Journal articles on the topic 'Degree Discipline: Sonic Arts'
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1
Grond, Florian, and Thomas Hermann. "Interactive Sonification for Data Exploration: How listening modes and display purposes define design guidelines." Organised Sound 19, no. 1 (February 26, 2014): 41–51. http://dx.doi.org/10.1017/s1355771813000393.
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The desire to make data accessible through the sense of listening has led to ongoing research in the fields of sonification and auditory display since the early 1990s. Coming from the disciplines of computer sciences and human computer interface (HCI), the conceptualisation of sonification has been mostly driven by application areas and methods. On the other hand, the sonic arts, which have always participated in the auditory display community, have a genuine focus on sound. Despite these close interdisciplinary relationships between communities of sound practitioners, a rich and sound- or listening-centred concept of sonification is still missing for design guidelines. Complementary to the useful organisation by fields of application, a proper conceptual framework for sound needs to be abstracted from applications and also to some degree from tasks, as both are not directly related to sound. As an initial approach to recasting the thinking about sonification, we propose a conceptualisation of sonifications along two poles in which sound serves either anormativeor adescriptivepurpose. According to these two poles, design guidelines can be developed proper to display purposes and listening modes.
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WYSE, LONCE. "Free music and the discipline of sound." Organised Sound 8, no. 3 (December 2003): 237–47. http://dx.doi.org/10.1017/s1355771803000219.
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The history of music in the twentieth century is viewed as a process of expanding the sonic material of music to include all sound. Technological barriers to the full exploitation of the domain of sound are suggested as causing the process to take more time than it would otherwise due to cultural or aesthetic factors alone. Important historical developments in music over the last century are reconsidered to be, at least in part, strategies for circumventing technological limitations to manipulating and accessing all sound. Support for this perspective is found in the words of artists and composers of the time and in comparisons between the technologies available for creation in the visual and the sonic arts. Sound modelling is examined as a post all-sound paradigm holding promise for normalising the relationship between sound and music.
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Parsons, Michael. "The Scratch Orchestra and Visual Arts." Leonardo Music Journal 11 (December 2001): 5–11. http://dx.doi.org/10.1162/09611210152780601.
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The Scratch Orchestra, formed in London in 1969 by Cornelius Cardew, Michael Parsons and Howard Skempton, included visual and performance artists as well as musicians and other participants from diverse backgrounds, many of them without formal training. This article deals primarily with the earlier phase of the orchestra's activity, between 1969 and 1971. It describes the influence of the work of John Cage and Fluxus artists, involving the dissolution of boundaries between sonic and visual elements in performance and the use of everyday materials and activities as artistic resources. It assesses the conflicting impulses of discipline and spontaneity in the work of the Scratch Orchestra and in the parallel activity of the Portsmouth Sinfonia and other related groups. The emergence in the early 1970s of more controlled forms of compositional activity, in reaction against anarchic and libertarian aspects of the Scratch Orchestra's ethos, is also discussed.
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Páez Moncaleano, José Manuel. "Kite Lutherie: Sonic Encounters around Wind-Human Collaborative Crafting." Cuadernos de Música, Artes Visuales y Artes Escénicas 15, no. 2 (June 30, 2020): 206–27. http://dx.doi.org/10.11144/javeriana.mavae15-2.klse.
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This text encapsulates the journey I embraced for my research—creation project on collaborative experimental lutherie. While pursuing my Master’s degree in Sonic Arts, I found myself deeply interested in the character and presence of the wind I was constantly stumbling upon in Belfast, Northern Ireland. By adopting the cosmoplitics approach proposed by Isabelle Stengers, read through the framework of the contemporary arts, I will evaluate the feasibility of presenting the sound making process as a collaborative platform where human and non-human actors are allowed to interact. While wondering how to establish sonic exchange mechanisms with the wind, I rediscovered the local kiting folk practices and began to study the kite using conceptual tools brought form the German media theory, particularly the work pioneered by Friedrich Kittler. It is a physical fact that the kite could not fly if either Wind or Human were missing; therefore, in that sense, I will argue that kite flying can be presented as Kulturtechnik whenever both actors find themselves affected by the result of the collaborative action. Going a step further, I will explore Kite crafting in terms of experimental Lutherie as a process in which the final “instrument” is indeed the result of wind-human sound interaction.
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Peña, Ernesto, and Kedrick James. "Raw Harmonies: Transmediation through Raw Data." Leonardo 53, no. 2 (April 2020): 183–88. http://dx.doi.org/10.1162/leon_a_01635.
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In this paper, the authors present the initial findings from explorations on transformation patterns of data in raw format when crossing or transmediating directly (i.e. unaffected by any other form of codification) between audio and visual media. These patterns have allowed the authors to engage in the production of transmediatic artifacts with some degree of control and agency, facilitating purposeful applications of transmediation. The products of such practices will enable a form of literacy, an aesthetic means to identify in visual media artifacts those patterns that could transmediate into useful or appealing sonic artifacts and vice versa.
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Lycouris, Sophia, Eleni Ira Panourgia, Katerina Talianni, and Jack Walker. "Editorial." Airea: Arts and Interdisciplinary Research, no. 2 (October 7, 2020): 1–4. http://dx.doi.org/10.2218/airea.5038.
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Over the past two decades, collaboration has emerged as a keyword and an important methodological and ethical concern in various disciplines, which has nurtured interdisciplinary approaches that often encompass innovative processes of knowledge production. In sonic practice, trends such as participatory art, the workshop turn, and ideas of Do-It-With-Others contributed to the emergence of creative processes that manifest within the sphere of inter-human relations through participation and collaboration. Such processes can operate beyond the institutional space, or classic studio and gallery settings, by engaging directly with the social realm; blurring the lines between art, performance and our lived social, political, economic, technological and environmental realities. How are interdisciplinary practices, methodologies and vocabularies shaping the way sound and music works are created and experienced? How does this search for knowledge change sonic practice? The second issue of Airea Journal explores these questions by presenting practice-based and theoretical contributions of collaborative interdisciplinary creative processes in sound. This special focus on sound is addressed from multiple perspectives in relation to compositional, audiovisual, social, political, environmental, participatory and performative standpoints. This is a move that pays attention to and interrogates the aesthetics, methodologies and politics of interdisciplinary sonic practices. The sound arts often involve more than one disciplines and in order to study and comprehend them, an interdisciplinary approach is demanded. Many sound artworks are more than just (about) sound or sounds. Consequently, no single discipline is able to fully encompass how sound as affective and vibrant matter can be both reflexive and constitutive of social, cultural, political, religious, ethical, and perhaps even biological or cognitive developments. Sound can be investigated from almost any angle, and the articles in the present issue include numerous disciplines and subjects.
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Kolev, Vasil, and Asya Ivanova. "ART MANAGEMENT: A NEW DISCIPLINE ENTERING THE CULTURAL AND ACADEMIC LIFE IN PLOVDIV." CBU International Conference Proceedings 5 (September 23, 2017): 666–68. http://dx.doi.org/10.12955/cbup.v5.1004.
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This paper presents the conditions of economic and political changes within the 90s in Bulgaria and the necessity of a new way of thinking at managing cultural institutions in the conditions of the market economy. As a response to that problem it was created the first of its kind in Bulgaria master’s degree program „Art management.“For that purpose a brief overview of the formal models of funding the arts worldwide are presented along with the characteristics at regional levels which led to the creation of the new educational programme.The main disciplines studied in the educational module aiming to develop a new set of skills among artists are listed with a brief introduction of their scope. A local survey conducted at the Academy of Music, Dance and Fine Arts – Plovdiv, analyzing the interest of the first of its kind in Bulgaria master’s degree program „Art management“ is presented. The initial result of the evolution of the educational programme based on the number of students enrolled per year are the motivation for the start of a lager research project “ÄRT” funded by the SRF, Ministry of Education and Science.
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Doebler, William, Aaron B. Vaughn, Nathan B. Cruze, Kathryn Ballard, Jonathan Rathsam, and Peter A. Parker. "Effects of dose error and sample size on sonic boom dose-response curves." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A126. http://dx.doi.org/10.1121/10.0015769.
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NASA will soon be collecting noise-annoyance community survey data as the X-59 aircraft flies supersonically over several communities in the USA. Sparse measurements of the X-59 sonic thumps will be used together with physics-based simulations to estimate noise doses at survey participant locations. These dose estimates have associated error that affects the accuracy of modeled dose-response curves, which can result in misestimation of annoyance. The precision in dose-response curves is also a consideration in selecting the number of survey participants. To enable pretest studies of dose error and precision, simulated dose-response data were generated based on NASA’s Quiet Supersonic Flights 2018 test. The data included various degrees of dose error and sample size. Frequentist multilevel logistic regression models were fit to the true and perturbed dose-response data. Simple proportional relationships were identified between the model parameters and the perturbation standard deviation. The summary dose-response curves illustrate the impact on accuracy if dose error is not accounted for in the model. The precision in the dose-response curves is also shown as the number of participants and degree of participation is varied. Finally, sampling variability is illustrated by showing the dose-response curves for several replicates with random draws of participants and errors.
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Belanger, Elizabeth. "Using US Tuning to effect: The American Historical Association’s Tuning Project and the first year research paper." Arts and Humanities in Higher Education 16, no. 4 (July 24, 2016): 385–402. http://dx.doi.org/10.1177/1474022216628379.
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While research has long been recognized as a high impact practice in undergraduate education, much of the scholarship on undergraduate research has focused on students in the final years of their degree. This article describes a study of the ability of first year students to undertake historical research in an introductory level course at a small liberal arts college. It discusses the challenges that first year student’s face in interpreting primary sources, working with multiple sources and crafting arguments based narratives about their findings. It also documents how a research paper assignment advances students’ historical thinking skills and contribute to the development of what the American Historical Association has termed the “core competencies” in the discipline.
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Fleischmann, Katja. "Online design education: Searching for a middle ground." Arts and Humanities in Higher Education 19, no. 1 (March 1, 2018): 36–57. http://dx.doi.org/10.1177/1474022218758231.
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At its heart, design is a studio-based discipline, which makes it difficult for design educators to adopt technology-driven changes into an online teaching and learning environment. Globally, few universities offer online undergraduate degree design courses, despite an overall growth in online higher degree curricula. Anecdotal evidence and limited research studies exploring the design educators’ view lament the potential loss of direct interactions between educator and design students in an online learning environment making it impossible to offer design education online. However, the attitude of design students towards online learning is largely underexplored. Given that today’s design students are considered tech-savvy, and there is a growing student demand for flexible study options, it would seem that design students would embrace online delivery options. The aim of this study is to explore the perception of undergraduate design students towards the idea of studying design online and whether or not blended learning could provide a transitional middle ground to a fully online design course. This study also touches on any student reservations about online delivery and identifies the barriers to study design online.
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Gurdek, Magdalena. "THE NUMBER OF SCIENTIFIC OR ARTISTIC ACHIEVEMENTS THAT MAKE A SIGNIFICANT CONTRIBUTION TO THE DEVELOPMENT OF A SPECIFIC DISCIPLINE, NECESSARY TO BE DEMONSTRATED IN THE HABILITATION APPLICATION." Roczniki Administracji i Prawa 2, no. XXII (June 30, 2022): 153–72. http://dx.doi.org/10.5604/01.3001.0016.0955.
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The new, currently in force, rules for awarding academic degrees and titles as well as in the field of arts are set out in the Act of July 20, 2018, Law on Higher Education and Science. In this study, I would like to analyze in depth one of the prerequisites for awarding the degree of habilitated doctor, as defined in Art. 219 paragraph. 1 point 2 of the Act. In this provision, the legislator indicated that the degree of habilitated doctor is awarded to a person who has scientific or artistic achievements that constitute a significant contribution to the development of a specific discipline, including at least: 1 monograph or 1 cycle or 1 project achievement (...). The use of the phrase ‘scientific or artistic achievements’ (plural) and ‘including at least’ raises numerous doubts as to how much the postdoctoral researcher should have in his / her scientific or artistic achievements that make a significant contribution to the development of a given discipline and thus demonstrate them in the habilitation application, to meet the premise of Art. 219 paragraph. 1 point 2 of the Act.
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Piekut, Benjamin. "Indeterminacy, Free Improvisation, and the Mixed Avant-Garde:." Journal of the American Musicological Society 67, no. 3 (2014): 769–824. http://dx.doi.org/10.1525/jams.2014.67.3.769.
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John Cage's brand of experimentalism underwent a transformation when it was imported into the UK in the 1960s. There, in contradiction to the American's well-known preferences, indeterminacy became twisted up with jazz-derived free improvisation, owing to discourse that stressed performer freedom and creativity while downplaying notions of non-intention and discipline. The authors of these commentaries created the discursive conditions for a mingling of avant-garde traditions, but the material conditions owed more to the efforts of Victor Schonfield, whose nonprofit organization, Music Now, acquired Arts Council subsidies on behalf of a stylistically heterogeneous avant-garde that included artists working with both improvisation and indeterminacy. Schonfield also invited important guests from overseas, including Ornette Coleman, Musica Elettronica Viva, the Sonic Arts Union, the Instant Composers Pool, Christian Wolff, Sun Ra, the Taj Mahal Travellers, and, in 1972, John Cage himself. In the greater ecology of experimentalism that Schonfield created, improvisation became a kind of contact zone where musicians came together from a number of directions, among them free jazz, score-based indeterminacy, text-based intuitive music, Fluxus-inspired instruction pieces, and even psychedelic rock freak-outs. Music Now produced over 80 concerts between 1968 and 1976, when the organization folded.
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Brewer, Thomas M. "Developing a Bundled Visual Arts Assessment Model." Visual Arts Research 34, no. 1 (July 1, 2008): 63–74. http://dx.doi.org/10.2307/20715462.
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Abstract As art educators, we should be past the point of being afraid of or threatened by assessment. As a discipline we need it, but two persistent questions remain: What should assessment look like, and how do we go about creditably assessing it? This paper addresses these questions with a focused inquiry of visual art assessment literature. The results strengthen the conceptual foundation for the "bundled" assessment model, confirm that authentic and performance-based visual arts assessment is greatly needed, and make clear that new tests should measure cognitive contributions found specifically in visual arts learning. The results also lead to the development and construction of sample items that can be "bundled" together by their type and kind, featuring a degree of item selection flexibility, using varied separate and aggregated scoring options, and employing a number of contemporary and folk art exemplars. This paper and the sample test items will significantly contribute to the body of knowledge about visual art assessment and give us a glimpse into what students learn specifically when they make, respond to, and think about visual art.
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Guo, Wei, and Xin Zhang. "Regional Tourism Performance Research: Knowledge Foundation, Discipline Structure, and Academic Frontier." SAGE Open 12, no. 1 (January 2022): 215824402210880. http://dx.doi.org/10.1177/21582440221088013.
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In order to promote the prosperity and development of the research on “regional tourism performance” and better guide the practice of regional tourism development, this paper gives a basic and comprehensive review of the research activities on “regional tourism performance.” Data were collected from 418 English papers (2004–2020) collected from the Web of Science database. This study uses CiteSpace and Gephi to analyze the development of the thematic research from four dimensions: research overview, knowledge base, discipline structure, and research frontier. The study found that “regional tourism performance” is still a hot spot of the future. The existing literature on “regional tourism performance” mainly focuses on constructing models, exploring influencing factors, and innovating management models to improve tourist satisfaction, enhance regional tourism competitiveness, and promote regional economic growth. Panel data, entropy index, data envelopment analysis, bootstrap truncated regression models, coupling coordination degree, and spatial variation are the main research methods. Since 2016, cultural tourism, heritage tourism, rural tourism, tourism destinations competitiveness, and regional tourism governance have become hot topics in the thematic research. This paper is helpful to improve the research efficiency of the thematic research, promote the theoretical results to better guide the practice, and improve the level of regional tourism performance. However, this paper has limitations in terms of concept differentiation and data accuracy.
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Kashuba, Yuri, and Аlexandra Gorkovenko. "SPECIFICITY OF COMPLETING ACROBATIC JUMPS BY BACHELOR STUDENTS IN THE GENRE "CIRCUS ACROBATICS"." Innovative Solution in Modern Science 5, no. 49 (August 22, 2021): 40. http://dx.doi.org/10.26886/2414-634x.5(49)2021.3.
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The article analyzes acrobatic jumps in the genre "Circus acrobatics", the discipline "Professional training in the genre − Acrobatics". Indicated their specificity, types, features of implementation, as well as errors that may be present in the learning process for students of the educational degree "Bachelor", specialty 026 Performing arts, educational professional program "Circus genres". Clarified characteristics of jumps, methodology for their implementation. Examples of injury prevention and avoidance of gross professional mistakes are recommended. Key words: circus acrobatics, acrobatics, circus genres, acrobatic jumps, execution technique, vocational training.
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., Sutikno, Yuli Utanto, and Haryono . "Internalization of Local Genius gusjigang as the Embedding of Character Values at SMA Negeri 1 Bae Kudus." International Journal of Research and Review 10, no. 1 (January 10, 2023): 101–11. http://dx.doi.org/10.52403/ijrr.20230112.
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This research was conducted based on the results of interviews and observations of the 1 Bae Kudus State Senior High School, which is a high school that uses the gusjigang philosophy as the inculcation of character values in the school learning system as well as outlined in the achievements of the school's vision and mission. The purpose of this study was to analyze the impact of local genius gusjigang internalization in inculcating character values (discipline, religion and entrepreneurship) for students at SMA Negeri 1 Bae Kudus. This type of research used descriptive qualitative methods with an ethnographic approach to find out more deeply and systematically about the impact of local genius gusjigang internalization in instilling character values (discipline, religion and entrepreneurship) for students at SMA Negeri 1 Bae Kudus. Data collection techniques are carried out by means of observation, interviews, and documentation. The source of this research data is primary data obtained from interviews with the Principal, Deputy Head of Curriculum, Deputy Student Affairs, Teachers and Students of SMA Negeri 1 Bae Kudus. The research data validity technique used the criteria for the degree of trust (credibility) with the triangulation technique. The results of the study can be concluded that the impact of local genius gusjigang internalization in instilling character values (discipline, religion and entrepreneurship) in SMA Negeri 1 Bae Kudus is not limited to transferring knowledge about good values, but making how these character values embedded and united in the totality of one's thoughts and actions. The internalization of local genius gusjigang in instilling character values (discipline, religion and entrepreneurship) at SMA Negeri 1 Bae Kudus shows a positive impact on the character values of discipline and religiosity of students. The "Gus" character value in disciplinary behavior is characterized by significant behavior including: a) discipline in attendance; b) value time; c) guard the oral; d) always neatly dressed; e) competing for more achievements; f) obedience or obedience to teachers and parents and g) friendly and courteous behavior towards teachers/staff, parents and fellow students. The value of the character "Ji" in religious behavior shows the results of symptoms of improvement including: a) a better understanding of faith in Allah SWT; b) accustomed to worship when at home; c) bring a sense of closer to God; d) understanding of the history of the development of Islam in the world; e) emergence of literacy culture; f) aware of the obligation to always learn and seek knowledge and practice it. The character value of "Gang" or entrepreneurship also shown a positive response marked by; a) the emergence of creativity and innovation; b) independent and unyielding behavior is formed; c) growing courage to try; d) have a marketing and communicative soul; e) increasing knowledge and skills; f) be confident and responsible and g) have concern for the preservation of nature. Keywords: Character education, Local genius gusjigang, Education internalization, School education system.
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Csilla, Markója, and Balázs Kata. "A Tolnay–Panofsky-affér, avagy hűség az ifjúsághoz: A bécsi iskola, Max Dvořák és A Vasárnapi Kör." Művészettörténeti Értesítő 69, no. 2 (March 30, 2021): 159–70. http://dx.doi.org/10.1556/080.2020.00010.
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The conflict between Charles de Tolnay and Erwin Panofsky that grew unprecedentedly acrimonious in the history of the discipline – the so-called Tolnay–Panofsky affair – was more than mere personal bickering. The documents clearly reveal that the “affair”, which basically affected financial and professional positions, was based on embarrassingly ordinary, occasionally petty-minded questions instead of scientific arguments, and led to a break of relationship probably in spring 1943, also directs the attention to the science political consequences of the hierarchic establishment of American science financing and academia in general in the interwar years and the 1940s, and to differences between European and American scholarship. It can be gleaned that Tolnay’s efforts to be allotted raised stipends (often by a great degree, as the documents unanimously testify) and a confirmed position led to the deterioration of his relationship with the Princeton IAS leaders and community – in spite of the fact that the former leader of the Institute Flexner took Tolnay’s side, at times with threats to Panofsky and Oppenheimer and accusing Panofsky of professional jealousy. Though Tolnay received raised scholarship up to 4000 dollars for three years, the institute decided to part with Tolnay in 1948. In the background of the affair, however, one may discover conflicts based on the diverging views on art history by Panofsky and Tolnay rooted far deeper, in the elementary influences of the Vienna School of Art History and Max Dvořák on the one hand, and of the Sunday Circle and György Lukács, on the other. The art philosophical aspects and methodological consequences of these dissenting concepts of art history may bear significance for the practitioners of the discipline today as well.
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Pope, Randolph D. "Why Major in Literature—What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (May 2002): 503–6. http://dx.doi.org/10.1632/003081202x61278.
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The progression from language instruction or composition to the higher discipline of literature is no longer the only or even preferred path everywhere. For example, MIT stresses that its literature program goes beyond the traditional:The program in Literature leading to the degree of Bachelor of Science in Literature is equivalent to the curricula in English (or literary studies) of the major liberal arts universities. The Literature curriculum is notable also for its inclusion, along with traditional literary themes and topics, of materials drawn from film and media, from popular culture, and from minority and ethnic culture. (“Major”)
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Vaupot, Sonia. "L’enseignement de la terminologie juridique française à un public slovène." Terminology 15, no. 1 (June 10, 2009): 119–43. http://dx.doi.org/10.1075/term.15.1.07vau.
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Terminology is part of the program of university degree in Slovenia. The purpose of the paper is to study some parameters in terminology teaching within the framework of French legal terminology offered by the Department of Translation at the Faculty of Arts in Ljubljana. The program takes into account multiple aspects, which represent an important issue in translation. Mastering legal terminology is often a source of difficulties, since law, as any specialized discipline, uses its own vocabulary. The present article suggests an analysis of some specificities of legal terminology in particular for the teaching of the French legal system in Slovenian legal education.
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Hayes, Nicky. "What Makes a Psychology Graduate Distinctive?" European Psychologist 1, no. 2 (January 1996): 130–34. http://dx.doi.org/10.1027/1016-9040.1.2.130.
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This paper explores the question of what an individual gains from having undertaken and completed an undergraduate (a 3-year bachelor) degree in psychology in the United Kingdom. It addresses the question in two ways. The first is by describing a set of skills and knowledge which an individual can be expected to acquire as a direct result of taking psychology as a subject. These fall into three groups: first, specific skills such as numeracy and literacy; second, knowledge resulting directly from the content of a psychology degree (bearing in mind that these can vary considerably in content and orientation); and third, synthetic skills derived from the epistemological characteristics of psychology as an academic discipline. The paper then goes on to discuss some of the more general outcomes of, or benefits from, the study of psychology. It addresses the question of psychology as a liberal education, and of the internalized and automatized nature of much psychological knowledge, since the latter often acts as a barrier to a full awareness of what an individual has actually gained from their course.
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Trevor, Caitlyn, Marina Renner, and Sascha Frühholz. "Acoustic and structural differences between musically portrayed subtypes of fear." Journal of the Acoustical Society of America 153, no. 1 (January 2023): 384–99. http://dx.doi.org/10.1121/10.0016857.
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Fear is a frequently studied emotion category in music and emotion research. However, research in music theory suggests that music can convey finer-grained subtypes of fear, such as terror and anxiety. Previous research on musically expressed emotions has neglected to investigate subtypes of fearful emotions. This study seeks to fill this gap in the literature. To that end, 99 participants rated the emotional impression of short excerpts of horror film music predicted to convey terror and anxiety, respectively. Then, the excerpts that most effectively conveyed these target emotions were analyzed descriptively and acoustically to demonstrate the sonic differences between musically conveyed terror and anxiety. The results support the hypothesis that music conveys terror and anxiety with markedly different musical structures and acoustic features. Terrifying music has a brighter, rougher, harsher timbre, is musically denser, and may be faster and louder than anxious music. Anxious music has a greater degree of loudness variability. Both types of fearful music tend towards minor modalities and are rhythmically unpredictable. These findings further support the application of emotional granularity in music and emotion research.
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Cho-Baker, Sugene, and Harrison J. Kell. "Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores." Education Sciences 12, no. 8 (August 4, 2022): 529. http://dx.doi.org/10.3390/educsci12080529.
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Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.
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Kraemer, George P. "Cultural Sustainability of US Cities: The Scaling of Non-Profit Arts Footprint with Population." Sustainability 14, no. 7 (April 2, 2022): 4245. http://dx.doi.org/10.3390/su14074245.
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The functional characteristics of urban systems vary predictably with Metropolitan Statistical Area (MSA) population, with certain metrics increasing apace with population (e.g., housing stock), some increasing faster than population (e.g., wealth), and others increasing slower than population (infrastructure elements). Culture has been designated the fourth pillar of sustainability. The population-dependent scaling of operating revenue, work space, and number of employees was investigated for almost 3000 arts organizations in the US, both in aggregate and by arts discipline (music, theater, visual and design arts, dance, and museums). Unlike general measures of creativity, the three measures of economic footprint did not scale supra-linearly with the population of metropolitan areas. Rather, operating revenue scaled linearly (e.g., like amenities), and work space and employee number scaled sub-linearly (e.g., like infrastructure). The cost of living, proxied by housing costs, increased with MSA population, though not as rapidly as did arts organization operating revenue, indicating a degree of uncoupling. The generally higher educational attainment of adults in larger cities, coupled with the growth of the education-dependent arts patronage, suggest a funding focus on less populous (50,000–1,000,000), as well as on under-performing, cities.
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Clarke, Katherine. "In Search of the Author of Strabo's Geography." Journal of Roman Studies 87 (November 1997): 92–110. http://dx.doi.org/10.2307/301371.
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‘As intellectuals and academics we are constantly engaging in projects of representation, but in the dominant epistemologies that guide our work, our role as representers is effaced’.‘At the heart of the issue lies a fundamental insistence on the contextualised nature of all forms of knowledge, meaning and behaviour. There is a further recognition of the partial and partisan edge to inquiry, theory construction, and scholarly (re)presentation, as well as an explicit acknowledgement of the importance of the author's biography in this creative process’.The assertions of two modern geographers, Katz and Merrifield, are symptomatic of an underlying, but persistent, debate within their field of study. To what degree should academic prose aim at impersonality? The discipline of modern geography, perhaps more than any other academic subject at pains constantly to justify and redefine itself, has taken on this problem, formulated its history, and posited some solutions.
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Evis, Laura H. "A critical appraisal of interdisciplinary research and education in British Higher Education Institutions: A path forward?" Arts and Humanities in Higher Education 21, no. 2 (September 29, 2021): 119–38. http://dx.doi.org/10.1177/14740222211026251.
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This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council’s budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University’s research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university’s research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities.
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Last, Murray. "Children and the Experience of Violence: Contrasting Cultures of Punishment in Northern Nigeria." Africa 70, no. 3 (August 2000): 359–93. http://dx.doi.org/10.3366/afr.2000.70.3.359.
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AbstractArising out of debates over ‘children at risk’ and the ‘rights of the child’, the article compares two contrasting childhoods within a single large society—the Hausa‐speaking peoples of northern Nigeria. One segment of this society—the non‐Muslim Maguzawa—refuse to allow their children to be beaten; the other segment, the Muslim Hausa, tolerate corporal punishment both at home and especially in Qur'anic schools. Why the difference? Economic as well as political reasons are offered as reasons for the rejection of corporal punishment while it is argued that, in the eyes of Muslim society in the cities, the threat of punishment is essential for both educating and ‘civilising’ the young by imposing the necessary degree of discipline and self‐control that are considered the hallmark of a good Muslim. In short, ‘cultures of punishment’ arise out of specific historical conditions, with wide variations in the degree and frequency with which children actually suffer punishment, and at whose hands. Finally the question is raised whether the violence experienced in schooling has sanctioned in the community at large a greater tolerance of violence‐as‐‘punishment’.
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Struck, Peter T. "Classics: Curriculum & Profession." Daedalus 145, no. 2 (April 2016): 122–26. http://dx.doi.org/10.1162/daed_a_00382.
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The challenges currently facing classicists are not so different from those our profession has faced for the last one hundred and fifty years, and with each challenge, a discipline sometimes imagined by outsiders to be slow to embrace the new has shown itself naturally disposed to experimentation. The discipline's agility derives from the unique degree of variegation in the modes of thinking required to thrive in it: from interpretive, to quantitative, to those relying on knowledge of culture and context. As the value of education is increasingly judged in terms of workforce development, we stand our best chance to thrive by sticking to our strengths, and anchoring our curricular goals and messages to the value of the liberal arts as a whole, as well as the intellectual dexterity that it fosters.
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Savage, Mike. "Urban history and social class: two paradigms." Urban History 20, no. 1 (April 1993): 61–77. http://dx.doi.org/10.1017/s0963926800010002.
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For much of the 1970s and early 1980s historians using an urban focus to analyse social class, social stratification and political conflict led the field. The work of John Foster, Geoffrey Crossick, Robert Gray, Patrick Joyce and others helped set an agenda to which all social historians responded. Today research of a similar type can easily be found, but even whilst this shows a high degree of conceptual sophistication and empirical rigour it seems less central to the discipline and to the broad concerns of social history than was the case even a decade ago. In this speculative paper I reflect on some of the reasons for this and consider the contemporary prospects for studies of the relationship between urban history and social class.
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Burns, E. Bradford. "The Intellectual Infrastructure of Modernization in El Salvador, 1870-1900." Americas 41, no. 3 (January 1985): 57–82. http://dx.doi.org/10.2307/1007100.
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The pursuit of economic and political progress engaged many of the Salvadoran elite during the last decades of the nineteenth century. The intellectuals were no less energetic in the chase. Travelers to El Salvador at the turn of the century commented favorably on the progress they perceived. Marie Robinson Wright, who visited the country in 1893, wrote euphorically of “modern improvement,” “progress,” and “development.” “Salvador flourishes,” she rhapsodized, “a glorious example of good discipline and government.” Percy F. Martin wrote in 1911 a long, sober account of his visit. He concluded, “The present condition of her civilization, of her arts and her commerce is eminently encouraging.” He also characterized the Salvadorans as “the most developed and most intellectual” of the Central Americans. These assessments inferred that the progress El Salvador demonstrated drew on North Atlantic models, and to the degree the Salvadorans adopted those models they were judged favorably by foreigners.
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Barker, Graeme. "Regional archaeological projects." Archaeological Dialogues 3, no. 2 (December 1996): 160–75. http://dx.doi.org/10.1017/s138020380000074x.
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Explicitly regional projects have been a comparatively recent phenomenon in Mediterranean archaeology. Classical archaeology is by far the strongest discipline in the university, museum and antiquities services career structures within the Mediterranean countries. It has always been dominated by the ‘Great Tradition’ of classical art and architecture: even today, a university course on ‘ancient topography’ in many departments of classical archaeology will usually deal predominantly with the layout of the major imperial cities and the details of their monumental architecture. The strength of the tradition is scarcely surprising in the face of the overwhelming wealth of the standing remains of the Greek and Roman cities in every Mediterranean country. There has been very little integration with prehistory: early prehistory is still frequently taught within a geology degree, and later prehistory is still invariably dominated by the culture-history approach. Prehistory in many traditional textbooks in the north Mediterranean countries remains a succession of invasions and migrations, first of Palaeolithic peoples from North Africa and the Levant, then of neolithic farmers, then metal-using élites from the East Mediterranean, followed in an increasingly rapid succession by Urnfielders, Dorians and Celts from the North, to say nothing of Sea Peoples (from who knows where?!). For the post-Roman period, church archaeology has a long history, but medieval archaeology in the sense of dirt archaeology is a comparatively recent discipline: until the 1960s in Italy, for example, ‘medieval archaeology’ meant the study of the medieval buildings of the historic cities, a topic outside the responsibility of the State Archaeological Service (the Superintendency of Antiquities) and within that of the parallel ‘Superintendencies’ for monuments, libraries, archives and art galleries.
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Jumsai na Ayudhya, Thirayu. "Research Directions in Interior Architecture in the Higher Education in Thailand (1997-2016)." Asian Social Science 13, no. 8 (July 24, 2017): 66. http://dx.doi.org/10.5539/ass.v13n8p66.
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This research aims to explore research directions in interior architecture in the higher education in Thailand within the past two decades (1997-2016). This research is a part of the quinquennial curriculum renewal process of the master degree of interior architecture programme, Department of Interior Architecture, King Mongkut’s Institute of Technology Ladkrabang (KMITL). The systematic literature review was conducted to track back on theses in interior architecture in the higher education in Thailand. The query focused on master degree theses published from 1997 to 2016 within ThaiLIS-Thai Library Integrated System (TTLIS) in which research, theses, and dissertations of all universities in Thailand were systematically collected. The keyword ‘interior architecture’ was used to search for thesis documents in TTLIS with specifically refined results on master degree theses in all universities in Thailand. One hundred and ninety-six theses were found in the search. This research comprises two stages. In the first stage, all one hundred and ninety-six theses were systematically reviewed and categorized into different types of research. It was found that there was no predictive research type and no novel theoretical framework generated among studied theses. In second stage, semi-structure interview was adopted to explore details of participants’ experiences of doing their theses; inspirations, background ideas, supports, and obstacles. A lack of generating new theoretical frameworks in interior architecture in the higher education in Thailand has weaken the progression of research in this discipline. Developing a novel theoretical framework in interior architecture in the higher education in Thailand is recommended.
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." International Journal of Service Science, Management, Engineering, and Technology 1, no. 2 (April 2010): 51–69. http://dx.doi.org/10.4018/jssmet.2010040104.
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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.
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Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (January 2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.
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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.
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Falfushynska, Halina I., Bogdan B. Buyak, Grygoriy M. Torbin, Grygorii V. Tereshchuk, Mykhailo M. Kasianchuk, and Mikołaj Karpiński. "Enhancing digital and professional competences via implementation of virtual laboratories for future physical therapists and rehabilitologist." CTE Workshop Proceedings 9 (March 21, 2022): 355–64. http://dx.doi.org/10.55056/cte.125.
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Being popular world-wide, virtual laboratories enter into different fields of education and research and practitioners have to be responsible for choosing the most suitable and then adapt them to particular field. The aim of the present work was to assess the effectivity of the implementation of Praxilab, Labster, and LabXchange virtual laboratories as the powerful digital tool into teaching protocols of “Clinical and laboratory diagnostics” discipline for physical therapists and rehabilitologist. We have carried out the online survey for 45 students enrolled in physical rehabilitation degree program. About 70\% surveyed students reported that implementation of virtual laboratories in “Clinical and laboratory diagnostics” discipline met individual learning needs of students, helped acquired digital skills (25\%), and supported them to stay ahead of the curve. The virtual lab applications, not only assisted harness students fair against lack of practical skills, but also brought about a new dimension to the classes and helped overcome digital alienation and gain their digital skills and abilities. Indeed, a virtual lab can’t completely replace the experimental work and teacher’s explanation, but it might support teaching activities of a modern mentor and learning activities of a modern student. Almost all of surveyed students (82\%) expected that in near future the virtual laboratories would take the dominant place in the education market due to possibility of students’ pre-train the key points of practical activities before real experiments in lab and better understand their theoretical backgrounds. Thus, this study is intended to contribute to utilization of virtual labs by students enrolled in study physical therapy/physical rehabilitation with expected efficiency.
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Ekawati, Erin Diah, Ani Rusilowat, and Wahyu Lestari. "Analysis of Character Education Patterns About Social and Religious Values at SDIT As-Salam Samarinda." International Journal of Research and Review 10, no. 1 (January 23, 2023): 364–71. http://dx.doi.org/10.52403/ijrr.20230140.
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This research was conducted based on observations of the Integrated Islamic Elementary School (SDIT) As-Salam Samarinda which is a school with good social and religious character cultivation. The purpose of this study was to analyze the process of strengthening character education at SDIT As-Salam Samarinda. This method of research used descriptive qualitative methods with a phenomenological approach to reveal more deeply the phenomenon of individual change processes in changing the character of students at SDIT As-Salam. Data collection techniques are carried out by means of observation, interviews, and documentation. The data source for this research is primary data obtained from interviews with the principal, class teachers, subject teachers and students at SDIT As-Salam Samarinda. The research data validity technique used the criteria for the degree of trust (credibility) with the triangulation technique. The results of the study can be concluded that the system for forming patterns of character education for SDIT As-Salam students is carried out by to grow character education values through the components of the learning system. Habits carried out by schools and teachers can motivate students and change the character of students in the long future. The application of religious activities and teacher discipline in every step of learning activities is visible and can be applied continuously. Furthermore, there is the role of the teacher as executor of program development activities when the learning process takes place both inside and outside the classroom so that students' character education values are reflected in everyday life. The implication of this research was to provide a reference regarding the learning process and the role of teachers in schools in order to instill good character values, especially social and religious values in students. Keywords: Character Education Value, Learning Theory, Education School System.
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Jacobsen, Kathryn H., Xiaojie Li, Meredith Gartin, Rebecca A. Malouin, and Caryl E. Waggett. "Master of Science (MS) and Master of Arts (MA) Degrees in Global Health: Applying Interdisciplinary Research Skills to the Study of Globalization-Related Health Disparities." Pedagogy in Health Promotion 6, no. 1 (February 18, 2020): 14–22. http://dx.doi.org/10.1177/2373379919895032.
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Graduate global health education has grown in popularity over the past decade. The Association of Schools and Programs of Public Health has defined global public health competencies for Master of Public Health (MPH) degrees, but there are no similarly established lists of learning outcomes for other types of master’s degrees in global health. The objective of this study was to examine the program goals, curricula, and applied learning requirements for non-MPH master’s degrees in order to understand how global health is being defined and operationalized by these programs. We identified the 14 universities in the United States and Canada offering Master of Science (MS) or Master of Arts (MA) degrees in global health in 2019. Their program descriptions typically emphasize applied research skills, interdisciplinary and multidisciplinary approaches, health disparities, and globalization. Both MS and MA degree pathways use a similar research-oriented core curriculum in which (1) foundational courses introduce the social and environmental determinants of health and global burden of disease trends in the context of globalization, global health ethics, and health systems and policy; (2) a research core develops competencies in biostatistics, epidemiology, and quantitative and qualitative research methods; and (3) a thesis or other written capstone project synthesizes and applies knowledge. Only 4 of the 14 programs require an international field experience, but most encourage applied experiential learning activities. Global health appears to be maturing as an academic discipline, with non-MPH graduate degrees in global health emphasizing similar knowledge areas, research skills, and competencies.
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Wong, May L. Y. "The statue of Bruce Lee in the Hong Kong Heritage Museum." Chinese Semiotic Studies 18, no. 4 (November 1, 2022): 633–51. http://dx.doi.org/10.1515/css-2022-2083.
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Abstract This article presents an analysis of the most recent statue of Bruce Lee displayed in the entrance to the Bruce Lee exhibition at the Hong Kong Heritage Museum. The analysis primarily utilizes O’Toole’s social semiotic framework as outlined in The language of displayed art (1994, 2011) in the tradition of systemic functional linguistics for analyzing the multimodality of sculpture, and provides insights into how the statue represents the kung fu legend Bruce Lee, who created the martial arts discipline of Jeet June Do. The article begins by first analyzing its sculptural features and then interprets these features against the sociocultural context of the city. The paper argues that the cultural background for the representation of Lee in the statue with its unique representational, modal, and compositional features testifies that meanings attributed to visual information in sculpture are to a large degree socially structured and culturally bound. It shows that the location of the statue and its features such as its gaze and torso can be better understood with reference to the political and cultural significance of Lee’s legacies, thereby enhancing our understanding of the social semiotic nature of statues as a means of commemoration- and a significant part of our cultural heritage.
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Ignatov, Georgi, and Iliana Petkova. "COMPARATIVE ANALYSIS OF THE LEVEL OF STUDENTS` ACADEMIC MOTIVATION TO SOFIA UNIVERSITY „ST. KLIMENT OHRIDSKI” AND NATIONAL ACADEMIA OF SPORT „VASIL LEVSKI”." Knowledge International Journal 34, no. 2 (October 4, 2019): 571–78. http://dx.doi.org/10.35120/kij3402571i.
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The present report addresses a topic that is a key factor for the quality of the education in universities. The outcome this education depends on the degree of students’ academic motivation and results in their readiness for certain profession. The material presents the results from a study conducted in the period 2016-2019 among 45 students in their second and third year of studies in the subject „Physical Education and Sport“ at the Sofia University „St. Kliment Ohridski“ Faculty of Science, Education and Arts and 39 students also studying „Physical Education“ but at the National Sports Academy „Vasil Levski“ Faculty of Pedagogy. As a research tool, was used a questionnaire designed for determining the academic motivation, developed by Angel Velichkov. The questionnaire contained 11 questions, of which 7 with positive and 4 with negative direction. The assessment was done through the 4-point Likert scale, where 0 is „completely disagree” and 3 is „completely agree”. In his work A. Velichkov places the degree of academic motivation within the following limits: 0-11 points – lack of academic motivation; 12-18 points – weak motivation; 19-24 points – moderate motivation, 25-33 points – strong academic motivation. The summaries are made both on universities and on each individual indicator for academic motivation, including: „Active attitude to the learning process“, „Internal self-discipline“ and „Strive to complement and broaden the obtained knowledge“. To determine the priorities of young people, we divided their statements that received the highest percentage of opinions „agree“ on the positively formulated questions and „disagree“ on the negative ones. The comparative analysis shows that the overall degree of academic motivation is not high among students from both Universities. However, students in both universities are convinced that active involvement in the learning process is required. Students are aware of the importance of the theoretical background they need to acquire during their studies. They are motivated to gain lasting knowledge and excellence in all subjects studied. Young people indicate that they complement and broaden their knowledge by seeking additional information and by consultations with university professors.
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Kulapina, Olga I. "Workshops in the Higher Educational Institution Course “Methodology of Musicological Research”." ICONI, no. 1 (2020): 88–94. http://dx.doi.org/10.33779/2658-4824.2020.1.088-094.
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“Methodology of musicology research” refers to an insuffi ciently developed higher educational institution discipline studied by musicology students from the advanced courses (major fi eld of studies). The purpose of the article is to examine the relevant and largely innovative forms of practical development of the course, which corresponds to the content of the curriculum drawn up by the author. The focus of our attention is on three types of workshops held as part of seminars: 1) methodological analysis of specifi c musicological theories, 2) preparation by the students of the methodological subsection of the fi nal qualifi cation thesis, 3) the work of studying the introductory sections of monographs and abstracts of dissertations for the degree of Candidate of Arts (analysis of the methodological position). Organization of these workshops makes it possible for students to enrich their knowledge with existent and new informational sources, to develop their skills in working with scholarly texts, revealing their methodological component, to comprehend the signifi cance of the approaches and methods used in studying and writing academic works of different genres, to adapt the methodology of scholarly research for professional activities in the fi eld of scholarship, education, and enlightenment. Thereby, it becomes possible to increase the competence of future specialists in various types of activities in the fi eld of musical scholarship, art and culture.
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Bykova, Natalia Ivanovna. "On the indicators of competence achievement for the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”." Современное образование, no. 3 (March 2021): 21–33. http://dx.doi.org/10.25136/2409-8736.2021.3.34541.
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The subject of this research is the competencies and indicators of competence achievement in the educational standards in the sphere of culture and art. The object of this research is the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”, namely the federal state educational standard of higher education – Bachelor's Degree in the field 51.03.02 “Folk Art Culture”. The article reviews the competences and indicators of achieving competences in the specialty 51.03.02 “Folk Art culture”, the discipline “Management of Film, Photo, and Video Studio”. The main research method is the analysis of literature and normative legal documents, including state educational standards and basic educational curricula in the context of competency approach. The author applies the method of describing personal experience based on the practical work of the Faculty of Culture and Arts and the actual pedagogical practice of F. M. Dostoevsky Omsk State University. The scientific novelty consists in the development of indicators of general professional competencies for the indicated group of specialties. Currently, there is no uniform understanding of the indicators of competence achievement; it is on the stage of scientific discussion. The relevance for understanding competencies and their indicators is substantiated by the fact that the new federal state educational standards of higher education do not regulate this aspect, leaving the developers certain freedom on this matter. The competencies and indicators of competencies are considered on the example of the experience of the Faculty of Culture and Arts and actual pedagogical practice of F. M. Dostoevsky Omsk State University.
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Solans-Domènech, Maite, Joan MV Pons, Paula Adam, Josep Grau, and Marta Aymerich. "Development and validation of a questionnaire to measure research impact." Research Evaluation 28, no. 3 (April 16, 2019): 253–62. http://dx.doi.org/10.1093/reseval/rvz007.
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Abstract Although questionnaires are widely used in research impact assessment, their metric properties are not well known. Our aim is to test the internal consistency and content validity of an instrument designed to measure the perceived impacts of a wide range of research projects. To do so, we designed a questionnaire to be completed by principal investigators in a variety of disciplines (arts and humanities, social sciences, health sciences, and information and communication technologies). The impacts perceived and their associated characteristics were also assessed. This easy-to-use questionnaire demonstrated good internal consistency and acceptable content validity. However, its metric properties were more powerful in areas such as knowledge production, capacity building and informing policy and practice, in which the researchers had a degree of control and influence. In general, the research projects represented an stimulus for the production of knowledge and the development of research skills. Behavioural aspects such as engagement with potential users or mission-oriented projects (targeted to practical applications) were associated with higher social benefits. Considering the difficulties in assessing a wide array of research topics, and potential differences in the understanding of the concept of ‘research impact’, an analysis of the context can help to focus on research needs. Analyzing the metric properties of questionnaires can open up new possibilities for validating instruments used to measure research impact. Further to the methodological utility of the current exercise, we see a practical applicability to specific contexts where multiple discipline research impact is requires.
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Crockett, Jane Randall. "Training and development for informal science learning." Public Understanding of Science 6, no. 1 (January 1997): 87–101. http://dx.doi.org/10.1088/0963-6625/6/1/006.
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This exploratory study assessed the need for training and development of both administrators and education directors working in informal learning environments in the United States. Further, the study identified useful and feasible methods to meet these needs. Finally, it suggested that informal science learning is understood as a collective entity. This study triangulated, or coordinated, various research and data analysis methods to provide a more effective base for understanding the proposed activities. Phase 1 consisted of interviewing persons knowledgeable about informal science learning. These data were analysed qualitatively and used to develop the Phase 2 survey, which was administered to practitioners in these environments. Data from the Phase 2 survey were measured quantitatively. Although results suggest that some kind of training is necessary for administrators, significantly more people strongly agree that education directors need training specifically oriented towards informal science learning. Training for either administrators or education directors should include development of the following skills and attributes: personnel skills, fund-raising skills, financial skills, enthusiasm about doing science with others, knowledge of diverse publics, ability to interact with diverse publics, and volunteer interaction skills. Data indicate that several methods would be very useful and feasible for training both administrators and education directors. These methods include: on-the-job training, a yearly one-week training activity, a degree program in a related field combined with a specific internship, and a series of training courses or seminars. Data suggest that informal science learning can be understood as a collective entity using descriptors such as: industry, field, profession and discipline. However, this study suggests that using environmental characteristics of informal science learning contexts (instead of conceptualising them as the opposite of formal education) may be valuable for better understanding these environments. This understanding might increase the attention given to informal science learning environments as integral components in a holistic view of human learning.
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DOYLE, BARRY M. "A decade of urban history: Ashgate's Historical Urban Studies series." Urban History 36, no. 3 (October 30, 2009): 498–512. http://dx.doi.org/10.1017/s0963926809990149.
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The first half of the 1990s was a pivotal period in the development and growth of urban history in Europe. In Britain the Urban History Group began to convene again after a decade in abeyance, work commenced on the three-volumeCambridge Urban History of Britain, theUrban History YearbookbecameUrban Historywhilst the European Association of Urban Historians organized their first conference. It was in this climate that Ashgate Publishing commissioned a new monograph series, Historical Urban Studies, under the editorship of Richard Rodger, editor ofUrban History, and Jean-Luc Pinol, the leading French urban historian and a key figure in the European Association of Urban Historians (EAUH). The aim of the series was and is to be comparative over both time and space, drawing on multiple locations to explore what is common and what distinctive about the urban experience of diverse towns and nations. The broad agenda for the series was shaped by an overarching concern with the administration and governance of the city which underpinned attempts to manage the social, economic and political challenges wrought by 300 years of urban change. In particular, the editors stress the importance of the comparative element which should allow historians to distinguish ‘which were systematic factors and which were of a purely local nature’. The editors set themselves an ambitious agenda and this essay aims to explore how the series has developed over the ten or so years since it commenced publication; the degree to which it has provided a platform for advancing the sub-discipline of urban history; and to consider some future directions which urban history might take.
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Berry, Chris. "Hitchcock with a Chinese Face: Cinematic Doubles, Oedipal Triangles, and China's Moral Voice (with DVD). By Jerome Silbergeld. [Seattle: University of Washington Press, 2004. 160 pp. £22.95. ISBN 0-295-98417-1.]." China Quarterly 182 (June 2005): 454–56. http://dx.doi.org/10.1017/s0305741005360267.
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Jerome Silbergeld introduced an art history approach into Chinese film studies with China into Film: Frames of Reference in Contemporary Chinese Cinema in 2000. Hitchcock with a Chinese Face goes further. Like an art historian selecting three seemingly disparate paintings and demonstrating their links, Silbergeld chooses a film each from Hong Kong, Taiwan and mainland China, but argues that they pursue similar aesthetic and political directions. The result is a virtuoso display of intense textual and inter-textual exegesis, informed by an in-depth knowledge of the pre-modern Chinese arts, contemporary Chinese political culture, and globally circulated Western culture (including Hitchcock). It is also a challenge to the discipline of film studies itself.The three films Silbergeld selects for analysis are Lou Ye's 2000 film from mainland China, Suzhou River (Suzhou he); Yim Ho's 1994 Hong Kong film, The Day the Sun Turned Cold (Tianguo nizi); and the final part of Hou Hsiao Hsien's 1995 Taiwan trilogy, Good Men, Good Women (Hao nan, hao nü,). He acknowledges that the project began as a personal indulgence allowing him to explore further some of his favourite films. However, his engagement with the films leads him to argue that each one, in its own way, deconstructs the commonly circulated idea of a unified Chinese culture, engages powerfully with morality, is narratively complex and anti-commercial, mobilizes a cosmopolitan knowledge of world cinema, and displays an unusual degree of interest in individual psychology and oedipality. The latter elements help to ground the comparisons to Hitchcock (as well as to Hamlet, Dostoevsky, Faulkner and others).
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Seiling, Jonathan R. "Canadian Contributions to Anabaptist Studies since the 1960s." Renaissance and Reformation 37, no. 4 (April 30, 2015): 19–48. http://dx.doi.org/10.33137/rr.v37i4.22638.
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Anabaptist studies in Canada have been marked by an exceptional degree of productive, inter-confessional (or non-confessional) engagement, most notably between Mennonites, Baptists, and Lutherans. The institutions making the greatest contributions have been at the University of Waterloo (including, but not exclusively, Conrad Grebel University College), Queen’s University, and Acadia Divinity College. The geographic expansion of Anabaptist studies beyond the traditional Germanic centres into eastern Europe and Italy, and the re-orientation of analysis away from primarily theological or intellectual history toward a greater focus on socio-political factors and networking, have been particular areas in which Canadian scholars have impacted Anabaptist studies. The relationship of Spiritualism (and later Pietism) to Anabaptist traditions and the nature of Biblicism within Anabaptism, including the greater attention to biblical hermeneutics with the “Marpeck renaissance,” have also been studied extensively by Canadians. International debates concerning “normative” Anabaptism and its genetic origins have also been driven by the past generations of Canadian scholars (monogenesis, polygenesis, post-polygenesis).
Les études anabaptistes ont été marquées au Canada par un degré exceptionnel de collaboration productive, interconfessionnelle et non-confessionnelle, en particulier entre les mennonites, les baptistes, et les luthériens. Les institutions qui ont le plus contribué à cette collaboration sont les établissements de Waterloo (y compris, entre autres, le Conrad Grebel University College), la Queen’s University et l’Acadia Divinity College. Les études anabaptistes ont déployé leurs intérêts au-delà des centres germaniques traditionnels vers l’Europe de l’Est et l’Italie. Les chercheurs canadiens en études anabaptistes ont contribué de façon importante aux transformations de leur discipline, qui ont amené cette dernière à s’éloigner de l’histoire théologique et intellectuelle fondamentale pour se concentrer davantage sur les facteurs et les réseaux socio-politiques du mouvement anabaptiste. Les chercheurs canadiens ont aussi approfondi les thèmes de la relation du spiritisme (et plus tard, du piétisme) avec les traditions anabaptistes, et du biblicisme propre à l’anabaptisme, incluant l’intérêt croissant pour l’herméneutique biblique dans le cadre de la Renaissance de Marpeck. Des générations de chercheurs canadiens ont également fait leur marque dans les débats internationaux au sujet de l’anabaptiste « normatif » et de sa généalogie (monogenèse, polygenèse, post-polygenèse).
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Owens, Alison, Donna Lee Brien, Elizabeth Ellison, and Craig Batty. "Student reflections on doctoral learning: challenges and breakthroughs." Studies in Graduate and Postdoctoral Education 11, no. 1 (January 2, 2020): 107–22. http://dx.doi.org/10.1108/sgpe-04-2019-0048.
Full textAbstract:
Purpose There has been sustained interest in how to support doctoral students through the often-gruelling journey they undertake from enrolment to graduation. Although doctoral numbers and successful completions have been steadily increasing globally as well as in Australia, the quality of student progression and outcomes has been widely interrogated and criticised in the literature that is reported in this paper. The authors’ interest as experienced research higher degree supervisors and research leaders in the creative arts and humanities prompted a research project that aimed to better understand the challenges and breakthroughs involved in completing a doctorate from the perspective of candidates themselves. Design/methodology/approach This was implemented through an action learning collaboration with 18 students from three Australian universities facilitated by four research supervisors. Findings The main findings presented in this paper include the necessity for maintaining, brokering and supporting a range of relationships; understanding expectations of research study and embracing the need for agility in managing these; and finally, using techniques to improve personal agency and ownership of the transformative journey of research higher degree candidature. The importance of establishing an understanding of the multidimensional human experience of doing a doctorate and providing appropriate support through enhanced forms of research training emerged as a core finding from this research project. Research limitations/implications The relatively small number of research participants in this study and the discipline-specific focus prohibits generalizability of findings; however, the collaborative, action learning method adopted represents an approach that is both productive and transferable to other contexts and disciplines. Practical implications Further research might investigate the relevance of the findings from this research to doctoral students in other disciplines and/or institutions or apply the collaborative action learning approach to doctoral training presented here to a range of contexts and cohorts. Social implications Improving doctoral training options to support the multidimensional needs of candidates can better assure the mental and emotional well-being of doctoral students (essential to their continuing intellectual development and sense of agency) through developing sustainable relationships and realistic expectations. This in turn has the potential to address the consistently high attrition rates in doctoral programmes. Originality/value This research contributes new insights from doctoral students on the challenges and breakthroughs experienced by them as they pursue original research through formal study and present a novel, collaborative and empowering approach to doctoral training that can be applied in diverse setting.
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Bobryk, Urszula, Renata Gozdecka, and Tomasz Jasiński. "Niedokończony koncert dla Lublina. Wspomnienie o Beacie Dąbrowskiej (1960-2016)." Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 14, no. 2 (January 12, 2017): 11. http://dx.doi.org/10.17951/l.2016.14.2.11.
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<p>Professor Beata Dąbrowska – a conductor, teacher, and organizer of musical life, highly merited for Lublin’s musical culture and Maria Curie-Skłodowska University (UMCS) – died on 14<sup>th</sup> March 2016. She was born on 5<sup>th</sup> January 1960 in Lublin, She attended the Karol Lipiński Music School in Lublin, and then studied at the Frederic Chopin Music Academy in Warsaw, from which she graduated in 1982 and received a Master of Music Degree in Choral Conducting. From 1982 until the end of her life she worked at the Institute of Music, Maria Curie-Skłodowska University (until 2000 it was the Institute of Arts Education). In 1992 she received the first-grade qualification (today – a PhD equivalent) in the artistic discipline of <em>conducting vocal and vocal-instrumental groups</em>; in 1999 she received her second-grade qualification (now – a postdoctoral degree: Habilitated Doctor). In 2003 she was appointed Associate Professor of UMCS. In 2005 she became Head of the Institute of Music. She held this function till her death, combining it with multiple academic activities. At the same time she pursued her artistic activity. In 1987, together with her husband Dariusz Dąbrowski, she founded the Chamber Choir of the Henryk Wieniawski Music Society of Lublin, whose conductor she was for almost 30 years. She and the Choir gave several dozen vocal-instrumental concerts and over 300 concerts a cappella; they took part in many festivals and competitions in other countries and won awards and honors. Most often she performed in Lublin at religious and official state ceremonies, various jubilees, or anniversaries; many times she took part in Lublin concert series (inter alia Ars Chori, Spotkania Chórów Akademickich [Meetings of Academic Choirs]), she also gave concerts in other towns ( e.g. in Gdańsk, Grudziądz, Olsztyn, Toruń, Wrocław). She was engaged in many initiatives of Lublin’s music culture and, at the same time, she improved her skills (in 1990 she completed Podyplomowe Studium Chórmistrzowskie [Postgraduate Choirmaster Training Program at the Feliks Nowowiejski Academy of Music in Bydgoszcz]). In 1995 she initiated in Lublin Międzynarodowe Dni Muzyki Chóralnej (International Days of Choir Music). She organized concerts in Lublin for many years. She was awarded many times for her dedicated and invaluable work, the formation of Lublin’s cultural image, and for the promotion of Polish culture in Poland and abroad.</p>
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Lah, Nataša. "Prilog širenju teorijske domene u povijesnom prostoru povijesti umjetnosti." Ars Adriatica, no. 3 (January 1, 2013): 243. http://dx.doi.org/10.15291/ars.472.
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In the European cultural tradition of the second half of the nineteenth century, the framework of the discipline of art history was outlined through a clearly defined set of boundaries of its research into objects, space and time. By identifying itself as a history of European architecture, painting, sculpture and the applied arts, art history excluded the art of the primitive, Oriental, American and Asian, both early and moredeveloped civilizations from the remit of its research and study (Dilly). However, a scholarly paradigm which was postulated like this could not be applied to the study and assessment of numerous twentieth-centuryartistic practices which were based on the exploration of cultures as systems of discourse and ideology. In other words, a shattering shift within the discipline was caused by the epochal change of what a paradigm is: as suggested by T. S. Kuhn, it is understood as thenormative content of the topic under discussion. Such an understanding of a paradigm indirectly influences scholarly processes because it dictates what is to be researched, which questions are to be asked and how they are to be formulated, and how research findings are to be interpreted. Scholarly interest has turned from a chronological study of the development of artistic styles, schools and movements in the history ofEuropean art towards contextual research into the same topics which are set within a spatial and chronological framework of a series of discontinued revolutions in world views. The difficulty of applying a traditional scholarly apparatus to new models was also transferred in the field of aesthetics, which resulted in a complete rejection of the evaluation of art as judgement of taste, as it was specifically perceived in this philosophical (sub) discipline from Baumgarten (1750) onwards. To some degree, aesthetics was replaced by an interdisciplinaryunderstanding of art theory which developed from various autonomous disciplines which are nonetheless mutually interconnected through their research processes, that is, the social sciences and humanities such as history of art, art criticism, sociology of art, psychology of art, semiotics and semiology of art, philosophy of art and aesthetics. In such a context,our interest is directed towards the understanding of a theoretical field which has been defined as the history of art history, since it outlines the journey of a discipline, in Udo Kultermann’s book of the same name which is on the reading list for the course in art theory in Croatian academic art-historical circles. The study of that section of the book which describes the history of art history in the classical period, has demonstrated that the explanations and conclusions contained in it are in contrast to the explanations and conclusions of prominent art theorians, especially those who studied the history of aesthetics and classical philology. We can note the differences on two levels. The first is the methodology of scholarly research, while the second is based on a different perception of the boundaries of the domain of art-historical theory. Kultermann relies on a strict division with regard to content and methodology between art istory,philosophy (aesthetics) and historiography, and so, following from this, it appears that classical art history almost did not even exist. On the other hand, the theory of art takes into consideration the nature of classical historiographic standards, the aim of which was to provide examples of the normative content of philosophy, that is, the testimonies of its credibility and manifestation. Such an approach takes into account thecontent norms of the preserved classical sources about art, and through it, our perception of the position of art in that period focuses on the theoretical insights which are more encompassing than those encountered in the aforementioned section of Kultermann’s book. Based on this, we suggest that the evaluation of material should follow the methodological standards of art theory in such a way that individual artistic eras are understood and interpreted as historical periods which were unifiedthrough invariable paradigms which were always new and which integrated a large number of artistic concepts and ideas but which, nonetheless, possessed a general value in a specific period. According to Bihalji-Merin, we act like this out of gratitude towards an academicdiscipline which creates an orderly knowledge since the “images which lead us, constructed from a mythical tradition, disperse slowly and instead of them, a critical, human system of thought is formed.” Such aprocess focuses primarily on the revision of a number of hitherto unrevised prejudices towards theory.However, this is not done on the ruins of the historical legacy of art history but on its foundations.
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Remetic, Slobodan. "Serbian dialectology in the past, present and future." Juznoslovenski filolog 73, no. 3-4 (2017): 85–112. http://dx.doi.org/10.2298/jfi1704085r.
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Although the beginnings of Serbian dialectology are related to the work of Vuk Stefanovic Karadzic, this linguistic discipline was academically established in the early 20th century, when Milan Resetar and Aleksandar Belic appeared on the scene simultaneously. Owing to their exchange of opinions, the conceptions in classifying Serbian dialects evolved over the 1905-1910 period more noticeably than in the whole of earlier or later research. The 20th century is considered to be the golden age of Serbian dialectology, the primary academic preoccupation of the two greatest Serbian linguists of the last century: Aleksandar Belic and Pavle Ivic. Though certain milestones were hit in the mentioned period (many blank spots were removed from the dialectal maps; dozens of monographic descriptions were published on individual speech types; valuable initial results were achieved in the domain of urban dialectology; valuable studies were completed in the domain of dialectal lexicography and onomasticon, many questions were answered in Serbian historical dialectology, etc.), as things turned out, serious and comprehensive tasks were transferred into the third millennium. In order to pass the final judgement on the relevant matters of the discipline, it is necessary to define the areals of some phonological features on the territory of Serbia and eastern Bosnia, details that earlier researchers have missed. The results of the study of the Serbian dialectal complex were predominantly published in the Serbian Dialectological Review (Srpski dijalektoloski zbornik), a respectable journal established in 1905 in the Serbian Royal Academy after the publication of Aleksandar Belic?s seminal Dialects of Eastern and Southern Serbia. The paper emphasises the unequal degree of study of the Serbian dialectal mosaic, in which as a rule the area of the western republics of the former state ?takes precedence,? where the Serbian speeches did not have a priority status. During the latest war operations, the extensive zones were temporarily left without Serbs, which imposed the duty onto dialectologists to establish the language credentials of the vast areas in their study of the refugees? speech. The most important tasks of Serbian dialectology were thematically and geographically encompassed in a comprehensive long-term project ?Dialectological Research of the Serbian Language Area,? a joint enterprise of the Serbian Academy of Arts and Sciences and its Institute of the Serbian Language. A relevant position within the project is occupied by the compilation of the Serbian Dialectological Atlas, a task facing serious, often hardly solvable problems. The historical events from the close of the last century destroyed the perspective of compiling the Serbo-Croatian Dialectological Atlas, and imposed upon us the task of additional inclusion of Serbian speeches from Bosnia and Herzegovina and Croatia into the atlas of Serbian dialects. Particular problems arise from the impossibility of field work on the territory of Croatia, from where since the dissolution of the former state we have not inherited a single studied Serbian spot, and that considerable deficit is mostly relieved through the study of refugees? speech. Thirty-odd still unstudied spots from the mentioned area are an obstacle to the final editing and prepress of the First Lexical Volume of the Atlas. The paper stresses the unused student potential in the collection of oral linguistic heritage and appeals to the dialectologists that, in such tasks, they should assist the amateur enthusiasts in the collection and treatment of homeland oral linguistic tradition.
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S.V., Podolyanchuk. "CONTENT FULL AND FEATURES OF THE STUDY OF MATERIAL SCIENCE IN THE TRAINING OF BACHELORS OF DECORATIVE ART." Collection of Research Papers Pedagogical sciences, no. 93 (February 23, 2021): 111–16. http://dx.doi.org/10.32999/ksu2413-1865/2020-93-16.
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The article is devoted to the problems of training bachelors of decorative arts. The research was carried out using the methods of analysis, synthesis, comparison, abstraction and generalization. The importance of studying materials science in decorative arts in general and as a component of professional training of future specialists in particular is shown. The substantive part of the study of the discipline, along with the acquaintance of higher education students with the basics of materials science as a science and a list of basic properties of materials should include a wide range of different groups of materials. Such groups of materials and products should include metallic materials and products; wood materials and products; ceramic materials and products; glass and glass products; materials and products made of natural stone; materials and products based on polymers and mineral binders; textile materials and products; leather and fur.The importance of a detailed study of various properties of materials is proved. At the same time, along with the study of the basic physical, mechanical and chemical properties of materials, increased attention should be paid to those properties that must be considered by bachelors of decorative arts in the process of future professional activity. Such groups of properties include: technological, which characterize the ability of the material to perceive various technological operations to change the shape, size, and individual properties of the product; operational, which are related to the operating conditions and (or) environmental impact; ecological, which characterize the degree of impact of the material on the environment and living organisms; aesthetic, which characterize the level of artistic expression of the material.The expediency of acquainting higher education students with the main groups of methods of processing materials and products, namely – by plastic deformation, by cutting, and using thermal methods is shown as well. The importance of studying different methods of surface treatment of products (painting, varnishing, enameling, nickel plating, chrome plating) is emphasized, as such methods have not only an aesthetic component but also serve as an important component of product protection from various external factors.Key words: decorative materials, decorative art, properties of materials, processing of materials, surface treatment. Стаття присвячена проблемам підготовки бакалаврів декоративного мистецтва. Дослідження здій-снювалось за допомогою методів аналізу, синтезу, порівняння, абстрагування та узагальнення. Пока-зана важливість вивчення матеріалознавства в декоративному мистецтві загалом та як складника професійної підготовки майбутніх фахівців зокрема. Змістовна частина вивчення дисципліни поряд з ознайомленням здобувачів вищої освіти з основами матеріалознавства як науки та переліком основних властивостей матеріалів має включати в себе широкий спектр різноманітних груп матеріалів. До таких груп матеріалів та виробів варто зарахувати: металеві матеріали та вироби; матеріали та вироби з дере-вини; керамічні матеріали та вироби; скло та вироби зі скла; матеріали і вироби з природного каме-ню; матеріали і вироби на основі полімерів та мінеральних в’яжучих речовин; текстильні матеріали та вироби; шкіра і хутро.Доведена важливість детального вивчення різноманітних властивостей матеріалів. При цьому поряд із вивченням основних фізичних, механічних та хімічних властивостей матеріалів, посилена увага має приділятись тим властивостям, які необхідно враховувати бакалаврам декоративного мистецтва в процесі майбутньої професійної діяльності. До таких груп властивостей належать: технологічні, які характеризують здатність матеріалу сприймати різні технологічні операції щодо зміни форми, розмірів та окремих властивостей виробу; експлуатаційні, які пов’язані з умовами експлуатації та (або) впливом довкілля; екологічні, які характеризують ступінь впливу матеріалу на навколишнє середовище і живі організми; естетичні, які характеризують рівень художньої виразності матеріалу.Показана доцільність ознайомлення здобувачів вищої освіти з основними групами методів обробки матеріалів та виробів, а саме: шляхом пластичного деформування, шляхом різання та за допомогою термічних методів. Підкреслена важливість вивчення різних способів обробки поверхні виробів (фар-бування, лакування, емалювання, нікелювання, хромування), оскільки такі методи мають не лише есте-тичну складову частину, а й слугують важливим компонентом захисту виробів від дії різноманітних зовнішніх чинників.Ключові слова: декоративні матеріали, декоративне мистецтво, властивості матеріалів, обробка матеріалів, обробка поверхні.