Academic literature on the topic 'Performance studies discipline'
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Journal articles on the topic "Performance studies discipline"
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Fei, Faye C., and William H. Sun. "Social Performance Studies: Discipline vs. Freedom." TDR/The Drama Review 57, no. 3 (September 2013): 9–19. http://dx.doi.org/10.1162/dram_a_00277.
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Social performance studies is a new brand of performance studies with Chinese characteristics, focusing on actions performed outside of the theatre, and especially on professional activities meant to have definite effects on particular recipients and spectators.
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Conquergood, Dwight. "Performance Studies: Interventions and Radical Research." TDR/The Drama Review 46, no. 2 (June 2002): 145–56. http://dx.doi.org/10.1162/105420402320980550.
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“Only middle-class academics could blithely assume that all the world is a text,” writes one of performance studies' leading figures. Conquergood argues for a hybrid discipline that celebrates experience and commingles the analytic and the artistic.
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Gazizova, Darina. "Discipline-specific bibliometric analysis: Quality and performance indexes." Scientific and Technical Libraries, no. 12 (December 1, 2017): 19–30. http://dx.doi.org/10.33186/1027-3689-2017-12-19-30.
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Bibliometric studies in geological disciplines are reviewed. Data were selected for the bibliometric study. The main indicators analyzed were: number of publications, Hirsch index, journals impact factor, and IQp. The study task is to reveal interdependence of authors’ indicators and publications bibliometric indicators, and, based on selected indicators, to assess researchers’ quality and performance. The author suggests that IQp may be used to respond to bibliometric inquiries made by discipline experts. The paper is prepared within the framework of the Government Task 2017 for the Russian National Public Library for Science and Technology.
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Ley, Graham. "Varifocalism: a Perspective on the Discipline of Theatre Studies." New Theatre Quarterly 30, no. 3 (August 2014): 268–73. http://dx.doi.org/10.1017/s0266464x14000505.
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What is the discipline in which ‘academic drama’ is engaged? Leaving aside debates about an emphasis on theatre or performance as the key term, who is included in the discipline, and how has it reshaped itself over the last decades? Is it right to say there have been major redefining changes, and if so, what are they? Graham Ley is Emeritus Professor of Drama and Theory at the University of Exeter. He has published widely on ancient Greek performance and comparative theory, and is currently preparing an essay on a theoretical history for Greek tragedy. He has previously published in New Theatre Quarterly on developments in Australian theatre (1986), the avant-garde (1991), Peter Brook (1993), Diderot (1995), Tara Arts (1997), and most recently diaspora theatre in the UK (2011). The present discussion is adapted from the conclusion to Ancient Greek and Contemporary Performance, a collection of essays to be published later in the year by the University of Exeter Press.
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Carlson, Marvin. "Theatre and Performance at a Time of Shifting Disciplines." Theatre Research International 26, no. 2 (June 14, 2001): 137–44. http://dx.doi.org/10.1017/s0307883301000141.
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The boundaries of theatre as an academic discipline have never been particularly clear, and its relationship to other disciplines has been the focus of constant struggle and negotiation. This essay traces that negotiation, focusing upon its process in American universities. Competing with literature departments for the study of dramatic texts, American theatre departments drew their own new disciplinary model, based primarily on German Theaterwissenschaft, with emphasis upon the staging history and historical context of dramatic texts. More recently such emerging fields as performance studies and cultural studies have sought to transcend such traditional disciplinary boundaries. Despite some resistance from existing academic and publishing structures, the trend towards the breaking down of these traditional boundaries seems clear. Our academic culture seems headed towards a considerably more fluid organization of its materials of study than the traditional organization into fairly discrete disciplines could offer.
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Syarifuddin Hasibuan, Jasman, M. Taufik Lesmana, and Ainun Permata Sari. "EMPLOYEE PERFORMANCE STUDIES: ANTECEDENTS OF WORK DISCIPLINE, WORK MOTIVATION, AND JOB TRAINING." International Journal of Educational Review, Law And Social Sciences (IJERLAS) 1, no. 2 (November 16, 2021): 117–28. http://dx.doi.org/10.54443/ijerlas.v1i2.44.
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The purpose of this study was to determine and analyze whether Work Discipline, Work Motivation, and Job Training together (simultaneously) or alone (partial) had an effect on Employee Performance at PT. Telekomunikasi Indonesia Tbk Medan Branch.The approach used in this study is an associative approach. The population and sample in this study were all employees of PT. Telekomunikasi Indonesia Tbk Medan Branch in the Data and Management section totaling 50 people using a saturated sample. The data collection technique in this study used a questionnaire technique (questionnaire). The data analysis technique in this study uses the Classical Assumption Test, Multiple Regression, Hypothesis Testing (t Test and F Test), and Coefficient of Determination. Data processing in this study used a computer software program Statistical Package for the Social Sciences (SPSS) version 26.00.The results showed that partially work discipline had a positive and significant effect on employee performance at PT. Telekomunikasi Indonesia Tbk Medan Branch. Partially it is known that motivation has a positive and significant effect on employee performance at PT. Telekomunikasi Indonesia Tbk Medan Branch. Likewise with job training which has a positive and significant impact on employee performance at PT. Telekomunikasi Indonesia Tbk Medan Branch. Meanwhile, simultaneously this research proves that work discipline, work motivation and job training have a positive and significant effect on employee performance at PT. Telekomunikasi Indonesia Tbk Medan Branch.
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Kershaw, Bez. "Performance Studies and Po-chang’s Ox: Steps to a Paradoxology of Performance." New Theatre Quarterly 22, no. 1 (February 2006): 30–53. http://dx.doi.org/10.1017/s0266464x06000285.
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Invited by NTQ to review two recent books on performance studies – Jon McKenzie's Perform or Else: from Discipline to Performance and Richard Schechners's Performance Studies: an Introduction – Baz Kershaw found himself in a Catch-22 situation: given the vast territories they claimed for the discipline, how could a short survey do them justice? Yet more perplexing, how might a close analysis of their diffusive visions proceed, even in a longer essay? Struck by their common use of air disasters as denouements and their respective publication dates just six months before and after 9/11, he uses these and other homologies as a route into exploring the ethical and political implications for the new century of the arguments employed by the two texts. Drawing on the philosophical innovation of ‘dialetheism’, which deploys paradox to stretch the bounds of classical logic, he also considers the books' differences and suggests a kind of de-territorialized reconciliation through his notion of a ‘paradoxology’ of performance. He offers the resulting search for depth in surfaces, beginnings in endings, presence in absences, and truth in contradictions as an exemplification of philosopher Po-chang's aphorism about the quest for Buddha's nature: ‘It’s much like riding an ox in search of the ox.’ Baz Kershaw holds the Chair of Drama at Bristol University. His many publications include Engineers of the Imagination (Methuen, 1990), The Politics of Performance (Routledge, 1992), and The Radical in Performance (Routledge, 1999), and he is editor of The Cambridge History of British Theatre: Volume 3, Since 1895 (CUP, 2005). He is also Director of the AHRC-funded major research project PARIP – Practice as Research in Performance.
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Hicks, Terence, and J. Luke Wood. "A meta-synthesis of academic and social characteristic studies." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 107–23. http://dx.doi.org/10.1108/jme-01-2016-0018.
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Purpose Given that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs. Design/methodology/approach This review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers. Findings Factors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline. Originality/value This information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.
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Sanchez, Thomas W. "Faculty Performance Evaluation Using Citation Analysis." Journal of Planning Education and Research 37, no. 1 (July 9, 2016): 83–94. http://dx.doi.org/10.1177/0739456x16633500.
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This article provides a citation analysis for faculty from Association of Collegiate Schools of Planning (ACSP) member schools. The article argues that Google Scholar data is a particularly valuable source of citation data for urban planning because its coverage extends beyond traditional peer-reviewed publications. The analysis reports the level of scholarly activity within the urban planning discipline. The results show citation patterns for planning faculty, departments, and universities along with discussing the distribution of citation activity across the discipline. The article concludes by encouraging planning scholars and administrators to undertake more analysis of planning scholarship to understand scholarly performance and impact.
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Handayani, Sri, and Aldy Aldy. "Disiplin Kerja Aparatur Sipil Negara pada Badan Pengelolaan Keuangan dan Aset Daerah Kabupaten Supiori." Jurnal Syntax Transformation 2, no. 9 (September 20, 2021): 1344–51. http://dx.doi.org/10.46799/jst.v2i9.418.
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Work discipline is one of the keys to organizational success in achieving goals. The higher employee work discipline reflects the better performance. My human source is the driving and determining factor of the running of an organization which is also the main factor in the success of achieving goals. Work discipline is used as a reference in improving performance. Adherence to working hours, adherence to regulations, compliance with uniform dress, working in accordance with procedures and compliance with the use of office facilities and infrastructure become indicators of the measurement of the discipline of the state civil apparatus. The purpose of this study is to analyze the working discipline of the State Civil Apparatus at the Supiori District Financial and Asset Management Agency. In this study is used qualitative descriptive approach, with interview research methods, observation and literature studies. The results of this study show that the application of analyzed work disciplines in accordance with indicators of Working Hours Compliance, Regulatory Compliance, Uniform Dress Compliance, Compliance with the use of office facilities and infrastructure, and Working in accordance with procedures (Iskandar, 2017) it has been implemented properly by the State Civil Apparatus at the Supiori Regency Financial and Asset Management Agency.
Dissertations / Theses on the topic "Performance studies discipline"
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Cutugno, Carmela <1985>. "Intercultural Performance and Dialogue. From Richard Schechner Performance Studies Onwards." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6607/.
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Attraverso un excursus storico, teorico e metodologico, questa tesi di dottorato analizza la nascita, gli sviluppi e l’attuale dimensione costitutivo-identitaria dei Performance Studies, un ambito di ricerca accademica che, nato negli Stati Uniti alla fine degli anni Settanta, ha sempre palesato una natura restia nei confronti di qualunque tentativo definitorio. Se i Performance Studies concepiscono la performance sia come oggetto d’analisi sia come lente metodologica, e se, come evidenziato da Richard Schechner, praticamente tutto può essere “elevato a performance” e quindi indagato secondo le categorie analitiche di questa disciplina, ecco allora che, con uno slittamento transitivo e “meta-metodologico”, questa ricerca dottorale ha scelto come proprio oggetto di studio i Performance Studies stessi, osservandoli “as performance” e avvalendosi degli strumenti metodologici suggeriti dal suo stesso oggetto d’analisi. Questo lavoro indaga come l’oggetto di studio dei Performance Studies sia, seguendo la teoria schechneriana, il “behaved behavior”, e dunque come di conseguenza, il repertorio, prima ancora che l’archivio, possa essere considerato il fedele custode delle “pratiche incorporate”. Soffermandosi su esempi di “reenactment” performativo come quelli messi in atto da Marina Abramović e Clifford Owens, così come sui tentativi condotti dalla sezione dell’Intangible Cultural Heritage dell’UNESCO, suggerisce validi esempi di “archiviazione” della performance. L’elaborato prende poi in esame casi che esemplificano la proficua identificazione tra “studiare performance” e “fare performance”, sottolinea il ruolo cruciale e imprenscindibile determinato dal lavoro di ricerca sul campo inteso come “osservazione partecipante”, ed evidenzia il costante coinvolgimento sociale e politico assunto dai Performance Studies. Questa dissertazione affronta e supporta l’efficacia dei Performance Studies nel proporsi come uno strumento innovativo in grado di analizzare un mondo sempre più performativo nelle sue dinamiche. La loro natura tanto interdisciplinare quanto interculturale sembra farne una lente adeguata attraverso cui promuovere livelli diversi di performance dialogica tra culture localmente distinte ma globalmente assimilabili.Through a historical, theoretical and methodological excursus, this thesis analyzes the birth, development and current identity of Performance Studies, an academic research field that, born in the United States at the end of the Seventies, has always been reluctant towards any attempt to be defined. If Performance Studies conceives performance both as an object of analysis and as a methodological lens, and if, as pointed out by Richard Schechner, everything can be studied "as" performance and so investigated according to the analytical categories of this discipline, then, with a transitive and "meta- methodological" shift, this doctoral research takes Performance Studies as its object of study, observing it "as performance" and using the same methodological tools suggested by its object of analysis. This work investigates how the object of study of Performance Studies is, following Schechner’s theory, the "behaved behavior", and thus how, as a result, the repertoire, even before the archive can be regarded as the true custodian of "embodied practices". Focusing on examples of performative "reenactment" such as those by Marina Abramović and Clifford Owens, as well as on the efforts undertaken by the UNESCO’s Intangible Cultural Heritage section, it suggests valid examples of "archiving performance". The paper then examines cases that exemplify the successful identification of "studying performance" and "doing performance", it underlines the crucial and inescapable role played by the on-field research, understood as "participant observation", and highlights the constant social and political commitment of Performance Studies. This dissertation addresses and supports the effectiveness of Performance Studies in itself as an innovative tool able to analyze a world increasingly performative in its dynamics. Thanks to its both interdisciplinary and intercultural nature, Performance Studies seems to be a proper lens through which to promote different levels of performance dialogue among cultures which are locally different but globally comparable.
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McGillivray, Glen James. "Theatricality: A critical genealogy." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/1428.
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ABSTRACT The notion of theatricality has, in recent years, emerged as a key term in the fields of Theatre and Performance Studies. Unlike most writings dealing with theatricality, this thesis presents theatricality as a rubric for a particular discourse. Beginning with a case-study of a theatre review, I read an anti-theatricalist bias in the writer’s genre distinctions of “theatre” and “performance”. I do not, however, test the truth of these claims; rather, by deploying Foucauldian discourse analysis, I interpret the review as a “statement” and analyse how the reviewer activates notions of “theatricality” and “performance” as objects created by an already existing discourse. Following this introduction, the body of thesis is divided into two parts. The first, “Mapping the Discursive Field”, begins by surveying a body of literature in which a struggle for interpretive dominance between contesting stakeholders in the fields of Theatre and Performance Studies is fought. Using Samuel Weber’s reframing of Derrida’s analysis of interpretation of interpretation, in Chapter 2, I argue that the discourse of the field is marked by the struggle between “nostalgic” and “affirmative” interpretation, and that in the discourse that emerges, certain inconsistencies arise. The disciplines of Theatre, and later, Performance Studies in the twentieth century are characterised, as Alan Woods (1989) notes, by a fetishisation of avant-gardist practices. It is not surprising, therefore, that the values and concerns of the avant-garde emerge in the discourse of Theatre and Performance Studies. In Chapter 3, I analyse how key avant-gardist themes—theatricality as “essence”, loss of faith in language and a valorisation of corporeality, theatricality as personally and politically emancipatory—are themselves imbricated in the wider discourse of modernism. In Chapter 4, I discuss the single English-language book, published to date, which critically engages with theatricality as a concept: Elizabeth Burns’s Theatricality: A Study of Convention in the Theatre and Social Life (1972). As I have demonstrated with my analysis of the discursive field and genealogy of avant-gardist thematics, I argue that implicit theories of theatricality inform contemporary discourses; theories that, in fact, deny this genealogy. Approaching her topic through the two instruments of sociology and theatre history, Burns explores how social and theatrical conventions of behaviour, and the interpretations of that behaviour, interact. Burns’s key insight is that theatricality is a spectator operation: it depends upon a spectator, who is both culturally competent to interpret and who chooses to do so, thereby deciding (or not) that something in the world is like something in the theatre. Part Two, “The Heritage of Theatricality”, delves further, chronologically, into the genealogy of the term. This part explores Burns’s association of theatricality with an idea of theatre by paraphrasing a question asked by Joseph Roach (after Foucault): what did people in the sixteenth century mean by “theatre” if it did not exist as we define today? This question threads through Chapters 5 to 7 which each explore various interpretations of theatricality not necessarily related to the art form understood by us as theatre. I begin by examining the genealogy of the theatrical metaphor, a key trope of the Renaissance, and one that has been consistently invoked in a range of circumstances ever since. In Chapter 5 explore the structural and thematic elements of the theatrical metaphor, including its foundations, primarily, in Stoic and Satiric philosophies, and this provides the ground for the final two chapters. In Chapter 6 I examine certain aspects of Renaissance theories of the self and how these, then, related to public magnificence—the spectacular stagings of royal and civic power that reached new heights during the Renaissance. Finally, in Chapter 7, I show how the paradigm shift from a medieval sense of being to a modern sense of being, captured through the metaphor of a world view, manifested in a theatricalised epistemology that emphasised a relationship between knowing and seeing. The human spectator thus came to occupy the dual positions of being on the stage of the world and, through his or her spectatorship, making the world a stage.
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McKinney, Joshua Evans. "Persuasive Performance: Articulating a Space Between the Disciplines of Rhetoric and Performance Studies." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6018.
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This work explores persuasive performances, or performances which are wrought in order to affect changes in the thoughts, attitudes, emotions, ideas, beliefs, and opinions of others. Such performances are located in a space between the disciplines of performance studies and rhetoric. This work offers one way in which such performances might be better understood by proposing a model of negotiation comprised of the techniques of rhetorical dramatism and performance studies. A political debate and parts of Shakespeare's The Tempest are analyzed as examples using the model. This work represents an invitation to scholars of the disciplines of rhetoric and performance studies to act together -- to consubstantiate-- in order to better explore the space between their disciplines.
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DEL, MONTE DIANA. "MOMENTI DI TEATRO PERFORMATIVO TRA ITALIA E STATI UNITI: ROBERT WILSON, MOTUS, PUNCHDRUNK." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18933.
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Una performance teatrale è un meccanismo complesso che viaggia attraverso molte variabili. L'approccio della lettura dell'evento performativo come nodo d'incontro e scambio di diversi agenti e aspetti è stato inoltre presentato dall'International Federation for Theater Research (IFTR) nella pubblicazione Theatrical Events. Borders, Dynamics, Frames.
La tesi dottorale, in accordo con tale lettura, presenta tre case-study: Motus, Punchdrunk e Robert Wilson. I tre esempi sono qui analizzati nella loro totalità di opere d'arte, fenomeni culturali e meccanismi organizzativi, evidenziandone peculiarità, similitudini e differenze. Di ognuno sono stati valutati il processo creativo, le strategie di produzione, la relazione con la stampa e/o i mezzi di diffusione, le collaborazioni con la comunità artistica, la relazione con il pubblico.
La ricerca è stata portata avanti coordinando diverse metodologie: la preferenza è stata data alle fonti primarie e al lavoro di campo nell'area di New York - interviste, fotografie, raccolta di dati e materiale iconografico. Sono stati poi consultati gli archivi della New York Public Library for the Performing Arts, della Byrd Hoffmann Foundation e del The Watermill Center.
Il secondo capitolo si avvale inoltre della preziosa collaborazione sul campo dei ricercatori del gruppo ISPOCC (Initiative for the Study and Practice of Organized Creativity and Culture) della Columbia University Business SchoolA performance is a dynamic system that involves many variables. The importance of theatre performances as aesthetic-communicative encounters of a wide range of agents and aspects has also been stressed by IFTR, through the working group "Theatrical events" and its publication Theatrical Events. Borders, Dynamics, Frames. In accordance with the IFTR approach, the dissertation presents three case-study: Motus, Punchdrunk and Robert Wilson. The three international artists and companies are studied here as a crossroad of interactions among art, marketing, and social context, tracing similarities and differences in their theatrical productions. Specifically, the research analyzed four theatrical events: Sleep No More by Punchdrunk, Syrma Antigones project by Motus, The Discovery Watermill Day and The Old Woman by Robert Wilson. The essay is the result of a combined archive and fieldwork research based in New York. The archival materials is from New York Public Library for the Performing Arts, Byrd Hoffman Foundation, The Watermill Center, Motus theater company's archive, while the fieldwork collected visual materials such as pictures, sketches, videos as well as interviews and artists notes during the events. Part of the Sleep No More's fieldwork is in collaboration with ISPOCC (Initiative for the Study and Practice of Organized Creativity and Culture) at Columbia University Business School.
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Weintraub, Tara B. "Cross-Disciplinary Collaboration: Creating the Foundation for Collaboration Amongst the Arts Disciplines, Powered by Tectonic Theatre Project’s Moment Work." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3708.
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During this course, upper-level VCUArts students are invited to join forces to become a part of a cross-disciplinary, ensemble-based exploration. Powered by Tectonic Theatre Project’s Moment Work, students will create new works and gain insight into the philosophies, purposes, and processes of Moment Work and other devised theatre techniques. The class will culminate in short, devised pieces, created and performed by the students. The focus of the class is on the creation of a harmonious ensemble amongst a varied group of young artists. I believe that in order to create a generation of innovative and forward-thinking artists, the segregation of the arts disciplines within academia must halt. Cross-disciplinary collaboration will invite varying perspectives to exist in a single setting, and hopefully lead to new forms of art.
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Schonwetter, Sara Wendi. "An Evaluation of Reactivity to Observer Presence While Self-Monitoring to Improve Swimming Performance." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4221.
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The current study evaluated the effects of self-monitoring by swimmers to improve their performance at practice and assessed the effects of reactivity to observer presence on their performance. Additionally, it investigated the accuracy of the swimmers' self-reports. Seven public high school swim team members used program boards to self-monitor in order to increase the number of assigned laps completed at practice. Reactivity to observer presence was assessed by having a confederate record the number of laps completed during observer absent conditions. A series of AB replications and an ABAB reversal design were used. The percentage of assigned laps completed increased during the self-monitoring phases. The self-monitoring and feedback phase showed an additional increase in the percentage of assigned laps completed, and also showed an increase in the mean level of reporting accuracy by the participants. The effects from the reactivity assessment were mixed; the percentage of assigned laps completed was lower on days that the observer was absent compared to the days the observer is present for only some of the participants. More research is needed to examine reactivity effects in sport settings.
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McGillivray, Glen James. "Theatricality. A critical genealogy." 2004. http://hdl.handle.net/2123/1428.
Full textAbstract:
Doctor of PhilosophyABSTRACT The notion of theatricality has, in recent years, emerged as a key term in the fields of Theatre and Performance Studies. Unlike most writings dealing with theatricality, this thesis presents theatricality as a rubric for a particular discourse. Beginning with a case-study of a theatre review, I read an anti-theatricalist bias in the writer’s genre distinctions of “theatre” and “performance”. I do not, however, test the truth of these claims; rather, by deploying Foucauldian discourse analysis, I interpret the review as a “statement” and analyse how the reviewer activates notions of “theatricality” and “performance” as objects created by an already existing discourse. Following this introduction, the body of thesis is divided into two parts. The first, “Mapping the Discursive Field”, begins by surveying a body of literature in which a struggle for interpretive dominance between contesting stakeholders in the fields of Theatre and Performance Studies is fought. Using Samuel Weber’s reframing of Derrida’s analysis of interpretation of interpretation, in Chapter 2, I argue that the discourse of the field is marked by the struggle between “nostalgic” and “affirmative” interpretation, and that in the discourse that emerges, certain inconsistencies arise. The disciplines of Theatre, and later, Performance Studies in the twentieth century are characterised, as Alan Woods (1989) notes, by a fetishisation of avant-gardist practices. It is not surprising, therefore, that the values and concerns of the avant-garde emerge in the discourse of Theatre and Performance Studies. In Chapter 3, I analyse how key avant-gardist themes—theatricality as “essence”, loss of faith in language and a valorisation of corporeality, theatricality as personally and politically emancipatory—are themselves imbricated in the wider discourse of modernism. In Chapter 4, I discuss the single English-language book, published to date, which critically engages with theatricality as a concept: Elizabeth Burns’s Theatricality: A Study of Convention in the Theatre and Social Life (1972). As I have demonstrated with my analysis of the discursive field and genealogy of avant-gardist thematics, I argue that implicit theories of theatricality inform contemporary discourses; theories that, in fact, deny this genealogy. Approaching her topic through the two instruments of sociology and theatre history, Burns explores how social and theatrical conventions of behaviour, and the interpretations of that behaviour, interact. Burns’s key insight is that theatricality is a spectator operation: it depends upon a spectator, who is both culturally competent to interpret and who chooses to do so, thereby deciding (or not) that something in the world is like something in the theatre. Part Two, “The Heritage of Theatricality”, delves further, chronologically, into the genealogy of the term. This part explores Burns’s association of theatricality with an idea of theatre by paraphrasing a question asked by Joseph Roach (after Foucault): what did people in the sixteenth century mean by “theatre” if it did not exist as we define today? This question threads through Chapters 5 to 7 which each explore various interpretations of theatricality not necessarily related to the art form understood by us as theatre. I begin by examining the genealogy of the theatrical metaphor, a key trope of the Renaissance, and one that has been consistently invoked in a range of circumstances ever since. In Chapter 5 explore the structural and thematic elements of the theatrical metaphor, including its foundations, primarily, in Stoic and Satiric philosophies, and this provides the ground for the final two chapters. In Chapter 6 I examine certain aspects of Renaissance theories of the self and how these, then, related to public magnificence—the spectacular stagings of royal and civic power that reached new heights during the Renaissance. Finally, in Chapter 7, I show how the paradigm shift from a medieval sense of being to a modern sense of being, captured through the metaphor of a world view, manifested in a theatricalised epistemology that emphasised a relationship between knowing and seeing. The human spectator thus came to occupy the dual positions of being on the stage of the world and, through his or her spectatorship, making the world a stage.
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Simelane, Sisana Gladys. "Stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools." Thesis, 2017. http://hdl.handle.net/10500/23200.
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Ongoing public concern has been expressed concerning the improvement of academic performance of learners in selected Bushbuckridge rural schools, South Africa. Statistics gathered since 2008 demonstrate that the overall performance of secondary schools in the Grade 12 examinations in this region has been consistently poor. This study focused on the stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools. Lack of learner discipline in this region prompted this investigation. The general aim of the study was to understand manifestations of indiscipline in relation to learner performance in selected Bushbuckridge rural schools. The study used qualitative research methods and the sample comprised four secondary schools selected by purposive sampling. Individual structured interviews and focus group interviews were used to gather data. In each school, one school management team (SMT) and three educators participated in individual interviews, while four learners participated in focus group interviews. The findings indicated that schools which yielded poor academic performance were faced with learners’ disciplinary problems, which manifested in poor class attendance, late coming, persistent class disruptions, learners’ retaliation when disciplined by educators, alcohol and drug abuse, mocking and ignoring educators and plagiarism. Educators in school C and D lacked a disciplinary mechanism to enforce discipline in their classes since corporal punishment was abolished, hence the poor academic performance of learners. The implementation of the Integrated Quality Management Systems (IQMS), a departmental strategy aimed at developing educators in order to equip them with all the necessary skills to ensure the success of their schools which is measured against the academic achievement of the learners, had predominantly failed in schools to reach its goal. Educators mainly relied on parental support to deal with serious learner offences but this strategy was largely inadequate. The conceptual framework, ‘putting a plan into practice’, was used to explain the importance of learner discipline for the betterment of academic performance by expounding the five pillars that can be used to attain quality schools. These pillars, if put into practice, create an organizational climate which provides both educators and learners with an opportunity to function as partners in defining and creating success in schools.Educational Studies
D. Ed.
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Mushayi, Josaya. "Addressing behavioural challenges of orphaned learners who head households : a psycho-educational programme to enhance learning." Thesis, 2013. http://hdl.handle.net/10500/13996.
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The changing structures of families and the increase in the number of child headed families are progressively becoming noticeable both nationally and internationally. Reviewed literature has confirmed that the increasing trend in orphan status among school going age over the period 2002-2009, is of major concern. A growing body of literature also indicates that child headed families and orphan hood are becoming common phenomena in many African countries in general and South Africa in particular. This scenario presents certain challenges especially on the orphaned children‘s learning and schooling experiences as well as their behavioural and social interaction patterns. The phenomenon calls for greater educational support for such learners at school and home. Increasingly, teachers and schools world over are expected to respond to the changing educational environment and contextual realities of schooling that include the orphaned learners who head households.
The aim of this thesis was to address the behavioural challenges that orphaned learners who head household experience and to develop a psycho-educational programme to support their learning. A qualitative instrumental case study research design was used with a study sample of 30 orphaned learners living in child headed household aged 10 to 16 years, ten Life Orientation Teachers, four members of School Management Team, eight members of School Based Support Team (SBST) and four Social Workers who were purposively sampled to participate in the study. The study was conducted in 15 classes located at four schools (3 secondary, 1 primary) in Taledi Area, Mamusa Circuit located in Ipelegeng Township of Schweizer Reneke town under Dr R.S. Ruth Momphati District-North West Province, South Africa.
In order to answer the research question, data was collected using a variety of data collection techniques. These were semi structured interviews, observations and documentary analysis. Data obtained was analysed using the interpretational analysis method to determine the common themes and sub themes describing the behavioural challenges that the orphaned learners experience during schooling in the playgrounds and in the classroom. Data analysed revealed that although orphaned learners are socially strong with regard to interaction with their peers, they experience learning difficulties in the classroom leading to underperformance and grade repeating. The study also noted that orphaned learners exhibit negative conduct behaviours and negative social interaction patterns with their LO teachers and members of the school management team. The study also revealed that emotional problems and lack of material support are common phenomena amongst these learners. The study arrived at the recommendation that a psycho-educational programme to address the behavioural challenges be developed to enhance the academic performance of the learners.Psychology of Education
D. Ed. (Psychology of Education)
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Lima, Jorge Antônio Cavalcante. "Avaliação externa e desempenho escolar : o papel da etnomatemática no desenvolvimento curricular da disciplina matemática." Master's thesis, 2016. http://hdl.handle.net/10437/7432.
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Orientação: Maria Eduarda Margarido Pires ; co-orientação: Maria das
Graças Andrade Ataíde de AlmeidaA Matemática nasceu das necessidades diárias da humanidade. Seu processo de construção teve início a partir do uso de raciocínios simples, artifícios de cálculos e práticas desenvolvidas para resolver problemas cotidianos, que foram se aperfeiçoando, até chegarem às formas mais sofisticadas de conhecimento existentes hoje no universo acadêmico. Entretanto, para D’Ambrósio (1998), a supervalorização de algumas culturas e a teorização do conhecimento matemático acabou distanciando a matemática acadêmica da prática cotidiana e tornando-a uma disciplina descontextualizada da realidade para muitos estudantes. Ele destaca ainda que o uso da etnomatemática em sala de aula pode ser uma ferramenta poderosa de contextualização do currículo de matemática. Para Apple (1991) o currículo deve incorporar também elementos tecnológicos que vão se aperfeiçoando e mudando a relação das pessoas com as formas de produção, socialização e uso do conhecimento. No caso do ensino médio esta necessidade torna-se ainda mais evidente, como afirma Sacristán (1998), ao lembrar que uma das missões que a educação pública deve exercer é a de proporcionar aos jovens opções de escolha em relação ao futuro. Para Tardif (2002) o professor tem papel fundamental na consolidação deste processo, pois, de acordo com Smole (2010), das mãos do professor nasce a vivência do currículo escolar e este não ser visto apenas como uma grade de disciplinas ou como um conjunto de expectativas de aprendizagem. De acordo com os estudados de Horta Neto (2010) a qualidade do ensino está associada também a um bom processo de avaliação externa que seja significativo para os estudantes, pois mesmo diante do caráter dominante e da tentativa do Estado em controlar os processos, ele é fundamental para avaliar as políticas educacionais implantadas pelos sistemas públicos de ensino. Diante do exposto, a presente dissertação apresentada para obtenção do Grau de Mestre no Curso de Ciências da Educação, conferido pela Escola Superior de educação Almeida Garrett, traz um Estudo Múltiplo de Casos. Ele foi realizado por meio do levantamento de dados e aplicado sobre os moldes da abordagem Qualiquanti do problema, tendo como base a análise dos impactos provocados pelo uso e pelo não uso da etnomatemática como instrumento de contextualização dos conhecimentos matemáticos no ensino desta ciência. Acreditamos que este trabalho possa contribuir com a melhoria da qualidade do ensino público e ajudar a desenvolver novas formas de aplicação, vivência e construção do currículo de matemática, através de reflexões sobre o uso e o não uso dos conhecimentos etnomatemáticos característicos de cada região onde a escola se encontra inserida.
Mathematics was born from the daily needs of humanity. Its construction process started from the use of simple reasoning, calculation strategies and practices developed to solve everyday problems. These processes haveimproved until they could reach the most sophisticated forms of knowledge existing today in the academic world. However, to D’Ambrosio (1998), the overvaluation of some cultures and the theorizing of mathematical knowledge started to move the academic mathematics away regardingthe everyday practice, making it a discipline decontextualized of reality for many students. He also stresses that the use of Ethnomathematics in classrooms can be a powerful tool for the contextualization of the mathematics curriculum. For Apple (1991), the curriculum should also incorporate technological elements that would improve and change the relations of people with the forms of production, socialization and use of knowledge. In the case of high schools, this need becomes even more evident, as stated Sacristán (1998), recalling that one of the tasks that public education should exercise is to giveyoung peopleoptions available for the future. To Tardif (2002), a teacher plays a key role in the consolidation of this process. According to Smole (2010), from the hands of a teacher comes the experience of the school curriculum thatcannot be seen only as a list of courses or as a set of learning expectations. HortaNeto’s study (2010) demonstrated that the quality of teaching is also associated with a good external evaluation process that is meaningful for students, because even before the dominant character and the attempt of the State to control the processes, it is essential to assess the educational policies implemented by public school systems. Given the above, this dissertation presented to obtain the Master Degree in Education Sciences awarded by Almeida Garrett Upper Education School offers a Multiple Case Study, conducted through data collection and applied according to theQualiquanti approach of the problem. As a support, there was the analysis of the impacts caused by the use or non-use of Ethnomathematics as a contextualization instrument of mathematical knowledge in the teaching of science. Ihope this work could contribute to improve the quality of public education, helping to develop new forms of application, experience and construction of the mathematics curriculum through reflections on the use and nonuse of the Ethnomathematics knowledge specific for each region where the school is inserted.
Books on the topic "Performance studies discipline"
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Kroløkke, Charlotte. Gender communication theories & analyses: From silence to performance. Thousand Oaks, CA: Sage Publications, 2005.
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Scott, Sørensen Ann, ed. Gender communication theories & analyses: From silence to performance. Thousand Oaks, Calif: Sage Publications, 2006.
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Dupré, Sven, Anna Harris, Julia Kursell, Patricia Lulof, and Maartje Stols-Witlox, eds. Reconstruction, Replication and Re-enactment in the Humanities and Social Sciences. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463728003.
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Performative methods are playing an increasingly prominent role in research into historical production processes, materials, bodily knowledge and sensory skills, and in forms of education and public engagement in classrooms and museums. This book offers, for the first time, sustained, interdisciplinary reflections on performative methods, variously known as Reconstruction, Replication and Re-enactment (RRR) practices across the fields of history of science, archaeology, art history, conservation, musicology and anthropology. Each of these fields has distinct histories, approaches, tools and research questions. Researchers in the historical disciplines have used reconstructions to learn about the materials and practices of the past, while anthropologists and ethnographers have more often studied the re-enactments themselves, participating in these performances as engaged observers. In this book, authors bring their experiences of RRR practices within their discipline into conversation with RRR practices in other disciplines, providing a basis for interdisciplinary cross-fertilization.
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1956-, Longhurst Brian, ed. Audiences: A sociological theory of performance and imagination. London: Sage, 1998.
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Terry, Anzur, ed. Power performance: Multimedia storytelling for journalism and public relations. Malden, MA: Wiley-Blackwell, 2011.
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1949-, Thomas Sari, ed. Communication and culture: Language performance, technology, and media : selected proceedings from the Sixth International Conference on Culture and Communication, Temple University, 1986. Norwood, N.J: Ablex Pub. Corp., 1990.
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Bertot, John Carlo. Statistics and performance measures for public library networked services. Chicago: American Library Association, 2001.
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Kuprina, Elena. Co-creation in music and music education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1019193.
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The monograph is devoted to the problem of musical co-creation, represents the artistic and dynamic system. The author considers the musical co-creation from the perspective of interdisciplinary approach, as the phase of the creative process, featuring self-contained characteristics, manifested in the "I" and "I'm Different" through specific regularities and principles.
In music co-creation differentiated into spheres, types and forms, where the role of the ratio of the subjects and the performance of co-creative artistic projects are analyzed from the position of system dynamics. In music education operates a pedagogy of co-creation, manifesting the specifics through professional, psychological, reflective, and educational facets. Presented to the organizational form of the pedagogy of co-creation, from the perspective of information approach given the findings of a study of the influence of pop on the sensory system of the student of a musician-performer (the performer).
Can be used in courses of the disciplines of the history of music, music psychology and music pedagogy, pedagogy of co-creation. Addressed to students of music schools, teachers, musicians of all disciplines, musicologists and cultural studies, researchers, creative processes, and a wide circle of curious readers.
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Brusa, Elisabetta. 8 tesi per 150 anni. Venice: Edizioni Ca' Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-384-7.
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8 tesi per 150 anni è un filo rosso che parte dalle pagine di alcuni libri-tesi, preziosamente conservati tra le mura dell’Archivio Storico di Ca’ Foscari, per trasformarsi nel corso del 2018 nel simbolico volo di alcune rondini-studenti.Mettendo insieme voci provenienti dal passato e voci e corpi della nostra contemporaneità, Fucina Arti Performative Ca’ Foscari ha celebrato, nell’anno dei festeggiamenti per i 150 anni dell’Ateneo veneziano, gli otto Dipartimenti, dedicando ad ognuno di questi una performance realizzata partendo dall’elaborazione di una tesi.Spaziando cronologicamente (la prima tesi affrontata è del 1913) tra le diverse aree di studio – Economia, Studi Linguistici e Culturali Comparati, Scienze Molecolari e Nanosistemi, Filosofia e Beni Culturali, Studi sull’Asia e sull’Africa Mediterranea, Studi Umanistici, Management e Scienze Ambientali, Informatica, Statistica – e, itinerando tra la magnificenza di sale, aule magne, cortili e auditorium cafoscarini, Fucina – con i suoi abitanti virtuali, studenti provenienti da tutti e otto i Dipartimenti, a cui si sono aggiunti studenti del Conservatorio Benedetto Marcello e dell’Accademia di Belle Arti di Venezia – è riuscita a costruire un mosaico di narrazioni intrecciando temi, ricerche, personaggi storici e figure immaginifiche, che ha condiviso con un pubblico curioso e attento.Il testo che qui presentiamo è la testimonianza di quanto realizzato ed è costituito dalla raccolta degli otto copioni, elaborati di volta in volta da uno studente-curatore.La collaborazione con i direttori dei Dipartimenti, con docenti di discipline diverse, con il personale cafoscarino coinvolto nella sfida, oltre alla partecipazione di Ca’ Foscari Alumni e di altre istituzioni veneziane, insieme all’Agenzia di Venezia di Banca Mediolanum, ha trasformato quest’esperienza in un possibile modello universitario di ricerca performativa.Se chi legge riuscirà a mettere in movimento processi immaginativi, allora per tutti coloro che hanno vissuto e condiviso questo progetto ambizioso sarà un ulteriore traguardo raggiunto.Fucina Arti Performative Ca’ Foscari nasce con il nome di Cantiere Teatro Ca’ Foscari nel 2011 come spazio fisico e mentale, teorico e pratico, aperto durante l’anno accademico agli studenti dei vari Dipartimenti desiderosi di confrontarsi con tematiche e sviluppi del mondo delle arti performative, realizzando produzioni proprie. Nel 2018 Cantiere Teatro Ca’ Foscari, diretto da Elisabetta Brusa, si trasforma in Fucina Arti Performative Ca’ Foscari.
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Hamera, Judith. Opening Acts: Performance in/as Communication and Cultural Studies. Sage Publications, Inc, 2005.
Find full textBook chapters on the topic "Performance studies discipline"
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McAuley, Gay. "Interdisciplinary Field or Emerging Discipline?: Performance Studies at the University of Sydney." In Contesting Performance, 37–50. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230279421_3.
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Harding, James M., and Cindy Rosenthal. "Experimenting with an Unfinished Discipline: Richard Schechner, the Avant-Garde and Performance Studies." In The Rise of Performance Studies, 39–63. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306059_4.
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Stefano, Domenico De, Luka Kronegger, Valerio Leone Sciabolazza, Maria Prosperina Vitale, and Susanna Zaccarin. "Social Network Tools for the Evaluation of Individual and Group Scientific Performance." In Teaching, Research and Academic Careers, 165–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_7.
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AbstractOver the past few decades, scientific collaboration has been widely considered an important driver of research innovation. By collaborating together, scientists can benefit from both methodological and technological complementarities and synergy, improving the quality and quantity of their research outputs. As evidence of this, collaboration among scientists is increasing in all disciplines and government policies in international exchange programs are aimed at promoting collaboration among researchers. Collaboration among scientists can be represented as a network, usually adopting co-authorship as linkages. In this view, Social Network Analysis provides a useful theoretical and methodological approach because collaboration features can be related to the topological characteristics of the network. Recently, several empirical studies have found positive associations between researchers’ position in the co-authorship network and their productivity, although the results can be different depending on the discipline, scientific performance measure, and data source retrieved to construct the co-authorship networks. In this contribution, we propose the use of SNA tools for scientific evaluation purposes. Network indices at the individual and subgroup levels will be introduced to analyze the relation with both the individual research productivity and scientific output quality measure provided by the Italian academic researchers involved in VQR from the period 2011–2014.
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Garzonio, Emma. "Performative Intermediaries Versus Digital Regulation. A Multidisciplinary Analysis of the Power of Algorithms." In Frontiers in Sociology and Social Research, 157–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11756-5_10.
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AbstractAs our economies, media, services and practices are becoming progressively more interconnected through and dependent on software and data-agile structures, efforts are being made worldwide to keep pace and to discipline this subject through regulatory frameworks. The ever-increasing pervasiveness of the role and power of digital platforms and intermediaries in our everyday lives has also broadened the scope of the reflection on their sociological, political, cultural and structural implications. Through a multidisciplinary approach, this contribution aims at defining and clarifying where algorithmic power and human regulation meet. To do so, both media studies and juridical discipline will come in handy in defining the theoretical framework of the first and the effectiveness of the second. Firstly, the theoretical background for understanding the “power of algorithms” will be outlined through a review of selected research literature on digital intermediaries, platform politics and algorithmic performance. Then, examination of the European digital regulation corpus will highlight the crucial issues that it aims to regulate, as well as the new perspectives that could impact and change the structure of the European digital space.
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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education, 49–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.
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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
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Lin, Lin, Patricia Cranton, and Jennifer Lee. "Research Methodologies for Multitasking Studies." In Human Performance Technology, 1846–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8356-1.ch091.
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The research on multitasking is scattered across disciplines, and the definitions of multitasking vary according to the discipline. As a result, the research is not coherent nor consistent in the approaches taken to understanding this phenomenon. In this chapter, the authors review studies on multitasking in different disciplines with a focus on the research methodologies used. The three main research paradigms (empirical-analytical, interpretive, and critical) are used as a framework to understand the nature of the research. The strengths and weaknesses of the research in each of the paradigms are examined, and suggestions are made for utilizing different research methodologies to bring clarity to the research in this field. Such an endeavour will help to build interdisciplinary and multidisciplinary research and help guide future research and theory building.
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"The history of the discipline." In The Routledge Introduction to Theatre and Performance Studies, 24–29. Routledge, 2014. http://dx.doi.org/10.4324/9780203068731-12.
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Crappell, Courtney. "Toward a Definition of Piano Pedagogy." In Teaching Piano Pedagogy, 7–27. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670528.003.0002.
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Chapter 1, “Toward a Definition of Piano Pedagogy,” seeks to define the discipline of piano pedagogy and describe its significance in preparing pianists for teaching careers. It begins with an outline of the historical emergence of pedagogy as an academic discipline and the formation of practical teacher-training programs. It then describes how collaborations between faculties in music education and performance led to the growing popularity of piano pedagogy coursework in the twentieth century. Finally, it seeks to demonstrate how studies in piano pedagogy combine the knowledge and skills acquired through performance training with general knowledge about music and education to more fully prepare artists for careers in teaching.
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Saeed, Fathimath. "Reflection of Chaos and Complexity Theory Properties within Classroom Discipline." In Advances in Educational Marketing, Administration, and Leadership, 151–64. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0460-3.ch010.
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Chaos and complexity theory has been used in the study of the natural sciences for over thirty years. Throughout the years, experts from various fields have used it as a new way to view the world around them, including its applications to the field of education and subsystems within the education system. However very few studies have been conducted on the application of chaos theory to classroom discipline. The field of classroom discipline, like the natural world, can also be observed from this perspective because it exhibits many features of chaotic/complex systems. Classrooms are often described as complex, dynamic and unpredictable environments. This makes it difficult for teachers to understand and manage classroom discipline. This paper explores the complexity of classroom discipline and how the principles of chaos and complexity theory reflect on classroom discipline. This would help inform management strategies and alternatives that would in turn enhance and improve student academic achievement and overall performance.
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Agrawal, Rashmi, and Neha Gupta. "Educational Data Mining Review." In Privacy and Security Policies in Big Data, 149–65. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2486-1.ch007.
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In today's era, educational data mining is a discipline of high importance for teaching enhancement. EDM techniques can reveal useful information to educators to help them design or modify the structure of courses. EDM techniques majorly include machine learning and data mining techniques. In this chapter of the book, we will deliberate upon various data mining techniques that will help in identifying at-risk students, identifying priority learning needs for different groups of students, increasing graduation rates, effectively assessing institutional performance, maximizing campus resources, optimizing subject curriculum renewal. Various applications of data mining are also discussed by quoting example of various case studies. Analysis of social networks in educational field to understand student network formation in classrooms and the types of impact these networks have on student is also discussed.
Conference papers on the topic "Performance studies discipline"
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Wujek, Brett A., John E. Renaud, Stephen M. Batill, and Jay B. Brockman. "Concurrent Subspace Optimization Using Design Variable Sharing in a Distributed Computing Environment." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0024.
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Abstract This paper reviews recent implementation advances and modifications in the continued development of a Concurrent Subspace Optimization (CSSO) algorithm for Multidisciplinary Design Optimization (MDO). The CSSO-MDO algorithm implemented in this research incorporates a Coordination Procedure of System Approximation (CP-SA) for design updates. Implementation studies detail the use of a new discipline based decomposition strategy which provides for design variable sharing across discipline design regimes (i.e., subspaces). The algorithm is implemented in a distributed computing environment, providing for concurrent discipline design. Implementation studies introduce a new multidisciplinary design test problem, the optimal design of a high performance, low cost structural system. A graphical user interface is developed which provides for menu driven execution and results display; this new programming environment highlights the modularity of the algorithm. Significant time savings are observed when using distributed computing for concurrent design across disciplines. The use of design variable sharing across disciplines does not introduce any difficulties in implementation as the design update in the CSSO-MDO algorithm is generated in the coordination procedure of system approximation (CP-SA).
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Starc, Jasmina. "ONLINE LEARNING PERFORMANCE: THE STUDENTS' PERSPECTIVE." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.93.
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The paper's contribution is to present the opinion of students of the University of Novo mesto about the implementation of online studies. The quantitative research method and a structured questionnaire were used for collecting research data. The research sample comprised 387 students. The results showed that only 36% of students were trained to use various forms of online study before conducting online studies. Among the advantages of online learning, they recognized the fact that they did not waste time driving to faculty/university (4.2), which resulted in lower costs (4.1), making it easier to coordinate study and family obligations (4.0), had the possibility of time flexibility (4.0) and "learned" self-discipline (4.0). Among the shortcomings was the lack of personal contact with teachers (3.8), the lack of personal contact with study colleagues (3.7), being left with one's ingenuity (3.3) and one's own self-initiative and self-discipline (3.1).
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Pereira da Silva, Etienne. "The item response theory (irt): analysis of attitude of undergraduate students regarding the statistics disciplines." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15710.
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The poster to be presented proposes to assess the attitude of 210 students from the University of Brasilia (UnB) who answered Attitude Scale regarding Statistics (EAE). Furthermore, this work is the result of the Final Paper of course Bachelor in Statistics at UnB in order to get a better understanding of statistical education and the IRT applicability. The Item Response Theory (IRT) has considered an alternative to Measure Classical Theory (MCT) in elaboration and analysis of the constructs that are evaluated by the measuring instruments (questionnaires). With wide application in educational assessment, the IRT, whose main feature is the item, proposed probabilistic models for latent variables (variables that are not directly measured). The researchers have indicated that the students demonstrate low motivation to use statistical instruments and they have some difficulties in learning statistics concepts. Previous studies claim that students with positive attitudes about particular discipline are more likely to succeed in learning of its contents. Thus, the answers were given by students from UnB were analyzed by Item Response Theory. The parameters of difficulty of the items ( ) and the discrimination parameter showed that the item concerning to definitely has a positive reaction to the service disciplines (Biostatistics, Applied Statistics and Probability and Statistics), appreciate and enjoy this matter was the best informs. The various disciplines (different study areas), perception of performance, attend or not the first discipline shown to influence the attitudes level toward statistics. These results suggest an enhancement to the statistics is applied in the context of the course each student and what strategies are adopted to develop a teaching-learning environment that encourages students.
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Monnazzi, João, and Regis Faria. "Body Building Music: The Kinase Instalation." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10458.
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Thinking on the congruencies between music and sports, we propose with this art installation some novel paths and connections for music production in a little explored field, in the interdisciplinarity with sports. Some similarities in the acting of musicians and athletes, such as the need of technical domain through discipline and practice. A musician who wants to develop her/his technical skills needs to follow a hard routine of practical studies, focusing in improving motor abilities with the proposing to play the piece in the better way possible. This process has a close proximity with the athlete’s during their preparation. Hours of intense practice to improve some motor skills that can enable them to improve their performance. The disciplines can be interpolated in a way that we can argue: there is always something physical on a music interpretation, as well as there is always something artistic in a sport competition. In the inner area between art/music and sports some modalities are easier to verify this symbiosis, as in the choreographic sports. These modalities are evaluated by both physical and artistic parameters. Our work focus in a particular sport modality that has a part of scoring which is evaluated through a choreographic routine: The Bodybuilding.
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Gata, Anca. "Limba română ca limbă străină la Universitatea Johannes Gutenberg-Main." In Filologia modernă: realizări şi perspective în context european. “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2021. http://dx.doi.org/10.52505/filomod.2021.15.21.
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Limba română ca limbă străină este o disciplină academică a cărei predare în universități din lume se asociază adesea cu studiul culturii române, fie ca discipline independente, fie în mod integrat. Din 2013 până în prezent, la Universitatea Johannes Gutenberg din Mainz (JGUM), disciplinele Limba română ca limbă străină și Introducere în cultura română se predau studenților din domeniul filologic și din orice facultate a universității sau din universități partenere ale JGUM la nivel de licență, master, doctorat și post-doc, inclusiv studenți Erasmus prin intermediul activităților organizate de Lectoratul Institutului Limbii Române la Mainz. În formarea competențelor lingvistice de română ale cursanților, sunt aplicate principii tradiționale și recente ale didacticii limbilor străine, ale pragma-lingvisticii vizându-se performanțe lingvistice ale cursanților de nivel A2, B1-B2, C1, în conformitate cu Cadrul european de referință pentru limbi (CECRL) precum și competențe specifice de traducere.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.
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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Donus, Fabian, Stefan Bretschneider, Reinhold Schaber, and Stephan Staudacher. "The Architecture and Application of Preliminary Design Systems." In ASME 2011 Turbo Expo: Turbine Technical Conference and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/gt2011-45614.
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The development of every new aero-engine follows a specific process; a sequence of steps or activities which an enterprise employs to conceive, design and commercialize a product. Typically, it begins with the planning phase, where the technology developments and the market objectives are assessed; the output of the planning phase is the input to the conceptual design phase where the needs of the target market are then identified, and alternative product concepts are generated and evaluated, and one or more concepts are subsequently selected for further development based on the evaluation. For aero-engines, the main goal of this phase is therefore to find the optimum engine cycle for a specific set of boundary conditions. This is typically done by conducting parameter studies where every calculation point within the study characterizes one specific engine design. Initially these engines are represented as pure performance cycles. Subsequently, other disciplines, such as Aerodynamics, Mechanics, Weight, Cost and Noise are accounted for to reflect interdisciplinary dependencies. As there is only very little information known about the future engine at this early phase of development, the physical design algorithms used within the various discipline calculations must, by default, be of a simple nature. However, considering the influences among all disciplines, the prediction of the concept characteristics translates into a very challenging and time intensive exercise for the pre-designer. This is contradictory to the fact that there are time constraints within the conceptual design phase to provide the results. Since the early 1970’s, wide scale efforts have been made to develop tools which address the multidisciplinary design of aero-engines within this phase. These tools aim to automatically account for these interdisciplinary dependencies and to decrease the time used to provide the results. Interfaces which control the input and output between the various subprograms and automated checks of the calculation results decrease the possibility of user errors. However, the demands on the users of such tools are expected to even increase, as such systems can give the impression that the calculations are inherently performed correctly. The presented paper introduces MTU’s preliminary design system Modular Performance and Engine Design System (MOPEDS). The results of simple calculation examples conducted using MOPEDS show the influences of the various disciplines on the overall engine system and are used to explain the architecture of such complex design systems.
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Ivanova, Rumyana. "COMPARISON OF PERFORMANCE EFFICIENCY IN THE DISCIPLINE WOMEN’S SINGLES BETWEEN BULGARIAN AND FOREIGN BADMINTON PLAYERS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/26.
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ABSTRACT The study aims to investigate the performance in the discipline Women’s Singles among Bulgarian and foreign badminton players. Thirty matches - semi-finals and finals of international tournaments and state championships in badminton in 2020 and 2021 were studied. The contingent of the study was 5 Bulgarian elite badminton players training at Badminton Club “Aneta Yaneva NSA”. In addition, the playing efficiency of 10 foreign badminton athletes in the top 10 of the World Ranking List for 2020 - 2021 was studied for reference and comparison. Using the author’s methodology, 15 game indicators (strokes) were separated into three groups: attacking, defensive, and neutral, as well as the technical elements: service, meeting, and the realization efficiency of each individual indicator are derived. The mathematical-statistical methods of variation and alternative analysis are applied to process the obtained data. The results show a statistically significant difference in the game efficiency of the attacking type of shots (77% for the world elite badminton players compared to 35% for the Bulgarian players); defensive, respectively 7% of won plays by the foreign players compared to 46% by the Bulgarian badminton players; in the case of the neutral type of shots there were no significant differences in the two groups studied.
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"Eric" Hu, Tao, Hua Dai, and Ping Zhang. "Developing a Big Data Success Model in Organizations: A Grounded Theory Method [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4772.
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Aim/Purpose: In spite of the insights in paving solid grounds and avenues for meaningful studies, the predicament of the literature in lacking fruitful understanding of the critical success factors and models of Big Data remain elusive and unexplored. A systematic literature review of research topics, perspectives, and substantial findings of Big Data is needed, so an overarching framework of Big Data success can be developed to integrate findings and systematically guide future research for advancing IS theoretical and practical progressing. Background: This study (1) uses the grounded theory as a literature review method to search and collect Big Data studies in the AIS “Senior Scholars’ Basket of Journals” over the period of twenty years from 2000 to 2020, (2) employs data coding and content analysis of the grounded theory to conduct a systematic literature review of research concepts, categories, topics, methodologies, and models and paradigms of Big Data in IS discipline, and (3) up-on synthesis of theoretical perspectives and empirical findings, develops a Big Data success theory with a research agenda to enrich the cumulative knowledge of critical success factors and interrelationships of Big Data in the organizational contexts. Methodology: A grounded theory-based review of Big Data literature helps investigate the emerging and evolving theoretical foundations of the subject, and create a roadmap for advancing IS theory and business relevance. Contribution The research in critical success factors and models of Big Data presents a novel opportunity for advancing IS theory across different IS traditions and paradigms. Findings: While this study is still in progress, currently we report preliminary findings in research methodologies, topics, and abstractions of open coding. Re-search of next steps toward a Big Data success theory is also reported in the submitted abstract. As the study proceeds, we expect more in-depth findings to be reported in the conference presentation in July, 2021. Recommendations for Practitioners: The findings of this study shall enrich our understanding of how organizations transform Big Data potentials into organizational performance and economic value. Recommendations for Researchers: The research in critical success factors and models of Big Data presents a novel opportunity for advancing IS theory across different IS traditions and paradigms. Impact on Society: The findings of this study shall enrich the cumulative knowledge of critical success factors and interrelationships of Big Data in the organizational contexts. Future Research: Future research may consider collecting the literature data from a wider variety of journal outlets and capture more relevant critical success factors and interrelationships of Big Data for the theory development.
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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.
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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.
Reports on the topic "Performance studies discipline"
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Chambers, Katherine, and Waleska Echevarria-Doyle. Applying resilience concepts to inland river system. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40743.
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As environmental uncertainty increases, incorporating resilience into project assessments, research recommendations, and future plans is becoming even more critical. This US Army Engineer Research and Development Center special report (SR) demonstrates how the concepts of resilience can be applied in a uniform framework and illustrates this framework through existing case studies on large inland river systems. This SR presents the concepts of resilience in inland river systems, the application of these concepts across disciplines, basic parameters of a resilience assessment, and the challenges and opportunities available for incorporating a more holistic approach to understanding resilience of the US Army Corps of Engineers mission areas on inland rivers. Finally, these concepts are demonstrated in several case studies in the United States to exemplify how these parameters have been applied to improve the overall performance of the system.
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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.
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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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Neroda, Tetyana V., Lidia V. Slipchyshyn, and Ivan O. Muzyka. Adaptive toolkit of branch-oriented workshop environment for enlargement the cloud-based e-learning media platform. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4449.
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The ways of providing comprehensive efficiency increase in communication facilities of the academic space are given with regard to stipulated methods of managing distributed network resources. Selected the user interfaces types are distinguished according to user actions in the studied subject area, which made it possible to justify and hierarchically organize the categories of adaptive toolkit of the branch- oriented workshop environment by the classes of components declared in the project, which are closely related to the scheme of learning experiment and are basic means for simulating transients. The analytical models of classes of components of the virtual laboratory stand are compiled, the elements of which represent the properties and methods for visualization and further processing of interacting instances of the basic locations of the subject area, while ensuring system stability and controllability by clear distribution of functionality. Finally, the unification of component set template properties of the subject area is implemented, which greatly extending the targeted destination of virtual platform and increasing number of educational disciplines of academic course covered by the designed media resource. The results of the pedagogical verification showed an increase in the students’ performance in mastering the subject area by means of presented branch-oriented workshop environment.