objectives regarding human nutrition. In the ministerial decrees defining the criteria for establishing university courses, the indications about education in human nutrition are rather inconsistent, sometimes detailed, but often just mentioned or even only implied. Education in human nutrition requires both an appropriate duration (number of university credits included in the degree format for different disciplines) and course units that are designed in order to achieve specific expertise. The university system should appropriately design and distinguish the nutritional competencies of the different types of graduates. Physiology and biochemistry are the academic disciplines mostly involved in teaching fundamentals of human nutrition, while the discipline sciences of applied nutrition and dietetics more strictly focuses on applied nutrition and clinical nutrition. Other academic disciplines that may contribute to education in human nutrition, depending on the type of degree, are internal medicine (and its subspecialties), hygiene, endocrinology, food technologies, food chemistry, commodity science, and so forth.
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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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Arakelov, Sergey. "Modern requirements for improving information and library education in the context of digitalization of society." Infolib 26, no. 2 (June 30, 2021): 54–57. http://dx.doi.org/10.47267/2181-8207/2021/2-062.
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This article analyzes world trends and foreign experience in creating a new paradigm in the development of information and library education in the electronic era. The necessity of using innovative technologies in bachelor’s degree in teaching information and library disciplines, which today are at the intersection of such sciences as information science and library science, is discussed. What, in turn, needs to be done and what will help to train highly qualified specialists for information and library specialists of the republic.
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Brake, Mark, and Martin Griffiths. "Science, Fiction and Curriculum Innovation." Symposium - International Astronomical Union 213 (2004): 572–77. http://dx.doi.org/10.1017/s0074180900193933.
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The academic world is now becoming so specialized that the advantages of a cross disciplinary education are being lost in the tidal wave of scholarship concentrating upon narrow subject fields whilst displacing the values of connected disciplines from the sciences and humanities. The almost rigorous segregation of science and the arts at degree level is being felt not only within academia, but within society. The more a subject is concentrated, the less profound and applicable it appears to the public who should ultimately be the beneficiaries of such knowledge. In order to achieve a form of parity through which our modern world can be examined, the University of Glamorgan has introduced an innovative degree course aimed at developing a multidisciplinary knowledge of science and the arts via an exploration of the science, history, philosophy, religious, artistic, literary, cultural and social endeavours of the fields of astronomy and fantastic literature.
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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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Urzha, Olga, Valentina Kataeva, Tatiana Evstratova, Valentina Zhukova, and Irina YIlina. "Using the Scenarios of Simulation Case Assignments in the Educational Process of Students in the Specialty "State and Municipal Management", Master’s Degree Programme." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 597. http://dx.doi.org/10.14419/ijet.v7i4.38.24630.
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The article is devoted to the use of simulation case assignments in the learning process of students pursuing a Master's degree in "State and Municipal Management" at Russian State Social University. This university was established in 1991 for the high-quality training of specialists in the social sphere. The specialty "State and Municipal Management" enables students to explore the theoretical and practical levels, the essence and features of management interactions in the system of state and municipal administration, the main objectives, tasks and mechanisms of governance at the state and municipal levels, the methods and means of attracting investments in the economy of the municipality and the region, the features of the management system of the asset portfolio. The discipline "Sociology of Management" is the base for the direction of training "State and Municipal Management". The knowledge and skills acquired during the study contribute to a better understanding of the social, political, and economic patterns of management processes. Management sociology is a science which summarizes all management sciences in terms of targeting and special study of the patterns of managerial relations at all levels of society and its elements’ functioning, as well as in all subject areas, the spheres of activity in society. The study of sociology as a science about relationships in the process of governance, connections, and interactions of the subjects of management activity in Russia has started relatively recently. In the mid-1990s, scientific readings and conferences were focused on the definition of the substantive field of science, its structure.Over these years, the situation has been as follows. The sociologists who violently debated and developed this scientific direction, after the appearance of the specialty "Management in Social Sphere" in 1996, in 1999 – the specialty "State and Municipal Management", and in 2002 – the specialty "Personnel Management", handed the study of this discipline to managers. And all of these management specialties found themselves in the consolidated group of professions "Economics and Management". This greatly affected the gap in the subject field of management itself. Most economists imagined that management is economics. The lawyers of those universities where departments of "Public Administration and Legal Support" were established never doubted that management is a legal sphere of activity. None of them paid special attention to the sociological component. However, those universities, which in the course of training in the field of state and municipal government created departments of sociology management in their structure or modules in the curricula, provide the most high-quality preparation of future managers.
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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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Jones, Ian David, and Geraldine Brady. "Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment." Education Sciences 12, no. 1 (January 8, 2022): 37. http://dx.doi.org/10.3390/educsci12010037.
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The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.
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Uz, Irem, and Markus Kemmelmeier. "Can deception be desirable?" Social Science Information 56, no. 1 (November 1, 2016): 98–106. http://dx.doi.org/10.1177/0539018416675070.
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Critics of deception in research allege harm to society, the discipline of psychology, the researchers and participants. However, neither empirical findings nor a ‘reasonable-person’ test seem to support those allegations. By and large, researchers who use deception consider its costs and benefits, and the kind and degree of deceit that is typically used in psychology is of a benevolent type. Moreover, participants prefer to participate in deception research rather than its non-deceptive alternatives. In the light of these premises, we argue that deception can be desirable, especially when considering cost and benefits to research participants.
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Phillips, Gervase. "Military Morality Transformed: Weapons and Soldiers on the Nineteenth-Century Battlefield." Journal of Interdisciplinary History 41, no. 4 (March 2011): 565–90. http://dx.doi.org/10.1162/jinh_a_00156.
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The increased lethality of nineteenth-century “arms of precision” caused military formations to disperse in combat, transforming the ordinary soldier from a near automaton, drilled to deliver random fire under close supervision, into a moral agent who exercised a degree of choice about where, when, and how to fire his weapon. The emerging autonomy of the soldier became a central theme in contemporary tactical debates, which struggled to reconcile the desire for discipline with the individual initiative necessary on the battlefield. This tactical conundrum offers revealing insights about human aggression and mass violence. Its dark legacy was the propagation of military values into civilian society, thus paving the way for the political soldiers of the twentieth century.
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Hirvonen, Jouni, Outi Salminen, Katariina Vuorensola, Nina Katajavuori, Helena Huhtala, and Jeffrey Atkinson. "Pharmacy Practice and Education in Finland." Pharmacy 7, no. 1 (February 23, 2019): 21. http://dx.doi.org/10.3390/pharmacy7010021.
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The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of “general skills”, such as the pharmacist’s professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki.
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Tipton, Charles M. "The emergence of Applied Physiology within the discipline of Physiology." Journal of Applied Physiology 121, no. 2 (August 1, 2016): 401–14. http://dx.doi.org/10.1152/japplphysiol.00767.2015.
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Despite the availability and utilization of the physiology textbooks authored by Albrecht von Haller during the 18th century that heralded the modern age of physiology, not all physicians or physiologists were satisfied with its presentation, contents, or application to medicine. Initial reasons were fundamental disagreements between the “mechanists,” represented by Boerhaave, Robinson, and von Haller, and the “vitalists,” represented by the faculty and graduates of the Montpellier School of Medicine in France, notably, Bordeu and Barthez. Subsequently, objections originated from Europe, United Kingdom, and the United States in publications that focused not only on the teaching of physiology to medical and secondary students, but on the specific applications of the content of physiology to medicine, health, hygiene, pathology, and chronic diseases. At the turn of the 20th century, texts began to appear with applied physiology in their titles and in 1926, physician Samson Wright published a textbook entitled Applied Physiology that was intended for both medical students and the medical profession. Eleven years later, physicians Best and Taylor published The Physiological Basis of Medical Practice: A University of Toronto Texbook in Applied Physiology. Although both sets of authors defined the connection between applied physiology and physiology, they failed to define the areas of physiology that were included within applied physiology. This was accomplished by the American Physiological Society (APS) Publications Committee in 1948 with the publication of the Journal of Appplied Physiology, that stated the word “applied” would broadly denote human physiology whereas the terms stress and environment would broadly include work, exercise, plus industrial, climatic and social factors. NIH established a study section (SS) devoted to applied physiology in 1964 which remained active until 2001 when it became amalgamated into other SSs. Before the end of the 20th century when departments were changing their titles to reflect a stronger science orientation, many established laboratories and offered degree programs devoted to Applied Physiology. We concluded that Applied Physiology has been an important contributor to the discipline of physiology while becoming an integral component of APS.
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Ronda-Pupo, Guillermo Armando. "Knowledge map of Latin American research on management: Trends and future advancement." Social Science Information 55, no. 1 (October 26, 2015): 3–27. http://dx.doi.org/10.1177/0539018415610225.
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The objective of this article is to determine the dynamics of the evolution of management as an academic research discipline in Latin America and the Caribbean (LAC) in the past 25 years. The methodology used in the research comprises a combination of co-word analysis with Social Networks Analysis organized in a six-step procedure. First, the data retrieval was carried out; second, a list of key words related to the management discipline was created; third, a key word co-occurrence matrix and its normalization using Salton’s Cosine was done; fourth, each key word was assigned to the research line it represents, taking into consideration the 25 divisions that make up the Academy of Management Society; fifth, the internal cohesion was calculated for each research line using the density of the words network that makes it up and each line’s centrality degree; and, sixth, a strategic diagram was created representing the stage of development of each research line. The results show how the research lines Strategic Management Process and Innovation & Technology Management have formed the backbone of the development of management as an academic discipline in LAC. We also present how research lines that are necessary for the economic and social development of the region such as Entrepreneurship, Cooperative Strategy and Public Sector Management appear as peripheral underdeveloped lines. Finally, we address possible strategies for future development of the management discipline in LAC.
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English, Michael. "Urban Consulting Practice." Practicing Anthropology 15, no. 1 (January 1, 1993): 12–15. http://dx.doi.org/10.17730/praa.15.1.pn3h2457236v4097.
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In 1974 I enrolled in the inaugural class of the University of South Florida's (USF) M.A. program in applied anthropology. My undergraduate degree had been in finance and prelaw, and my experience with anthropology very limited. My interest in the program had been spurred by a St. Petersburg Times interview with Ailon Shiloh, then the graduate program director. The article told an exciting story about a new idea for anthropology—that the powerful analytical tools and perceptual abilities of the discipline could be taught to master's students, who could then be turned loose on modern American society to become effective and empathetic problem solvers. I was in my mid-twenties and ready to make a commitment to graduate education and a career. Anthropology had never occurred to me, probably because educational and career possibilities in this generally mysterious social science were limited, in my perception, to a Ph.D. and university teaching.
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Barton, S. S., W. G. Smith, and J. L. Swasey. "Using Focus Groups for Landscape Horticulture Curriculum Revision." HortScience 31, no. 4 (August 1996): 567e—567. http://dx.doi.org/10.21273/hortsci.31.4.567e.
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Curriculum revision for science-oriented degrees can be based on input from research journals and discipline-oriented society meetings, but the professional nature of a landscape horticulture degree requires more detailed industry input. The curriculum revision at the Univ. of Delaware started with discussions amongst faculty who were concerned with the current plant science curriculum. A mail survey of alumni from 1984 to 1993 and employers of Univ. of Delaware Plant and Soil Sciences Dept. graduates was conducted in 1994. Survey results were evaluated and incorporated into the development of two curricula: plant biology and landscape horticulture. Focus groups were used to seek industry input for the landscape horticulture curriculum. Two focus groups—established professionals in the landscape horticulture industry and recent graduates from the Plant and Soil Sciences Dept. with landscape horticulture positions—were convened in December 1995. Focus group members received a packet of information about the department including the proposed curricula prior to the meeting. A group of faculty presented information about departmental facilities, faculty, academic opportunities and practical experiences and accomplishments. The previous survey results and proposed curricula were reviewed. A professional facilitator, using a moderator's guide prepared by faculty members, led each focus group discussion. Tapes from each discussion were transcribed and summarized. Original transcriptions and executive summaries were distributed to focus group participants and faculty. Suggestions from focus group participants were incorporated into the final curriculum. Problems associated with the focus group technique include a reluctance of faculty to accept outside opinions, a reluctance to publicly air departmental concerns, and the cost associated with a professional facilitator and rented facilities. However, the focus group technique provided significant feedback in a short period of time and helped build liaisons with industry constituents by including them in the process. Several focus group participants will be invited to join an advisory council for the department.
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PAWEŁCZYK, Piotr. "Seksualność w socjotechnice dyscyplinowania." Przegląd Politologiczny, no. 1 (November 2, 2018): 139–48. http://dx.doi.org/10.14746/pp.2011.16.1.10.
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The paper ponders the subject of utilizing human sexuality in the process of social discipline. The author perceives this process as a modern form to subjugate an individual primarily on the basis of symbolic coercion. Making reference to the classical works of Michel Foucault the author emphasizes the factors that allow sexuality to be used for social programming. Foucault was critical of the idea that we experience the repression of a natural sexual drive, at least in its traditional meaning. In his opinion, multiplied knowledge of sex should be noted in Western societies, which leads to the hyper-development of sexual discourse, theory and the science of sexuality. He questioned the stereotypical understanding of sexual repressiveness, which determines a way of thinking in terms of a simple retaliation taken for inappropriate sexual behavior. He suggested that less observable programming control be introduced instead, based on disciplining. The limits of discourse are established by the admissible sexual relations. Whatever goes beyond this discourse, whatever is not contained within it, becomes abnormal and, potentially, repressed. The objectives of programming control and the limits of discipline are decided not only by the church and state, but also by business and media concerns, which fill the discourse with certain subjects thus deciding what dimensions of sexuality are permissible. Confessions that used to be confined to confessionals and psychoanalysts’ surgeries have become media commodities used not only marginally by pornography, but formatted to excite, fill voyeuristic needs and experience vicarious sensations. Discourse is becoming an area of apparent freedom, whereas in fact it is a means to discipline society. This seeming expansion of discourse limits to a lesser degree concerns the realm of problems and to a greater degree – accessibility. What used to be an object of communicative interest reserved for the elite has been included in mass discourse because this is the requirement of modern democracy and a liberal economy.
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Hrynicki, Wojciech M. "Complaints, Requests and Petitions as Instruments of Social Control for Civil Society in a Democratic State of Law." International conference KNOWLEDGE-BASED ORGANIZATION 28, no. 2 (June 1, 2022): 186–90. http://dx.doi.org/10.2478/kbo-2022-0070.
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Abstract The article deals with non-procedural means of social influence, such as complaints, requests and petitions, on the performance of public tasks by public authorities. Complaints, requests and petitions belong in Polish law to extra-procedural legal means which discipline bodies and institutions of public authority to perform public tasks in the best possible way. On the other hand, these extra-procedural legal remedies are a tool for civil society capable of becoming active in the social space. In this way, complaints, requests and petitions constitute an important manifestation of social control in a democratic state of law, based on the principles of cooperation between the citizen and the agent of authority. On the one hand, they constitute a kind of cooperation of civil society with the authorities, and on the other hand, they subordinate the directions of the authorities’ actions. The performance of public tasks should, after all, coincide to the highest degree with public expectations. Complainants and petitioners can, through these means, stimulate the activities of public bodies and institutions, and thus influence the spending of public funds. By activating actions of public authorities complaints, requests and petitions become human rights related to freedom, as no one should limit the activity of civil society. On the example of Polish legislation the author explicates these extra-procedural means of supporting civil society initiatives, indicating their importance not only in Polish constitutional and administrative law, but, above all, their general social significance.
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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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Barnes, Taylor, Kirstin M. Burnett, W. Shawn Ramsey, and Kathrin Dunlap. "252 Better Preparing Animal Science Students for Education Associated Careers." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 186. http://dx.doi.org/10.1093/jas/skaa278.343.
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Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.
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Hylton, Patrick L. "‘Product placement’ to widening participation in psychology: The case for culture." Psychology Teaching Review 16, no. 1 (2010): 8–15. http://dx.doi.org/10.53841/bpsptr.2010.16.1.8.
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The case is made that psychology, and the British Psychological Society in particular, should make culture in all its guises (multiculturalism, diversity, ethnicities, gender, sexuality, class) part of the core curriculum of undergraduate degrees. It is suggested that this could increase participation by Black and Minority Ethnic groups (BME) because psychology is a self-reflecting discipline and its diversification will provide role models, representation and visibility that impact on people’s motivations, sense of identity and belonging. It is argued that the ‘product’ of psychology presently is ‘culturally cleansed psychology’ which is partly a by-product of positivistic science epistemic motives that are implicitly conservative in nature. Placing psychology’s ‘product’ in culture would increase the palatability of what we ‘give away’ by making this ‘product’ more suitable for a multi-cultured world and a multicultural society, and hence add to the betterment of the everyday, civil life of society.‘The game ain’t about that any more. It’s about product. Yeah, we got the best goddam product so we gonna sell no matter where we are, right?’ Stringer Bell. (Simon & Colesberry, 2004).
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Reddy, Rajeshwar, and Laxmi Pathak. "Curriculum Integration for Medical and Dental Students." Journal of Universal College of Medical Sciences 9, no. 01 (June 22, 2021): 82–86. http://dx.doi.org/10.3126/jucms.v9i01.37989.
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Many medical and dental colleges have been following a traditional curriculum which is characterized by a discipline/subject wise model, with high degree of division of different subjects into pre-clinical, para-clinical, and clinical branches, without any correlation between the different subjects and topics. As a result, the knowledge gained by students becomes irretrievable and inadequate to apply in clinical situations. Lack of integrated approach to different subjects, during learning period, results in bringing out medical graduates lacking holistic approach toward the patients and the community while practicing medicine. Therefore, there is a need for a revision in medical education, not only in terms of the changes in our knowledge base, but also in terms of the regarding patients, medical practitioners and society in general. Integrated curriculum seeks to break down the barriers between the subject areas i.e., basic and clinical sciences, in order to promote acquisition, retention, and progressive development of knowledge and skills, and facilitate applications of principles and concepts to understand problems and develop problem solving skills. It views learning and teaching in a holistic way and reflects the real world, which is interactive, and helps students to apply their knowledge to their work and to their personal development. This article pertaining to the discipline of medical education makes an attempt to review and discuss the various types of curriculum and its integration for MBBS and BDS students.
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Vasilyev, A. D. "REVIEW OF POPULAR SCIENCE PUBLICATIONS FOR TEACHING LINGUISTIC DISCIPLINES." Siberian Philological Forum 16, no. 4 (November 30, 2021): 31–44. http://dx.doi.org/10.25146/2587-7844-2021-16-4-90.
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Statement of the problem. The most important place in the school curriculum should belong to the teaching of the Russian language. This is explained by its constitutionally fixed status, cultural and historical role, and the function of a means of interethnic communication, and the fact that Russian is a native language for the majority of the population of the Russian Federation. Account of objective realities focuses on the training of qualified subject teachers (and not the graduates who are almost helpless in linguo-didactic terms, excessively loaded with information of the psychological and pedagogical cycle). There is no doubt that when teaching future Russian linguists at the university, officially approved textbooks and textbooks are used first of all, sometimes supplemented also by the results of teachers’ own research. However, with the growth of the pedagogical baggage, it becomes clear that it is not enough to limit oneself to a circle of well-tested specialized literature, since changes are constantly taking place in the life of society and in the living speech and new phenomena are emerging. Having been unchecked earlier, they are often overlooked by some teachers, but may be well known to students. Such an imbalance is unacceptable. The purpose of the article is to analyze the texts of popular science sources regarding the possibilities of using publications of this genre in the practice of teaching linguistic disciplines. Research results. Popular scientific publications, especially those written by truly outstanding researchers, can become a significant help in teaching practice. This article discusses a number of popular science books devoted to the Russian language. When assessing their advantages or disadvantages (that is, the degree of usefulness of their application in the educational process), the author refers to his own scientific and pedagogical experience.
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SÁENZ ROYO, EVA, and YOLANDA GAMARRA CHOPO. "The application of the Simulated Society method in Social Sciences: a commitment to its coordinated implementation from related legal disciplines." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 6 (July 1, 2012): 95–106. http://dx.doi.org/10.24310/rejie.2012.v0i6.7781.
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The adjustment of Spain to the European Higher Education Area has involved important changes in the educational paper of the professors, in the methodology and educational aims and in the systems of evaluation. This project answers to these needs of adjustment and explains how a new educational methodology (Sim Soc) has been applied to the Double Degree of Law and Administration and Management (DADE) of the University of Saragossa, of a way coordinated between both Law subjects -Constitutional law and Public International law-, with the collaboration of Economic subjects -Applied Economy and Sociology-.
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Goldman, Lawrence. "Foundations of British Sociology 1880–1930: Contexts and Biographies." Sociological Review 55, no. 3 (August 2007): 431–40. http://dx.doi.org/10.1111/j.1467-954x.2007.00717.x.
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‘This paper provides an overview of aspects of the history of British sociology. In particular, it tries to answer critical historical work by among others, Perry Anderson and Philip Abrams, which sought to explain the supposed indigenous ‘failure’ to develop academic sociology in Britain before the 1960s. It is argued that a narrowly academic reading of the history of sociology cannot do justice to its role in the service of social administration and public enlightenment and may exaggerate the degree to which sociology from its foundations was conceived as a purely intellectual discipline. The paper points to a thriving sociological culture in Britain in the generation before the First World War, though it was one in which many contributions came from philosophers, natural scientists and political economists rather then self-proclaimed ‘sociologists’. It ends with a brief review of Patrick Geddes and Victor Branford, a founder of the Sociological Society and editor of the Sociological Review, whose biographies and eclectic social and international interests tell us something about the personalities and political interests of early British sociological pioneers.'
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Akram, Ejaz. "The Full Circle." American Journal of Islam and Society 18, no. 1 (January 1, 2001): v—viii. http://dx.doi.org/10.35632/ajis.v18i1.2031.
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Science Without Philosophy?Many of our readers and contributors have raised questions regarding thevarious definitions of social science and their relation to the scope of MISS.Definitions of social science have changed with time and place, and one of thereasons for that is not what is “social,” but what is “science”? “Science” inFrench, or “wissenschaft” in German, do not translate exactly the same as“science” in English. In English speaking world, “science” has an associationwith hard sciences while social sciences have been tacitly considered to be softsciences, or not sciences at all. Such a distinction does not exist in otherlanguages.It is not our intent here to provide a mere taxonomy of the meanings ofscience, but to develop an understanding as well as a consensus that socialsciences and their sub-disciplines are, without exception, based on certainparadigms that are philosophical in nature. Being a social scientist without theknowledge of these philosophical assumptions, upon which the paradigms ofthe socia1 sciences rest, is to willingly escape the full picture. Properphilosophical training, therefore, has a deep nexus with the methods of socialscience, and constitutes a necessary pre-requisite of understanding theparadigms. Paradigms establish the agenda and the agenda dictates the policy.social sciences therefore become a vehicle of understanding the society inconsonance with the accepted philosophical truths.Philosophical exposition of concepts and ideas in turn necessitates adefinition of philosophy itself. All definitions of philosophy will point tocertain “givens” or a priori assumptions that precede all scientific inquiry. Ifsocial sciences stay within the realm of the positivist paradigm, the problemmay seemingly be solved, but reducing inquiry to empiricism has its own pitfallsand the atomistic division in today’s academia is a direct result of that.Further, it restricts the scope of those social scientists who also happen to bebelievers in transcendental Truth. Conversely, to the degree that philosophy is ...
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Ilchenko, Svitlana, Naira Myshyna, and Anastasiia Fialkovska. "Advantages and disadvantages of distance education in teaching clinical discipline to students of the medical university." ScienceRise: Pedagogical Education, no. 5 (50) (September 30, 2022): 17–22. http://dx.doi.org/10.15587/2519-4984.2022.264792.
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The challenges of society have made adjustments to the medical education system of Ukraine. In the conditions of the pandemic of the coronavirus infection COVID-19 and the introduced martial law throughout the territory of Ukraine, distance learning (DL) turned out to be the only possible form of the educational process. The purpose of the study was to study the peculiarities of teaching the discipline "Propaedeutics of Pediatrics" in the conditions of the National Academy of Sciences. The process of DL at the Department of Propaedeutics of Childhood Diseases of the Dnipro State Medical University (DSMU) took place using the MOODLE electronic portal, the Google Meet video service, the YouTube platform, the website and the electronic magazine of the Dnipro State Medical University. An anonymous survey of 210 third-year students was conducted regarding their attitude and degree of satisfaction with the educational process at the Department of Propaedeutics of Childhood Diseases using educational distance technologies. As the results showed, the majority of the interviewed students are completely satisfied with the process of DL. However, when choosing a form of education, preference is still given to the classroom format of education. Among the advantages of DL, students noted the saving of time and financial costs for moving between buildings and clinical bases, the comfort of studying in a home environment, the possibility of studying at any convenient time, the availability of information resources, and the possibility of re-processing complex material. However, the biggest drawback of the DL was the lack of opportunity to work with the patient and master practical skills. So, DL, like any other method of teaching and learning, has its advantages and disadvantages. But currently existing technologies of medical education with the help of modern digital platforms, high-quality content filling of educational web resources, introduction of an effective system of quality control of acquired knowledge make it possible to adapt to the new realities of the educational process and ensure consistently high quality of medical education
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Park, Jeong Hye. "Smartphone Use Patterns of Smartphone-dependent Children." Child Health Nursing Research 26, no. 1 (January 31, 2020): 47–54. http://dx.doi.org/10.4094/chnr.2020.26.1.47.
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Purpose: The purpose of this study was to identify the smartphone use patterns of smartphone-dependent children.Methods: The study design was a cross-sectional descriptive study. The data were derived from the 2017 survey on smartphone overdependence conducted by the Ministry of Science and ICT and the National Information Society Agency. The study sample was 595 elementary school students identified as being smartphone-dependent. The data were analyzed by frequency, percentage, mean, standard deviation, the independent t-test, the x<sup>2</sup> test, the Pearson correlation coefficient, and multiple regression analysis.Results: The frequency of smartphone use was the factor strongly associated with more severe smartphone dependence in participants. Games were the most commonly used application type among participants, regardless of their degree of dependence. More severe smartphone dependence was associated with greater use of applications such as learning and television/video.Conclusion: As smartphone dependence becomes more severe, children tend to use their smartphones more frequently and to use applications that involve solitary play for the purposes of entertainment and pleasure. The findings suggest that the parents should attentively monitor their children’s smartphone use patterns and provide consistent discipline in a way that ensures appropriate smartphone use.
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Kim, Jae-Hee. "TRANSINDIVIDUAL-TRANSVERSAL SUBJECTIVITY FOR THE POSTHUMAN SOCIETY." Kriterion: Revista de Filosofia 58, no. 137 (August 2017): 391–411. http://dx.doi.org/10.1590/0100-512x2017n13709jhk.
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ABSTRACT The problem that the "posthuman" must cope with is complex: how can one embrace both anti-humanistic problematization and deconstruction of the human subject by post-structuralism and, at the same time, link the capacity of techno-science for de-humanization with the possibility for inventing posthuman subjectivity? Consideration of the posthumanization of the human must expand further from the cyborgization based on the strengthening of human individuals' capacity, and there is need of a paradigm shift for us to rethink and reconceptualize the posthuman within the ontological and sociopolitical relational networking beyond the opposition of technocentric determinism and humancentric instrumentalism. Human beings were produced in the disciplinary society in the form of self-disciplined "individuals" and have been produced in the control society in the form of de-individualized "dividuals," respectively. If so, then what will the form of human beings be in the posthuman society outside or after the control society, which has yet to arrive? In this paper, pointing out the limitations of discussions on cyborgization and examining Deleuze's diagnosis of the control society based on digital technology, I argue that we can find a new possibility for posthuman subjectivity in Simondon's "transindividual relationship" complemented by Guattari's "transversality." I propose that it will be possible for posthuman society to be produced when the transindividual relationships based on the transductive operation of technological invention realizing the common natural potentiality are realized, and a high degree of transversal communication that prevents the subjugation of this collectivity is maintained.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." Issues in Informing Science and Information Technology 18 (2021): 161–72. http://dx.doi.org/10.28945/4794.
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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a student satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated.
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Gryaznova, E. V., and A. G. Goncharuk. "Theology as a scientific specialty of the master’s degree: problems and solution prospects." Vestnik of Minin University 7, no. 3 (August 10, 2019): 1. http://dx.doi.org/10.26795/2307-1281-2019-7-3-1.
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Introduction: The entry of theology into the educational sphere of modern Russia should already be considered as an accomplished fact, the fact is both academic and legal. Theology is included in the nomenclature of specialties of academic scientists of the Russian Federation, the passport of a scientific specialty is approved, in particular, "Orthodox Theology" (specialty code: 26.00.01), the work is in progress to open the corresponding dissertation council. In 48 higher educational institutions of the country, structural subdivisions of higher education institutions were opened, aimed at implementing teaching in this area.A preliminary analysis of the existing master’s degree programs in theology showed that most of them are aimed at training theologians, religious scholars, art historians, experts, educators, teachers, counselors, social specialists, church officials, etc.This article substantiates the relevance of introducing an alternative master's degree program in theology, developed at the Department of Philosophy and Theology at Minin University. The peculiarity of the program is that it does not give up the specifics of religious studies and the philosophy of religion that should be present in theological education, being its base. It is aimed at developing undergraduate competencies of research activities based on fundamental theological knowledge, the level and content of which is set by the development of science and technology of modern society. In addition, the program provides for the solution of three main problems caused by contradictions in the culture of the modern information society: 1) formation of the axiological subsystem of the culture of the modern young scientist based on traditional Christian values; 2) training of theologians who are able to participate in the development and teaching of theological disciplines at various levels and forms of education (supplementary, vocational, continuous, etc.); 3) integration of secular and religious education based on the research activities of the university.Materials and methods: in the course of writing the article, empirical and theoretical methods of research on these problems were used, in particular: a dialysis method, a synthesis of practical learning experience, an analysis of educational and methodical and scientific literature, a method of historical comparison, a prognostic method.Results: an analysis of existing master's degree programs in theology revealed that it is necessary to develop concepts for this type of education based on the integration of secular and religious education, rather than pushing out one another. The proposed model of the Master’s degree program in Theology and the “Orthodox Theology” training profile, which has been introduced at Minin University since 2019, is built on this principle. Its introduction is relevant because it is aimed at solving the main problems caused by the contradictions of modern information culture in society.Discussion and conclusions: taking into consideration the development trends of Russian society in general and the sphere of domestic education in particular, the tendencies to an ever greater “turn” in the direction of traditional religious values can be traced. In this regard, the Russian pedagogical community is experiencing the need to train qualified personnel who professionally combine pedagogical methods and research competencies related to theological issues. It is necessary to continue working to increase the number of specialists, in particular, at the level of the magistracy, who are able not only to orient themselves in the basics of world religions, but also to professionally train these competencies the future young teachers who are able to instill in the younger generation basic moral values, to conduct promising research and development educational activities that meet the requirements of the information society.
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O'Rourke, Susan. "Teaching journalism in Oman: Reflections after the Arab Spring." Pacific Journalism Review : Te Koakoa 17, no. 2 (October 31, 2011): 109–29. http://dx.doi.org/10.24135/pjr.v17i2.354.
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Between 2005–2011, the New Zealand Tertiary Education Consortium (NZTEC) was contracted to the Ministry of Higher Education (MOHE) in the Sultanate of Oman. This long-term, long-distance off-shore education contract committed four New Zealand universities to providing degrees in four discipline areas (as well as English language support) within the Omani Colleges of Applied Science. As part of this process, AUT University’s Bachelor of Communication Studies was redeveloped for delivery in Oman. This case study will focus on the Journalism major and in particular the nature of the courses within this major, the difficulties encountered in re-developing them and the challenge of delivering them under these particular circumstances in this particular time frame. The wider picture of the type of journalism practised in Oman; what is expected of—or indeed possible for― journalists in that society; and journalism as a force for democracy in Arab countries will also be briefly discussed.
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Volkova, Nataliia P., and Olena O. Lavrentieva. "THE FORMATION OF FUTURE PSYCHOLOGISTS’ PROFESSIONAL ASPIRATIONS IN THE PROCESS OF STUDYING THE DISCIPLINE «PEDAGOGY AND PSYCHOLOGY OF HIGHER SCHOOL»." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 164–75. http://dx.doi.org/10.32342/2522-4115-2021-2-22-19.
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In the article the problem of theoretical and methodological aspects, factors and means of forming the future psychologists’ professional aspirations have been revealed. The characteristics, content and essence of the «aspirations» and «professional aspirations» concepts have been clarified and analysed. It has been determined that professional aspirations are a complex personal phenomenon, which is a set of requirements, expectations that a person feels and experiences in relation to his/her own professional life and his/her own future. It is the person’s ability to model the desired future in accordance with the expectations of society, without giving up their own potentials and plans, as well as certain individual standards of future life, which a person already deserves today. The components of professional aspirations have been shown. Among them are the motivational component (the complex of motives, needs, guidelines in professional activities), the cognitive one (knowledge of the content and structure of professional aspirations, their impact on professional readiness and success of the specialist, as well as the methods and technologies of their formation), the activity one (the degree of formation of the organizational, psychology and diagnostic, prognostic, reflexive, and communicative skills) and the reflexive one (the structure of reflexive, critical and creative thinking of future psychologists). It has been established that among the components of the educational program of future psychologists’ professional training, the discipline «Pedagogy and psychology of higher school» has significant potential in the formation of students’ professional aspirations. For that, the educational process should be organized taking into account such requirements as subjectivity, dialogical nature, developmental orientation, interaction in the subsystems «lecturer - student», «student - student», which is based on co-creation and cooperation, equality of positions, empathy. It has been empirically confirmed that the formation of master degree students’ professional aspirations is possible thanks to the updated content, as well as by way of providing a link between theoretical and practical preparation in the teaching of this discipline. In the article it has been shown that, for this purpose, it is advisable to combine lectures (lecture-conversation, lecturediscussion, problem lecture), seminars (seminar in «small groups», seminar - reflection) and practical classes using a number of pedagogical technologies, namely: dialogue and discussion ones (dispute, debate, round table), game ones (role-games, simulation games, projecting-ingame), training ones (developmental, game, and simulation trainings), problem and situation learning (case-studies, projects, portfolios), blended learning (thematic blog, web-quest, search online, webinar). The diagnostic data obtained upon completion made it possible to state the positive and statistically significant dynamics in the components of future psychologists’ professional aspirations. The conclusion has been made on the expediency of construction of conceptual bases of the information and development environment of HEI, which is aimed at professional training of highly skilled and professionally self-realized experts and development of their professional aspirations.
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Ray, Nicholas. "Architectural Ethics." Research Ethics 1, no. 2 (June 2005): 67–72. http://dx.doi.org/10.1177/174701610500100207.
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The practice of architecture, a discipline that is inescapably contingent on the particular, but that is also required by society in some way to represent an ideal, raises a number of specific ethical issues. Following an essay by the philosopher Thomas Nagel, this paper argues that it is intrinsic to professional judgement that this involves the prioritizing of unquantifiable ‘goods’. A twentieth-century case study is examined, which exhibits the choices made by a well-known architect. The changed nature of architectural practice in the United Kingdom in the twenty-first century is then described, whereby the privilege of making such judgements has been severely limited by the substitution of managerial values for professional values. In the face of different ethical imperatives – most obviously to design responsibly within pressing ecological concerns – it is argued that the task for architects now is to re-establish a context within which sound judgements can be made, which of course implies a degree of professional trust. Their ability to balance managerial values (technical competence for example) with ethical decision-making is what may prove to be most valuable. There are implications for architectural education, which in the past has either pretended to be a science or has retreated into aesthetic speculation, providing training in the skills of persuasion rather than relationship-building. The conclusion is that ethical thinking is inescapable for the profession of architecture in the twenty-first century.
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Songer, Anthony D., and Karen R. Breitkreuz. "Interdisciplinary, Collaborative International Service Learning: Developing Engineering Students as Global Citizens." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 9, no. 2 (September 30, 2014): 157–70. http://dx.doi.org/10.24908/ijsle.v9i2.5621.
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Recent calls to reform engineering education place emphasis on applied math and science within the broader context of globalization, economics, the environment, and society. This broad and complex challenge necessitates the investigation of new interdisciplinary education approaches for engineering education. This paper presents a formal approach for developing engineering students as global citizens. The 360 Degree Model for Educating Socially Responsible Global Citizens (360 Global Ed model) presented herein includes a framework for foundational theory, educational environment, academic coursework, and outcomes. At the core of the emerging model is an international service learning experience called the Village Network. The Village Network provides an interdisciplinary educational program that combines classroom learning with authentic international field experiences. The program responds to the demands for integrating technical and social domains in a multi-disciplined, globally sensitive paradigm. The multi-disciplined team approached addresses both internal outcomes of self mastery and motivation that propel individuals to engage as socially responsible global citizens and external outcomes of technical and social knowledge and skills to include sustainability, teaming, and leadership. This paper establishes the need for a global imperative for engineering education and provides a background on globalization, social responsibility and service learning. It describes the 360 degree model for educating socially responsible global citizens and provides pilot assessment results through a mixed methods approach.
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Miller, K. J. "Structural integrity—whose responsibility?" Proceedings of the Institution of Mechanical Engineers, Part L: Journal of Materials: Design and Applications 217, no. 1 (January 1, 2003): 1–21. http://dx.doi.org/10.1177/146442070321700102.
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Structural Integrity (SI) as a single distinct subject has now come of age. It has grown, sometimes painfully, through the activities of many different engineering and scientific disciplines, numerous professional institutions, separate industrial organizations, several university engineering departments and national and international societies. An accelerated impetus has been derived from severe engineering problems and accidents, some of which are briefly reviewed. In the UK and elsewhere the numerous but separate disciplines initially involved in SI have each made valuable contributions. Engineers and scientists attempted to solve practical problems, but without accurate knowledge of the applied stress levels. They were followed by metallurgists, who focused attention on a materials microstructure. Design engineers and manufacturers were unable to incorporate defects of the order of grain size, or less, into their calculations. All were eventually assisted by two important developments. First came the rapid advances in two-and three-dimensional finite element analyses of stress distributions in complex-shaped geometries, and second, the study of cracks by elastic and then elastic-plastic fracture mechanics. When combined, these computer-assisted developments focused attention on the all-important synergistic parameter a. En-route to this improved state of affairs several alternative approaches were investigated to quantify the SI of structures, components and materials, many of these alternatives effectively delaying progress for many years, at great cost. Although the UK has made numerous positive contributions to SI investigations, sometimes due to unfortunate although avoidable accidents, of which many recent incidents are well-documented, future pitfalls and false trails have to be avoided wherever and whenever possible. To achieve this, individual discipline approaches now need to be better integrated at national and international levels. The increasing complexity of engineering components and structures intended to work at higher temperatures, in more aggressive environments, and with greater efficiency, will demand a higher degree of synthesis of effort. Society will demand nothing less Failures due to inappropriate and/or incorrect SI assessments leading to increasing costs to the nation in terms of human, animal and plant life, environmental damage to land sea and air, disruption to societal activities, not to mention the associated Government-sourced budget losses, need to be dramatically reduced. By looking at some industry-university collaborations in SI studies, it is hoped that the issues raised in this lecture will help in plotting the way forward and answering the question ‘Structural Integrity-whose responsibility?’
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Rauchfleisch, Adrian, Mike S. Schäfer, and Dario Siegen. "Beyond the ivory tower: Measuring and explaining academic engagement with journalists, politicians and industry representatives among Swiss professorss." PLOS ONE 16, no. 5 (May 21, 2021): e0251051. http://dx.doi.org/10.1371/journal.pone.0251051.
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Scholars from different theoretical schools have posited that in recent decades, science and society have moved closer together, and the concept of academic engagement has been proposed to capture one part of this approximation empirically. This study analyzes the academic engagement of individual scholars towards politicians, industry representatives and journalists. It uses comprehensive survey data on Swiss professors from all disciplines, all the country’s universities and from associated research institutes. It assesses, firstly, the degree to which these professors have professional contacts to journalists, politicians and industry representatives. Secondly, it explains the extent of these contacts, using multi-level modelling that incorporates individual factors as well as organizational and institutional contexts. Our study shows that academic engagement is quite common with strong differences between disciplines. Furthermore, professors with higher academic productivity, positive personal attitude towards communication activities as well as a leadership position have more outside contacts. The gender and nationality of the professors, however, only play a role for some of the contacts with non-scientific actors.
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Dupras, Charles, Katie Michelle Saulnier, and Yann Joly. "Epigenetics, ethics, law and society: A multidisciplinary review of descriptive, instrumental, dialectical and reflexive analyses." Social Studies of Science 49, no. 5 (August 1, 2019): 785–810. http://dx.doi.org/10.1177/0306312719866007.
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Epigenetics, defined as ‘the study of mitotically and/or meiotically heritable changes in gene function that cannot be explained by changes in DNA sequence’, has emerged as a promissory yet controversial field of scientific inquiry over the past decade. Scholars from many disciplines have formulated both optimistic and cautionary claims regarding its potential normative implications. This article provides a comprehensive review of the nascent literature at the crossroads of epigenetics, ethics, law and society. It describes nine emerging areas of discussion, relating to (1) the impact of epigenetics on the nature versus nurture dualism, (2) the potential resulting biologization of the social, (3) the meaning of epigenetics for public health, its potential influence on (4) reproduction and parenting, (5) political theory and (6) legal proceedings, and concerns regarding (7) stigmatization and discrimination, (8) privacy protection and (9) knowledge translation. While there is some degree of similarity between the nature and content of these areas and the abundant literature on ethical, legal and social issues in genetics, the potential implications of epigenetics ought not be conflated with the latter. Critical studies on epigenetics are emerging within a separate space of bioethical and biopolitical investigations and claims, with scholars from various epistemological standpoints utilizing distinct yet complementary analytical approaches.
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Tumino, Marisa Cecilia, and Juan Manuel Bournissen. "Conectivismo: Hacia El Nuevo Paradigma De La Enseñanza Por Competencias." European Scientific Journal, ESJ 12, no. 10 (April 29, 2016): 112. http://dx.doi.org/10.19044/esj.2016.v12n10p112.
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The three main learning theories most frequently used in the design and creation of instructional environments are behaviorism, cognitivism and constructivism. In the last years, technology has reorganized the way we live, communicate and learn. The arrival of the web 2.0 has greatly increased students’ access to the interconnected information required for their professional formation. Scientific and technological progress has impelled innovation as an assertive paradigm of the well-meant development efforts of a knowledge society in continuous transformation. One of the great challenges faced by educational institutions is that of training competent professionals qualified to adapt themselves to the ceaseless changes and challenges posed by each discipline, with the consequent responsibility of implementing teaching and evaluation techniques which would allow to identify the degree of achievement of professional competencies aimed to develop in the students. This essay addresses the way in which Informatics -as a science which studies methods, processes, and storage, processing and transmission techniquescan lay the foundations this changes convey and introduce innovative practices aimed to get hold of the benefits of connectivism to strengthen competencies of the professional profile. According to Bartolomé (2011), in connectivism -as a learning theory first introduced by Siemens and Downeslearning is produced through a process of connecting and generating information in the context of a learning community, where this community acts as a node, part of a bigger net with other nodes sharing resources with each other. The size and strength of the nodes varies according to the concentration of information and the number of individuals participating in the node. Knowledge is distributed throughout the net. Some interesting concepts are the continuous change of validity and precision of information (knowledge dynamics) and also the change in the students’ skills over time. Drawing from the information gathered in this study, it is believed that the self-determined learning methodology, along with the resources gained through connectivism, creates a beneficial scenario for the professional training aimed to develop the competences demanded by society.
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Zharov, Valentin K., Arslan P. Mardanov, and Nilufar U. Okbayeva. "ON THE ISSUE OF MODELING THE METHODOLOGY OF TEACHING DISCIPLINES IN PEDAGOGY." RSUH/RGGU Bulletin. Series Information Science. Information Security. Mathematics, no. 1 (2022): 120–36. http://dx.doi.org/10.28995/2686-679x-2022-1-120-136.
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The pedagogy of secondary general education and higher education has a common problem – the correlation of the language of science with the levels of abstraction of the objects and problems under study. If in a general education school one can talk about the propaedeutics of language and problems, then in higher education, in terms of modeling problems, it is too late to discuss the necessary levels of abstractions and ways to describe them. In some cases, finding a common educational (terminological base) language partly solves the problem of perception and learning the approach to formulation, studying the problems that arise when solving problems. Based on examples from the practice of teaching sections of higher mathematics and compiling course models using mathematical modeling and computational methods for solving the problems under study, the experience of varying learning models in various educational environments is given. The basis is the work, manuals, abstracts of educational special courses in higher mathematics from three educational institutions: TSTU. Islam Karimov, Karshi State University and RSUH. At present, the degree of formalization of educational materials is increasingly acquiring high levels of abstraction, so students (bachelors and masters) increasingly need a mathematical language from sections of the calculus of variations, symbolic methods, topology, etc. An idea is formulated about the educational system built on traditional education and its compliance with the new requirements that arise in society.
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Ashcroft, Jared, Walter Klingerman, and Brandon Rodriguez. "Using Remotely Accessible Microscopy in the Elementary Classroom." Frontiers in Education Technology 1, no. 2 (August 1, 2018): 137. http://dx.doi.org/10.22158/fet.v1n2p137.
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<p><em>Elementary children are at an age of investigation and exploration. In today’s society, this exploration often occurs using technology. Whether learning to type with Typing Club, using Google to search for information on Yellowstone National Park or designing and creating a city in Minecraft, technology has become a part of every child’s existence. Early access to technology could be the impetus to a students’ pursuit of a degree in STEM disciplines. Presented here is a conglomerate of University, Community College and High School sites that provide free access to advanced scientific technologies remotely for students to view and manipulate for themselves. The Remotely Accessible Instruments in Nanotechnology (RAIN) Network provides Scanning Electron (SEM), Atomic Force (AFM) and Confocal Microscopes to educators and allows an opportunity to connect with higher education scientist across the globe, with the goal of using technology to enhance the teaching of science to our children.</em><em></em></p>
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Chiou, Erin K., Richard J. Holden, Sourojit Ghosh, Yuliana Flores, and Rod D. Roscoe. "Recruitment, Admissions, Hiring, Retention, and Promotion: Mechanisms of Diversity, Equity, Inclusion (DEI) and Belonging in Higher Education." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 66, no. 1 (September 2022): 135–38. http://dx.doi.org/10.1177/1071181322661026.
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This panel session is for anyone in human factors and ergonomics (HFE) or related disciplines interested in recruiting, hiring, admitting, retaining, and promoting people within organizations from the perspective of pursuing authentic diversity. Applicants and hiring managers may also gain insight on what makes a meaningful diversity statement, a trending requirement in many degree programs and job applications. Although the panelists featured are from higher education, we welcome hearing from audience members in other industries (e.g., corporate, military, and consulting). Panelists will focus on our experiences crafting admissions or hiring criteria, recruiting and retaining Human Factors and Ergonomics Society (HFES) members, and evaluating the contributions of people in our field that go beyond the traditional bounds of science and engineering yet are central to the future of our profession. The goal of this panel is to foster community and discussion across people and organizations working to improve diversity, equity, inclusion, (DEI) and belonging in HFE.
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Wright, Theodore P. "The Sociology of Knowledge." American Journal of Islam and Society 4, no. 1 (September 1, 1987): 89–100. http://dx.doi.org/10.35632/ajis.v4i1.2739.
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The concept “sociology of knowledge” emerged from European sociologyand especially from Marxist thought which posited that the socialcharacteristics of a category of thinkers determine their intellectual productsas much or more than the intrinsic merit of their ideas themselves.’ whileMarxists, as materialists, naturally emphasized the effects of the social classof their bourgeois and feudal opponents on the latter‘s thinking in order to discounttheir arguments, the notion of social determinism can be equally wellapplied to other categories of thinkers such as national, ethnic, or religious inanalyzing their impact on an academic discipline, provided that one is carefulnot to assume a simplistic, one-to-one correlation between a thinker‘s socialbackground or religion and his ideas.It is my purpose in this paper to explore the causes, degree, and possibleconsequences of the disproportionate role of people of Jewish origin, if notfaith, in the development of the social sciences, particularly in the periodsince World War II in North America, compared to the as yet meager impactof Muslims in those fields. The powerful impact of Jewish scholars is not juston U.S. foreign policy in the Middle East, which is well-known if controversial,but, anterior to policy-making , they have largely shaped the paradigms,the conceptual apparatus, with which most Westerners, approach, perceive,and analyze society in general and the Muslim world in particular.A cautionary note first is in order. Scholars who are by others or bythemselves designated as “Jewish” vary, like Muslims and Christians, fromthe most orthodox to the most secualr, so one must avoid stereotyping and ...
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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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Bazhanov, Valentin A. "Political Ideologies through the Lens of Modern Neuroscience." Epistemology & Philosophy of Science 59, no. 1 (2022): 117–35. http://dx.doi.org/10.5840/eps202259110.
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The article presents the standpoint that naturalistic tendencies in modern science, which are especially expressed in neuroscience, push up social knowledge toward the need to revise its attitudes and norms, which consist in consistent sociocentrism and biophobia, and, hence, a simplified understanding of the phenomenon of “genetic reductionism”. We show that the application of the methods of natural science to social disciplines often marked visible progress and even conceptual breakthroughs in their development. Achievements of modern neuroscience affect a traditional area of social and humanitarian knowledge as political science, which leads to the formation of an independent area of research – political neuroscience. Through the optics of this research, cognitive styles characteristic of individuals and social groups with different value orientations imply the dominance of certain ideological sympathies and antipathies, which attributed to the opposite poles of the ideological scale – liberalism and conservatism. Considerable empirical material allows us to conclude that these ideological positions are exist due to differences in their ontogenetic “foundations”, which allows us to develop I. Kant's ideas about a priorism and transcendentalism in the context of the Kantian research program in contemporary neuroscience. The result of the implementation of this program to the political sphere was the discovery of the genesis of political views, and the demonstration of the peculiarities of their dynamics. They are based on the difference in the activity of certain neural sets, which in their turn are influenced by culture and society, forming an integral system “brain – culture – society”, where each component of which affects other components. Features and changes in the socio-cultural context of the development of an individual or a group of people may have an effect upon the architectonics of the brain and shift, due to its plasticity, of the political views along the scale of ideologies “liberalism – conservatism”. At the same time, carriers of different cognitive styles and, therefore, with a sufficient degree of probability of ideological views, percept the world in which they live in differently, and evaluate its past and possible future in diverse ways.
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Midina, Anastasia, and Oksana Orel. "Legal and ideological model of the formation of socio-legal consciousness of military servicemen as a component of social and legal support of the activities of the personnel of the national guard of Ukraine." ScienceRise: Juridical Science, no. 3(21) (September 30, 2022): 16–21. http://dx.doi.org/10.15587/2523-4153.2022.265571.
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The article is devoted to a comprehensive study of the social and legal support of the military personnel of the National Guard of Ukraine. During which it was found out that, according to the norms of the current legislation, social and legal support is an activity to create the necessary social and legal conditions for observing constitutional rights and freedoms, meeting the social needs and interests of military personnel in the course of preparing and performing combat missions; compliance with international humanitarian law; maintaining high discipline, organization and order. Based on this, the author's vision of the factors, influencing the formation of the social and legal consciousness of military personnel during military service and performing tasks for their intended purpose, is formulated, and three levels of their implementation are defined: micro-level, medium level and macro-level. The micro level includes: basic knowledge (obtained at school, higher educational institutions, higher military educational institutions); safety conditions in the performance of service and combat missions (norms of the current legislation); socio-cultural development (the degree of development of a serviceman in all spheres of human activity under the influence of changes in the dominant system of values). Medium level – self-realization (realization of the potential of a serviceman through career achievements); qualification of the military team/chief (formed by the personal attitude of the team/chief to the legal norms of the current legislation and implemented by observing them). Macro level – the mentality of society (way of thinking, general spiritual mood of society); state policy of Ukraine (the reaction of the state to specific problems of society (or groups in this society) is a fundamental guide to action for public authorities in accordance with laws and social customs). Based on the results of the study, the author's position on the very legal-ideological model of the formation of the social and legal consciousness of military personnel as a component of social and legal support for the activities of the personnel of the National Guard of Ukraine and its levels is provided. In order to increase the effectiveness of the functioning of the legal-ideological model for the formation of the social and legal consciousness of NGU military personnel, it is advisable: within the macro-level – the state leadership adhere to the implementation of social guarantees for military personnel and strengthen the propaganda of the authority of the "man in uniform" through the media; within the framework of the middle level – the local leadership independently make decisions on improving the quality potential of personnel, based on the specifics of the assigned tasks; within the framework of the micro level – during individual training, constantly inform the personnel about the latest changes in the current legislation and instill legal consciousness for the actions taken. Attention is focused on the problematic issues that arise at the present stage of development of the state
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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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Caton, Daniel B. "Curriculum for the Training of Astronomers: Comments." International Astronomical Union Colloquium 105 (1990): 36–37. http://dx.doi.org/10.1017/s0252921100086346.
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In this first international meeting on the teaching of astronomy, we should not only look at many specific techniques and approaches but also examine the overall process. In doing so, several general problems come to light and need to be commented upon:1.Introductory astronomy course lab exercises are often lacking in rigor, compared to labs in other physical sciences. Students are often asked to do simple, qualitative exercises like drawing the moon or constellations – projects that bear more resemblance to 19th-century astronomy than to the work of modern science. Lab programs should be modernized, taking advantage of modern telescopes and ancillary instrumentation.2.A survey taken of U.S. astronomy department chairs, in preparation for an American Astronomical Society roundtable discussion, revealed a wide spectrum of approaches to undergraduate astronomy instruction. The one single obvious result of the survey was the recognition of a need for an international survey, with the results distributed and discussed by the participants. The dispersion of programs may also suggest another need ....3.The astronomy instructional community lacks a central journal for the publication of pedagogical articles. The physicists have the American Journal of Physics and the Physics Teacher for advanced and lower-level articles, respectively. While astronomical articles appear in these from time to time (as well as in other publications), there is no single publication that educators can depend upon to contain important articles. While there is probably too little material available to form a new journal or newsletter, perhaps educational sections could be started in the Publications of the Astronomical Society of the Pacific, Mercury, or Sky & Telescope.4.Astronomy students (majors) are often told to “get a physics (undergraduate) degree” in preparation for becoming an astronomer, yet strongly desire to take astronomy courses. This dual-program requirement results in either larger course loads (to include the astronomy), or the possibility of losing them to other disciplines. Students can perhaps be kept interested by involving them in astronomy research while they are learning their basic math and physics.
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Hands, Africa. "Examining the Basic Psychological Needs of Library and Information Science Doctoral Students." International Journal of Doctoral Studies 13 (2018): 389–411. http://dx.doi.org/10.28945/4135.
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Aim/Purpose: The purpose of this study was to examine how the basic psychological needs of self-determination theory are reflected in doctoral students’ motivation to earn the PhD. Background: As isolating as the doctoral experience seems, it is one that occurs in a social-cultural environment that can either support or hinder the student. This research highlights the motivational influences of library and information science doctoral students regarding experiences of autonomy, competence, and relatedness. Methodology: Qualitative data were collected from seven (7) enrolled doctoral students at library and information science programs in the United States and Canada. Transcripts from semi-structured interviews and students’ personal admission statements were subjected to deductive content analysis for emphasis on three basic psychological needs: autonomy, competence, and relatedness. Contribution: Findings illustrate the role faculty play in student motivation and satisfaction with the doctoral experience. There are implications for faculty, mentors, and advisors working with current and former graduate students who may be considering a PhD. The findings have implications for doctoral recruitment, advising, and student services of interest to faculty and administrators across disciplines. It also shows the applicability of self-determination theory in the examination of the doctoral student experience and overall motivation. Findings: Deductive analysis based on self-determination theory (SDT) demonstrates factors related to self-determination theory’s basic psychological needs – autonomy, competence, and relatedness – as relevant to participants’ motivation to pursue a doctoral degree and to the examination of doctoral student initial motivation. Doctoral students are motivated by multiple factors including their interactions with and encouragement received from current and former faculty. Students report experiences related to autonomy, competence, and relatedness that energized them to pursue a doctoral degree and that have positively influenced their doctoral experience thus far. Recommendations for Practitioners: Faculty and program administrators may use this data to inform their understanding of the expectations of today’s doctoral students and motivational drivers of prospective students and to tailor support services accordingly. Recommendation for Researchers: This is a preliminary investigation of doctoral student motivation in relation to the basic psychological needs. More research is needed on a larger sample of students to more fully understand the influence of autonomy, competence, and relatedness on doctoral student initial and ongoing motivation. Impact on Society: This research is an important step in bridging faculty and student perceptions of what is important to their initial and ongoing enrollment in a doctoral program. By improving students’ experiences of autonomy, competence, and relatedness, it may be possible to improve the overall doctoral experience leading to completion of the PhD. Future Research: Future research will expand to include doctoral students farther along in their doctoral programs, the administration of the Basic Psychological Needs Scale, and may examine faculty perceptions of the three basic psychological needs.
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Quattrini, R., R. Pierdicca, A. Lucidi, F. Di Stefano, and E. S. Malinverni. "THE EUROPEAN RESEARCH NIGHT: NEW WAYS FOR COMMUNICATING SCIENCE WITH ICT AND VIDEOMAPPING." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W9 (January 31, 2019): 647–54. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w9-647-2019.
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<p><strong>Abstract.</strong> Thrilling the society toward science and research is not trivial. Albeit the “academic industry” lavishes many efforts to spread its results not only among the insiders but to the whole mankind, the importance of sharing the knowledge of research is seldom a priority. The European Researcher Night is probably the most important EU action trying to overcome this limitation, putting altogether researcher from different disciplines to show their findings through stands, short communications and events. Within this framework, the event able to attracts citizens is the video mapping projection. In this article is described a multi-disciplinary process that makes use of a photogrammetric survey as an accurate source for video projection mapping. While well-established geomatics technologies (e.g. laser scanning and photogrammetry) paves the way for the virtual reconstruction of the architecture, they are even essential to perform analysis and studies which enables visual artist or art historians to tell the story of a building in a new and fascinating way. Besides the realization of the visual mapping and a critical discussion over the procedure that has been used to translate a 3D model in a visual storytelling of the building, the article also describes an innovative way that has been set up for the management of the whole SHARPER event. The system is app-based and was designed to allow the visitors to interact with the event directly from their smartphones; several active sensors have been displaced among the city, asking the user to search for virtual owls and to catch them by answering some questions, engaging the people by exploiting the gamification paradigm. This latter has been stressed further, since the video projection was conceived as a competition between the students of the Master degree course in Engineering-Architecture. Through the application, the attendant to the visual mapping where thus enabled to vote his/her favourite video in real-time.</p>
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Kroto, Harold Walter, Maria Zielińska, Małgorzata Rajfur, and Maria Wacławek. "The Climate Change Crisis?" Chemistry-Didactics-Ecology-Metrology 21, no. 1-2 (December 1, 2016): 11–27. http://dx.doi.org/10.1515/cdem-2016-0001.
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AbstractA necessary (though probably not sufficient) condition for creativity in the sciences and the arts to flourish is a liberal/democratic socio-political environment. In Europe this was manifested in the Enlightenment as Galileo, Copernicus and others laid the foundations for the evidence-based natural philosophy which signaled the birth of “The Enlightenment”. The importance of intellectual and personal freedom for humanitarian advance is clearly manifested in the exponential success of the sciences in conquering many humanitarian problems from starvation and disease to the more obvious technologies that make modern life relatively pleasant for many - especially in the developed world. On the down side however has been the reckless thirst of a plethora of governments to exploit the vast powers of the sciences to construct ever more powerful destructive weapons. Since then, the great thinkers from Kant to Russell, scientists from Einstein to Feynman and writers from Whitman to Shaw have repeatedly pointed to the importance of the doubt-based philosophy that is the crucial antidote to the stultifying effect of dogmas of all kinds. Indeed it is only doubt that leaves the road open for all advances in human endeavour. In the 21st Century we have reached a watershed in that the human race now confronts a set of crises significantly more serious than any previously. These threats can only be overcome by an open minded liberal education of the next generation of young people. Before the name “Science” was coined it had another name, “Natural Philosophy” which more adequately describes its primary place in the spectrum of human culture. More important than any other aspect is the fact that Natural Philosophy is the only philosophical construct we have devised to determine Truth with any degree of reliability. As such it should be a primary ethical focus for the education of every child, student and citizen so at the very least they can decide whether what they are being told is actually true. This is also a strong intellectual basis for fostering creativity. For a truly humanitarian global society to evolve, equality of opportunity and personal freedom will be a necessary for all young people whatever their race, colour, nationality and most importantly sex. All technologies have the capacity to benefit society or to be detrimental and so as powerful new technical advances arise there is an onus on everyone to understand some important SET factors. As our modern world is so completely - and precariously - balanced on SET, an understanding of these disciplines by all in positions of responsibility is vital. Although wise decision-making may not be guaranteed by knowledge, common sense suggests that wisdom is an unlikely consequence of ignorance. Education is certainly a key factor and the Internet must be harnessed to improve matters. With the Vega Science Trust (www.vega.org.uk) an exciting new Global Educational Outreach for Science Engineering and Technology initiative GeoSet (www.geoset.info) and (www.geoset.fsu.edu) we are now working with other Universities to make outstanding educational material available on the Internet in any part of the world.