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Artykuły w czasopismach na temat "Career in specific field or discipline"
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Bohleber, Pascal, Mathieu Casado, Kirsti Ashworth, Chelsey A. Baker, Anna Belcher, Jilda Alicia Caccavo, Holly E. Jenkins, Erin Satterthwaite, Andrea Spolaor i V. Holly L. Winton. "Successful practice in early career networks: insights from the polar sciences". Advances in Geosciences 53 (27.03.2020): 1–14. http://dx.doi.org/10.5194/adgeo-53-1-2020.
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Abstract. Acquiring not only field-specific knowledge but also a set of transferable professional skills becomes increasingly important for Early Career Scientists (ECS) in Geosciences and other academic disciplines. Although the need for training in transferable skills adds to the work-load of an individual Early Career Scientist, it is often neglected within the traditional academic environments. International Early Career Networks (ECN) are global voluntary communities of early career scientists aiming (i) to advocate for early stage researchers; and (ii) to advance the careers of their members by raising their profiles and training them in specific transferable skills, such as networking, collaborating and outreach. Accordingly, ECN can be a tool to move beyond institutional barriers and to improve the inclusion of ECS into the international scientific community. In 2019 we conducted three surveys in order to assess ECN from the perspective of its members and regarding the structures of different ECN within a specific discipline and across disciplines. We use the survey results alongside with case studies from well-established and long term networks to elucidate the attributes that make a successful, sustainable ECN. Important characteristics of these international ECN include (1) developing the ECN organizational schemes to promote early career scientists within a specific discipline and across disciplines, (2) scoping for members needs, evaluating the performance of the network, and adapting to feedback, (3) continuity of the organizing committee by ensuring representation of different stages of ECS, and (4) diverse membership to provide strong foundational and personnel support within the network. These characteristics can support the development of best practices for developing ECN successfully, which can guide existing and future networks within Geosciences and other scientific disciplines.
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Fenton, Melissa. "A proposed framework for reviewing and revising musical theatre curricula". Studies in Musical Theatre 18, nr 1 (1.04.2024): 57–73. http://dx.doi.org/10.1386/smt_00149_1.
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Careers in musical theatre necessarily require not only a set of discipline-specific skills but also a range of supplementary, supporting skills. Curricula also must adapt to current industry needs and conventions. To address the breadth of requisite skills and maintain currency, a process of regular curriculum review is implemented by universities and conservatoires offering musical theatre degree programmes. In this article, I offer a framework based on concepts from creative career theory and field research as a possible approach to curriculum renewal and development in musical theatre degree programmes.
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O’Rourke, Matthew B., i Matthew P. Padula. "Reporting of Hybrid Data and the Difficulties with Cross-Discipline Research Techniques". Proteomes 8, nr 4 (23.11.2020): 35. http://dx.doi.org/10.3390/proteomes8040035.
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Peer review is the way in which we, as scientists, criticise, check, and confirm the findings of our colleagues. The process of peer review relies on individuals in all fields applying their particular expertise and determining if they agree with the findings submitted for publication. In recent years, there has been a significant rise in the number of manuscripts submitted for publication that draw from a range of disparate and complementary fields. This has created the curious situation where an expert may be requested to review a manuscript that is only partially within their immediate field of expertise. The issue that arises is that, without full knowledge of the data, techniques, methodologies, and principles that are presented, it is difficult for reviewers to make properly informed decisions, especially when it can take an entire career to reach that specific level of expertise in a single field. From this perspective, we explore these issues and also provide a commentary on how peer review could evolve in the context of a changing cross-disciplinarily-focused scientific landscape.
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Fletcher Jr., Edward C., i Yenni Djajalaksana. "Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs". International Journal of Adult Vocational Education and Technology 5, nr 3 (lipiec 2014): 45–65. http://dx.doi.org/10.4018/ijavet.2014070104.
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The purpose of this research study was to identify potential signature pedagogies in the field of CTE as well as specific disciplines within CTE, and to explain instructional strategy use by faculty's demographic characteristics, course delivery modes, and academic discipline. Based on a national survey of CTE faculty teaching at the postsecondary level, this study found faculty which teach in family and consumer sciences education are significantly more likely to use authentic reflective assessments; Engineering and technology education faculty are significantly more likely to implement knowledge acquisition activities; career and workforce education faculty are significantly more likely to infuse online activities in their courses; and business and/or marketing education faculty are significantly more likely to integrate research, group and discussion-based, knowledge acquisition, and online activities. Findings point to a need for faculty to continue considering alternatives pedagogies which create more engaged courses and maximize student learning.
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Velle, Gaute, Torstein Nielsen Hole, Oddfrid Kårstad Førland, Anne-Laure Simonelli i Vigdis Vandvik. "Developing work placements in a discipline-oriented education". Nordic Journal of STEM Education 1, nr 1 (15.11.2017): 294. http://dx.doi.org/10.5324/njsteme.v1i1.2344.
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<p>Education within higher education is often divided into discipline-oriented and professional programs. Professional programs prepare students for a specific profession and include relevant theoretical- and practical knowledge. Discipline-oriented programs emphasize theoretical knowledge and research within a specific discipline or field. Except for a career within research and higher education, discipline-oriented programs provide less obvious links to future careers. The transition from student life to working life may therefore be challenging.</p><p> </p><p>In this paper, we present and discuss the development and implementation of a work placement course as part of the disciplinary programs in biology at the University of Bergen. The course was developed to provide students with practical- and work- related skills and competences, inform about future careers and to foster motivation and learning. We have revised the course according to feedback from students, workplace hosts and our experience during the six semesters the course has been running.</p><p> </p><p>The work placement course is at the bachelor (BSc) level and consists of two main components; the work placement itself and the student’s own reporting of placement outcomes. For the placement, the students work 140 hours at a workplace as a biologist. The reporting consists of four open blog-posts, one written reflective essay and a final oral presentation. The course teachers also meet with the students and convey information on the roles of biology and biologists in today’s society through a Facebook group.</p><p> </p><p>Feedback from the students, hosts and course teachers point to a range of benefits from work practice courses in discipline- oriented study programs. Based on our experience, we provide guidance for developing such courses as part of discipline-oriented curricula.</p>
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Edouard, Pascal, Noel Pollock, Kenny Guex, Shane Kelly, Caroline Prince, Laurent Navarro, Pedro Branco, Frédéric Depiesse, Vincent Gremeaux i Karsten Hollander. "Hamstring Muscle Injuries and Hamstring Specific Training in Elite Athletics (Track and Field) Athletes". International Journal of Environmental Research and Public Health 19, nr 17 (2.09.2022): 10992. http://dx.doi.org/10.3390/ijerph191710992.
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Objective: We aimed to describe hamstring muscle injury (HMI) history and hamstring specific training (HST) in elite athletes. A secondary aim was to analyse the potential factors associated with in-championships HMI. Methods: We conducted a prospective cohort study to collect data before and during the 2018 European Athletics Championships. Injury and illness complaints during the month before the championship, HMI history during the entire career and the 2017–18 season, HST (strengthening, stretching, core stability, sprinting), and in-championship HMI were recorded. We calculated proportions of athletes with HMI history, we compared HST according to sex and disciplines with Chi2 tests or ANOVA, and analysed factors associated with in-championship HMI using simple model logistic regression. Results: Among the 357 included athletes, 48% reported at least one HMI during their career and 24% during the 2017–18 season. Of this latter group, 30.6% reported reduced or no participation in athletics’ training or competition at the start of the championship due to the hamstring injury. For HST, higher volumes of hamstring stretching and sprinting were reported for disciplines requiring higher running velocities (i.e., sprints, hurdles, jumps, combined events and middle distances). Five in-championship HMIs were recorded. The simple model analysis showed a lower risk of sustaining an in-championships HMI for athletes who performed more core (lumbo-pelvic) stability training (OR = 0.49 (95% CI: 0.25 to 0.89), p = 0.021). Conclusions: Our present study reports that HMI is a characteristic of the athletics athletes’ career, especially in disciplines involving sprinting. In these disciplines, athletes were performing higher volumes of hamstring stretching and sprinting than in other disciplines. Further studies should be conducted to better understand if and how HST are protective approaches for HMI in order to improve HMI risk reduction strategies.
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Laker, Dennis R., i Gregory P. Cermignano. "An Exercise In Linking Ethics In The Classroom To The Real World". Journal of Business Case Studies (JBCS) 5, nr 1 (24.06.2011): 1. http://dx.doi.org/10.19030/jbcs.v5i1.4688.
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As academics we are faced with a series of challenges in teaching about ethics in the classroom. We are expected to engage our students and help them become more proactive in the process of learning; link the classroom with the real world; and provide them the opportunity to develop both career-related skills and the opportunity to explore potential careers if they are to have a successful professional future. The following exercise addresses these challenges. The exercise involves the student identifying significant, discipline-based ethical issues; and contacting and discussing these issues with a professional in their career field. The exercise also includes a reflective component and an opportunity for the students to share their findings with their peers. This exercise helps to increase the relevance of the ethical material presented in class by putting this knowledge in the specific professional context to which the student aspires, and results in bridging the classroom with the real world. A description and rationale for the exercise; materials; student feedback and benefits; and suggestions for faculty are included.
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Kakouris, Alexandros, Sofia Tampouri, Andronikos Kaliris, Sofia Mastrokoukou i Nikolaos Georgopoulos. "Entrepreneurship as a Career Option within Education: A Critical Review of Psychological Constructs". Education Sciences 14, nr 1 (30.12.2023): 46. http://dx.doi.org/10.3390/educsci14010046.
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Entrepreneurship is now suggested as a competence not only for starting new businesses but for employability and well-being as well. Envisaged as a career option, entrepreneurship is now a new concern in the field of career counseling psychology. Traditionally, entrepreneurship is about starting new businesses or being self-employed, but nowadays, it is also considered a competence for employability and well-being. Systematically nurtured in educational settings for more than two decades, the entrepreneurial intention of students has become a specific construct for educators to assess the impact of entrepreneurial courses. The present article seeks to critically review the psychological constructs, models, and approaches that have been used in educational settings to explain the formation of entrepreneurial intention. The majority of relevant studies has been found to be quantitative, reproducing in a positivist manner the construct of self-efficacy and the theory of reasoned action. Some constructs and approaches that have been extensively used in the career counseling discipline seem to be under-researched in the entrepreneurship education field. In this line of research, the potential contribution of sources on self-efficacy and dysfunctional career beliefs or motives should be examined. Additionally, theoretical paradigms like constructionist-narrative-based career counseling or positive psychology and other newer theories (e.g., happenstance learning theory) might be useful in investigating several influences on career decision making for entrepreneurship. Based on the current findings from the literature, a research agenda is proposed for future research in the field in order to achieve better connections between entrepreneurship and career theories and to shed light on the complex process of students’ entrepreneurial career decisions.
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Gossen, Drew. "It Says STEM so it must Work for Everyone: Experiences, Beliefs, and Career Choices across the STEM Disciplines". International Journal of Education in Mathematics, Science and Technology 12, nr 3 (31.05.2024): 660–81. http://dx.doi.org/10.46328/ijemst.3450.
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The development of interest and aspirations to pursue STEM careers has been a focus of recent educational research and action. This study used Social Cognitive Career Theory as the framework to explore how types of learning experiences in and out of school prior to college affected undergraduates’ STEM beliefs and intent to pursue a career in a STEM field. A sample of 312 students at a large university were surveyed about the experiences in which they had participated, their perceptions of those experiences, and their self-efficacy, outcome expectations, and interests in science, mathematics, and engineering. The results indicated experiences that predicted beliefs across all STEM areas, but also some key experiences that differed depending on the subject. Experiences revolving around family and career-specific activities were important for science and engineering beliefs, the opportunity to build and create was important for mathematics and engineering beliefs, and varied instructional techniques were valuable for mathematics and science beliefs. This paper details the relationship between these experiences and STEM beliefs and career choices along with recommendations for educators looking to develop experiences to enhance STEM career pathways.
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Popov, Evgenii Aleksandrovich. "Future profession of sociologist: expectations of the university applicants". Социодинамика, nr 10 (październik 2020): 46–55. http://dx.doi.org/10.25136/2409-7144.2020.10.34262.
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This article considers various aspects of selecting sociological discipline by the university applicants. Based on the conducted in 2019 empirical research, the author summarizes the representations of high graduates on sociology as a scientific discipline, as well as on sociological profession. Overall, applicants became more careful in selecting sociology for their future, have an idea what is modern sociology and its development trends. This is also reflected in the official statistics, which claims that the number of applications submitted for “Sociology” has increased over the recent years. However, difficulties of such choice are revealed as well. University applicants are rather focused on acquisition of specific competences in the field of sociology, but perceive sociology as a cross-disciplinary area of knowledge. The article determines the representations of university applicants on similarities between the school course of social studies and sociology, as well as on the role of social studies in selecting sociology in the university. Assessment is given to the opinions of university applicants on the advantages of sociology in relation to other scientific disciplines; opportunities for personal and career growth in the future profession of sociologist. The author touches upon the question of formatting the image of sociologist from the perspective of university applicants. Thus, the article resolves the problem of formation of the image of future profession among university applicants that chose the academic discipline “Sociology”. In structuring educational strategies, the universities should take into account such representations of their applicants for improving learning efficiency.
Rozprawy doktorskie na temat "Career in specific field or discipline"
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Machado, Mariana de Abreu. "Cuidados paliativos e a construção da identidade médica paliativista no Brasil". reponame:Repositório Institucional da FIOCRUZ, 2009. https://www.arca.fiocruz.br/handle/icict/2329.
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Made available in DSpace on 2011-05-04T12:36:18Z (GMT). No. of bitstreams: 0
Previous issue date: 2009O objetivo desta dissertação consiste em investigar o processo de construção da identidade profissional de médicos que se dedicam à assistência a pacientes que apresentam doenças progressivas e ameaçadoras da continuidade existencial e que têm contribuído para o desenvolvimento dos Cuidados Paliativos no Brasil. Buscamos conhecer a trajetória profissional destes médicos desde a escolha da medicina como profissão até o encontro com a filosofia e a prática dos Cuidados Paliativos. Com este intuito, realizamos entrevistas semiestruturadas,colhidas segundo a metodologia de História Oral de Vida. Foram entrevistados seis médicos de diferentes especialidades que ocupam cargos diretivos em uma das associações profissionais voltadas para a disseminação e legitimação política e social dos Cuidados Paliativos no Brasil. Os depoentes se destacam no cenário nacional no que diz respeito às discussões sobre esta temática e mantêm contato com importantes instituições internacionais. Por esta razão, chamamos o conjunto de entrevistados de elite médica paliativista. Percebemos uma pobre interlocução entre os médicos paliativistas, o que se reflete na ausência de uma identidade integrada desse grupo profissional. Os entrevistados acentuaram as competências humanitárias necessárias ao bom exercício da Medicina Paliativa, mas, no entanto, não foram explicitadas as competências específicas a este campo profissional, que justificariam seu reconhecimento pelas entidades médicas competentes comouma nova área de atuação ou especialidade.
Książki na temat "Career in specific field or discipline"
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Formichelli, Linda. The renegade writer: A totally unconventional guide to freelance writing success. Oak Park, IL: Marion Street Press, 2003.
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1964-, Burrell Diana, red. The renegade writer: A totally unconventional guide to freelance writing success. Oak Park, IL: Marion Street Press, 2003.
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Arnold, Brian. Exploring visual storytelling. Clifton Park, NY: Thomson Delmar Learning, 2007.
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Cammarota, Maria Grazia. Tradurre: un viaggio nel tempo. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-248-2.
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The translation of a text belonging to a culturally distant age is like a journey across time: relying on the guidance of a translator, the new readers can delve into the past and explore a world that otherwise would remain accessible only to a restricted number of experts. Through examples from medieval Germanic texts, the papers collected in this volume offer significant insights into the specific role played by philology in the field of ‘intertemporal translation’, thus casting light on the central function, especially in the current cultural situation, of a discipline that values the ability of ‘reading slowly’ and a respectful approach towards the datum.
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Bizyuk, Aleksandr. Fundamentals of abnormal psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/974663.
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The textbook is a Supplement to the course of lectures given at the faculties of psychology, where one of the sections of this discipline is clinical psychology. This publication has been updated to reflect the 11th International classification of diseases, changes in which also affect the classification aspects of mental disorders.
In order to implement the principle of consistency in mastering knowledge of pathopsychology, the material is given in the context of General and clinical psychology, which facilitates the holistic assimilation of the specifics of this science and understanding its place among other related Sciences.
In accordance with the requirements of didactics, the structuring of the material is based on the principle "from simple to complex"; at the end of each paragraph, test questions are offered, finding answers to which in the text of the book forms the core knowledge of the reader.
The Chapter devoted to disorders of specific mental functions, in addition to General theoretical data, provides brief descriptions of psychodiagnostic techniques designed to assess the qualitative and quantitative parameters of recorded changes. When writing the book, we used a rich domestic and foreign material published in numerous sources.
Meets the requirements of Federal state educational standards of higher education of the latest generation.
It is intended for students of psychological, pedagogical and medical universities, primarily clinical psychologists, as well as for a wide range of specialists working in the information field of problems of the ratio of normal and altered psyche.
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Casas, Arturo. Procesos da historiografía literaria galega Para un debate crítico. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-530-8.
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Galician literary historiography shows links and ruptures that refer to the cultural history of Galicia itself and to the sequence of historical events that have delineated the social, economic and political development of the country since the nineteenth century. These coordinates comprise a series of processes, including the elaboration and propagation of ideologies aimed at achieving a way out of political subalternity and oriented towards the horizon of national emancipation. Those events and these processes also marked the connection of Galicia with modernity and the dynamics of historical change. As a result of the above, this book analyses critically the institutionalization processes of the history of Galician literature – with special emphasis on historiographic models such as that of Said Armesto, Carvalho Calero, Méndez Ferrín and others – and indicates the need to undertake a productive methodological innovation of the discipline in heuristic, organic and discursive terms. It further argues that this update should pay attention to substantive theoretical debates, not exclusively of specific cultural coordinates, such as Galician ones or any others that could be considered. Among these, the cooperation between history and sociology, the intellection of literary facts as historical facts, the review of the link between literary history and nation, the public uses of literary history, and the inquiry of discursive choices that promote a less self-indulgent and predictable historiography. This essentially involved a challenge, that of permanent dialogue with some of the most powerful critical reinterpretations of the Galician historiographic tradition and with alternative models constituted from feminist thought, postcolonial theories, the sociology of the literary field or the systemic theories of culture, as well as with the contributions made from a post-national understanding of the literary phenomenon.
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Norris, Robin, Rebecca Stephenson i Renée R. Trilling. Feminist Approaches to Early Medieval English Studies. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463721462.
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Scholarship on early medieval England has seen an exponential increase in scholarly work by and about women over the past twenty years, but the field has remained peculiarly resistant to the transformative potential of feminist critique. Since 2016, Medieval Studies has been rocked by conversations about the state of the field, shifting from #MeToo to #WhiteFeminism to the purposeful rethinking of the label “Anglo-Saxonist.” This volume takes a step toward decentering the traditional scholarly conversation with thirteen new essays by American, Canadian, European, and UK professors, along with independent scholars and early career researchers from a range of disciplinary perspectives. Topics range from virginity, women’s literacy, and medical discourse to affect, medievalism, and masculinity. The theoretical and political commitments of this volume comprise one strand of a multivalent effort to rethink the parameters of the discipline and to create a scholarly community that is innovative, inclusive, and diverse.
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Das Weimarer Hoftheater unter Goethes Leitung: Kunstanspruch und Kulturpolitik im Konflikt. Berlin: De Gruyter, 2010.
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Zygouris-Coe, Vicky I. Teaching Discipline-Specific Literacies in Grades 6-12: Preparing Students for College, Career, and Workforce Demands. Taylor & Francis Group, 2014.
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Zygouris-Coe, Vicky I. Teaching Discipline-Specific Literacies in Grades 6-12: Preparing Students for College, Career, and Workforce Demands. Taylor & Francis Group, 2014.
Znajdź pełny tekst źródłaCzęści książek na temat "Career in specific field or discipline"
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Hammarfelt, Björn. "Assessing Academic Careers: The Peer Review of Professorial Candidates". W Peer review in an Era of Evaluation, 347–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-75263-7_15.
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AbstractThe reputation of an academic is dependent on their recognition among a wider community of peers, which means that the research field, rather than the institution, is the venue where careers are valued. This chapter looks at discipline specific practices for evaluating publications oeuvres in three fields; biomedicine, economics and history. The material consists of reports, written by independent referees, commissioned by Swedish universities when hiring for new professors. The approach is to study how ‘value’ is enacted with special attention to the kind of tools—judgements, indicators and metrics—that are used. The chapter concludes by relating the findings to a broader context of how academics are assessed, and the implications that such practices may have for knowledge production and careers are discussed.
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Kelm, Jennica, Allison Smith, Charlotte Montgomery, Vanessa Doriott Anderson, Christine Kinkade, Stephanie Urbin, Dawn Mason i in. "Discipline-Specific Graduate Student and Postdoctoral Professional Development Programming in the Department of Chemistry at the University of North Carolina at Chapel Hill". W Professional Mentoring Programs for Science Students: Career Mentoring for Students in the Physical Sciences, 145–63. Washington, DC: American Chemical Society, 2024. http://dx.doi.org/10.1021/bk-2024-1470.ch012.
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Kaufman, Jerome L., i Marcia Caton Campbell. "On Collaboration in Teaching a Food Planning Course". W Urban Agriculture, 393–98. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-32076-7_21.
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AbstractThis article fills a gap in knowledge related to the preparation of future food systems professionals and scholars. Specifically, the article explores challenges and opportunities encountered by educators who teach food systems courses in university settings. The topic of food systems has recently experienced a boost in acceptance as an area of academic inquiry and legitimate professional practice. The article presents seven first-hand accounts by university educators who reflect back on their early experiences teaching courses on food systems in the discipline of urban planning. Set within a specific global region — North America — the findings are relevant to other professions and academic disciplines grappling with the topic of food systems. The analysis points to tensions and opportunities related to the professionalization of this emergent field of research and practice.
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Klemun, Marianne. "Expeditions and Fieldwork in Earth Sciences". W Historiographies of Science, 1–24. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-92679-3_15-1.
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AbstractWhat do journeys, expeditions, and fieldwork mean in the context of earth sciences? What status do they have, and what is their specific contribution to the training and development of geology? These are the main questions that this chapter seeks to answer. In the first section of the contribution, we will explore the phenomenon of travel and expeditions from a general point of view. Then we will analyze it on three levels. First, the practice of field research will be examined on the basis of introductory books as a manifestation of the methodological development of geologists’ targeted travel (questions and instructions), which reached its peak between 1750 and 1840. It was during this period that geology emerged as a discipline in its own right. Introductory books detailing the aims and procedures of a fieldwork reflect the fact that field research was considered essential by contemporary scholars. Similarly, the geologist’s hammer was invented in the eighteenth century and became the everyday tool of geologists in the field and ultimately the emblem of the profession.The contribution identifies three thematic clusters that illustrate the heterogeneity of expeditions and fieldwork in the development of geology. First, both are essentially connected to practices. Second, we have to explore the question of space and place in relation to expeditions and fieldwork, and third, the interplay between practices and scientific discourse, or theory and fieldwork (observation), needs to be analyzed. All three perspectives help us understand what was specific to the science of geology in terms of fieldwork and expeditions that also involved other sciences.
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Leboeuf, Céline. "Phenomenology at the Intersection of Gender and Race". W Horizons of Phenomenology, 197–210. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26074-2_10.
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AbstractResearch on the experience of gendered embodiment, on the one hand, and racialized embodiment, on the other hand, has emerged as an important tradition in phenomenology thanks to the works of Simone de Beauvoir in The Second Sex (1949) and Frantz Fanon in Black Skin, White Masks (1952) respectively. Beauvoir’s work has been prolonged by pioneering feminist phenomenologists, such as Iris Marion Young and Sandra Bartky, who have investigated both the cultural significance of female bodily functions and the alienating effects of feminine standards of beauty for women. And those inspired by Fanon—for example, George Yancy and Alia Al-Saji—have homed in on the experiences of persons of color confronted by the white gaze or entering white spaces. While each of these lineages has contributed to expanding the discipline of phenomenology, specific descriptions of the bodily experiences of women of color have received comparatively little attention in this field. This chapter aims to fill this gap by exploring the bodily experiences of women of color, thereby making a case for expanding phenomenological work at the intersection of gender and race.
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Geiger, Jan-Martin, Lucy Hatt, Emanuel Mizzi, Ronald Kriedel, Andreas Liening, Judit Katonáné Kovács i Victoria Mountford-Brown. "Threshold Concepts in Entrepreneurship Education and their Implications for Teaching and Learning". W FGF Studies in Small Business and Entrepreneurship, 355–73. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_23.
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AbstractIn view of the continuing growth and importance of entrepreneurship education within the educational landscape, there remains a significant demand for theoretical as well as practical approaches. In particular, there is a demand for approaches that shed light on the interplay between course design and individual learning. This chapter draws on the threshold concept approach, which is becoming an increasingly important perspective in educational research. Whilst the threshold concept approach has been applied usefully to develop the pedagogy of various academic disciplines, for example, economics, healthcare and information literacy, they have so far received little attention in the context of entrepreneurship education. The threshold concept approach addresses the question of how learners can practise an exploratory, reflexive approach to discipline and subject-area-specific ways of thinking and practising. The contribution of our chapter is twofold: firstly, we want to show that the threshold concept approach offers a new perspective for theory and practice in entrepreneurship education through its focus on bridging a disciplinary way of thinking and practising, on the one hand, and a subjective view of entrepreneurial phenomena, on the other hand. Secondly, in order to enrich entrepreneurial teaching and learning conceptualizations, this chapter presents a review of the candidate entrepreneurial threshold concepts which have appeared in the literature to date, in order to characterize them as a potential starting point for a promising field of research.
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Sommese, Francesco, i Gigliola Ausiello. "From Nature to Architecture for Low Tech Solutions: Biomimetic Principles for Climate-Adaptive Building Envelope". W The Urban Book Series, 429–38. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29515-7_39.
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AbstractBuilding envelopes represent the interface between indoor and outdoor environmental factors. In recent years, attention to climate adaptive building envelopes has increased. However, some types of adaptive envelopes don’t always offer low-tech solutions, but require energy for their activation and high operating and maintenance costs. Nature has always proposed a large database of adaptation strategies that are often complex, multi-functional, and responsive. Transferring the functional principles of natural organisms and their associated adaptive modalities to technologies is the challenge of the biomimetic discipline (from Greek bios, life, and mimesis, imitation) applied to the field of architecture. In this article, various examples of biomimetic architecture that illustrate the relationships between biology, architecture, and technology, were considered. Various analyses of the operating principles of natural organisms are carried out, particularly with regard to self-adapting materials, in order to transfer them to the building envelope, and to propose technological solutions capable of passively adapting to external climatic conditions. Among all natural organisms, plants are prefereble to animals because, like buildings, they remain stationary in a specific location. Despite this, plants have developed different adaptation mechanisms to survive in certain environments. Buildings with biomimetic adaptive envelopes, characterized by passive and low-tech solutions inspired by plants, help limit energy consumption, and improve not only the indoor microclimate but also the outdoor environment. In line with the ecological transition, this work highlights the importance of biomimetic as a strategy to orient the new paradigms of built space design towards innovative and sustainable models of low-tech solutions.
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Kuo, Ming, Michael Barnes i Cathy Jordan. "Do Experiences with Nature Promote Learning? Converging Evidence of a Cause-And-Effect Relationship". W High-Quality Outdoor Learning, 47–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_3.
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AbstractDo experiences with nature—from wilderness backpacking, to plants in a preschool, to a wetland lesson on frogs, promote learning? Until recently, claims outstripped evidence on this question. But the field has matured, not only substantiating previously unwarranted claims but also deepening our understanding of the cause-and-effect relationship between nature and learning. Hundreds of studies now bear on this question, and converging evidence strongly suggests that experiences of nature boost academic learning, personal development, and environmental stewardship. This brief integrative review summarizes recent advances and the current state of our understanding. The research on personal development and environmental stewardship is compelling although not quantitative. Report after report—from independent observers as well as participants themselves—indicate shifts in perseverance, problem solving, critical thinking, leadership, teamwork, and resilience after time in nature. Similarly, over fifty studies point to nature playing a key role in the development of pro-environmental behavior, particularly by fostering an emotional connection to nature. In academic contexts, nature-based instruction outperforms traditional instruction. The evidence here is particularly strong, including experimental evidence; evidence across a wide range of samples and instructional approaches; outcomes such as standardized test scores and graduation rates; and evidence for specific explanatory mechanisms and ‘active ingredients’. Nature may promote learning by improving learners’ attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness. Nature also appears to provide a calmer, quieter, safer context for learning; a warmer, more cooperative context for learning; and a combination of “loose parts” and autonomy that fosters developmentally beneficial forms of play. It is time to take nature seriously as a resource for learning—particularly for students not effectively reached by traditional instruction.
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Fletcher Jr., Edward C., i Yenni Djajalaksana. "Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs". W Business Education and Ethics, 591–611. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch032.
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The purpose of this research study was to identify potential signature pedagogies in the field of CTE as well as specific disciplines within CTE, and to explain instructional strategy use by faculty's demographic characteristics, course delivery modes, and academic discipline. Based on a national survey of CTE faculty teaching at the postsecondary level, this study found faculty which teach in family and consumer sciences education are significantly more likely to use authentic reflective assessments; Engineering and technology education faculty are significantly more likely to implement knowledge acquisition activities; career and workforce education faculty are significantly more likely to infuse online activities in their courses; and business and/or marketing education faculty are significantly more likely to integrate research, group and discussion-based, knowledge acquisition, and online activities. Findings point to a need for faculty to continue considering alternatives pedagogies which create more engaged courses and maximize student learning.
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Baker, Daniel H. "Reproducible data analysis". W Research Methods Using R. Oxford University Press, 2022. http://dx.doi.org/10.1093/hesc/9780192896599.003.0019.
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This chapter argues for making data and scripts open and accessible. It explains that making code and data available will improve the integrity and progress of science, and this is worthwhile for researchers in all disciplines and at all career stages. Computer scientists and professional programmers most often use a system called git to keep track of changes within the code. Then the chapter considers how to interface with platforms called Git Hub, R Markdown, and Open Science Framework. The common data sharing issue of data acquisition devices' proprietary native file format can be solved by either converting the data to a standard format or converting the data into a generic data format that is not specific to a particular scientific field or data type.
Streszczenia konferencji na temat "Career in specific field or discipline"
1
Langa, Claudiu. "USING ICT IN THE EDUCATION PROCESS BY PRE-UNIVERSITY TEACHERS AND PRE-SERVICE TEACHERS - COMPARATIVE STUDY". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-031.
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Practice has often proven that in many cases the multimedia technological applications (internet, media editing hardware and software platforms) can rise the quality of the educational act by optimizing the information transfer, pupils’/students’ development of specific competences, development of creativity and involving in common activities with the help of the internet. Nevertheless, a series of studies reveal the fact that teachers consider the student-teacher relation could not be replaced, even partially, by technology. The present paper presents the results of a study run in the 14 gymnasiums and high schools from Arges county and University of Pitesti. The purpose of the study is to identify the perception of the social-humanistic discipline teachers in pre-university education and of the students at the social-humanistic faculties (psychology, history, journalism), wishing to become teachers, on the use of ICT resources in the didactical process. Analyzing the perception of the teachers and students in the group on the efficiency of multimedia means in facilitating the transmission of knowledge and the shaping of pupils’ competences, in the judicious management of the time allocated to class teaching, in the differentiated treatment of pupils, in intermediating the pupil-teacher relationship, is among the objectives of this study. The research hypotheses of this study are: there are differences as regards students’ and teachers’ perception on the utility of multimedia means in facilitating the application of teaching-learning methods which are attractive and interactive for pupils; the existence of differences as regards students’ and teachers’ perception on the judicious management of the time allocated to class teaching through the use of multimedia means, the existence of differences as regards students’ and teachers’ perception on the individualization of training through the application of multimedia methods, the existence of differences as regards students’ and teachers’ perception on the intermediation of the pupil-teacher relationship through social media means. The methodology used in this investigative approach is the questionnaire applied to the social-humanistic discipline teachers in pre-university education and those students who attend the courses of the psycho-pedagogical studies program with certification for a teaching career and who have evaluated the university didactic staff. The study was carried out on a group of 41 socio-humanistic teachers and 56 third-year students of the University of Piteşti, in the social and human sciences field. Only third-year students were included in the group because the Computer Assisted Instruction was a subject studied during that year. Also during the third year students undertake pedagogical training and have access to schools in order to attend to lessons and to teach a certain number of hours. Findings and Results of this study have aimed at the verification of research hypotheses. The results have been processed and interpreted through descriptive and inferential statistical analysis. Three of these hypotheses have been confirmed and one has not been confirmed following data processing and interpretation. The conclusions further to the research provide relevant data for improving the ICT use methodology in the process related to the teaching of social-humanistic disciplines.
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Stanescu, Monica, i Marius Stoicescu. "NEW COMPETENCIES FOR PHYSICAL EDUCATION AND SPORT TEACHERS: USING SOFTWARE FOR MOTION ANALYSYS". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-090.
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ICT development has determined in the latest decades important changes in all the activity fields, including education. These changes are also reflected in the curriculum assigned to teachers’ initial and continuing training. Disciplines such as IT and computer-assisted instruction, specific to the initial training, or purposely designed programs for the continuing training come to meet this exigency of our contemporary society. In the above-mentioned context, this paper aims at highlighting the professionals’ opinion about the opportunity of using ICT in teaching, as well as the characteristics of one of the ICT main applications to the instruction in physical education and sports field, namely to support the motor action assessment process. Starting from the data provided by the survey conducted on 126 physical education teachers and coaches participating in the training program “ICT applications to physical education and sports teaching” (developed within the POSDRU grant 19/1.3/G/13096, Professionalization of teaching career in physical education and sports from the perspective of continuing learning), the paper emphasizes the specialists’ interest in objectifying the assessment of motor actions by means of specialized software, as well as the main functionalities of the software programs for the motion graphical analysis (measuring the motion angles, biomechanical analysis of motions, frame-by-frame motion analysis, measuring the action times and distances, comparing two motor performances, information saving and storage, importing pictures and movies, processing possibilities). The advantages and limitations of practically using such software in our field are also emphasized. Conclusions synthesize the main competencies acquired by the specialists using these tools and which represent the basis for some proposals meant to optimize the training process.
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Power, Kevin J. "Modularity and interdisciplinarity: Confucian insight for STEM-related disciplines". W Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.41.
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The modularity of the education system is generally geared toward a career-specific path for individual students. While varied subject choices and extracurricular activities can provide students with a rich range of experience, increased specialisation can create a sense of separateness between disciplines which may result in the neglect of engagement between fields which are otherwise mutually informative and insightful. A greater openness to interdisciplinarity would have the benefit of exposing specialists to fresh ways of viewing familiar subjects with a further potential to inform and inspire new and mutually beneficial pathways of education and learning. I illustrate the potential of an interdisciplinary approach in the context of the climate crisis. STEM-related disciplines can draw practical insight from compatible and well-founded philosophical principles e.g. Confucian leadership principles which warn against overconsumption, encouraging the kind of environmental awareness which could avert or mitigate the environmental and societal impact of climate change.
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Wahba, Khaled, i Sherif Kamel. "A Virtual Research Model to Help Academics Face the Challenges of the 21st Century". W 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2401.
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The academic career and the stages of promotion of teachers and field researchers at the Egyptian universities as well as at many research centers available in Egypt's 26 provinces is guided by a set of rules and regulations that mainly depend on the number of publications that the researcher is producing in a specific period of time. It is also important to note that such publications should be published in well-known and accredited journals, transactions, and conference proceedings amongst others. These publications could be produced jointly with other institutions both locally and internationally. In all scenarios, one common problem always prevails, that is resources and funding. As for funding it is occasionally provided through international donors such as the European Union and the National Science Foundation. However, the problem remains in the local segment where various barriers are slowing down if not blocking the production of up-to-standard publications and research projects that are needed to contribute to the overall development of various sectors both quantitatively and qualitatively. Example barriers would include financial resources, required specialized equipment, as well as computing (hardware and software) and communication resources. In that respect, Scientific Computer Software Applications (SCSA) is becoming frequently the workhorse of research and development activities. Many software packages have been released to help researchers analyze and produce scientific publications. Most of these packages have a complicated design as well as expensive making it difficult to buy and not easy to understand by the user. Egypt, a developing country, lacks funding for research and development activities as compared to the United States and other European countries. The lack of financial resources and the scarcity of required resources make it difficult for academic researchers to build and excel in their academic careers. This paper demonstrates a new model namely; Virtual Research System (VRS), that is free from limitations of spatial distance and time and based mainly on information and communication technologies including the Internet to help leverage the quality and the quantity of academic researchers in Egyptian universities both locally as well as through collaborative work with other international research institutions. The paper provides an opportunity to share a wealth of information and knowledge that was never tapped before through the old accustomed to traditional techniques. The paper also demonstrates that new information and communication technologies are creating many challenges and opportunities for growth in different disciplines including research and development.
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Kaplan, Dana, i Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.
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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Schiopu, Adriana–Gabriela, Mihai Oproescu, Ionut Bulgaru, Ovidiu Constantin Novac, Mihaela Cornelia Novac i Gabriel–Vasile Iana. "Formation of Specific Competences in the Engineering Career by Educational Software - methodological landmarks applied to the “Initiation in research” discipline". W 2023 15th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2023. http://dx.doi.org/10.1109/ecai58194.2023.10193973.
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Findley, Kelly, Nicola Justice i Florian Berens. "Lois Lane, Superman, and Iron Man: How Perspectives of Statistics Relate to Students’ Identities and Career Pursuits". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3f1.
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Incoming university students’ unique experiences with and perspectives of statistics may shape their learning trajectories, recruitment, and retention in the discipline. We completed qualitative case studies with three first-year statistics majors. Each student shared their views of “who” statistics is to them, how they imagined a career in statistics, and recalled their prior experiences and motivations for studying statistics. We contrast the students and remark on how their varying experiences relate to perspectives on their chosen field. Results varied in the perceived nature and content of statistics, and experiences engaging with rich data sets were associated with more substantive perspectives of the discipline. Future research will use follow-up interviews to examine the trajectories of students’ changing perspectives, participation, disciplinary identities, and interests.
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Luo, Yi. "A Designer Situation". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003692.
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Designers are first and foremost members of society, sharing the same concerns around education, finance, career prospects, social status, and self-fulfillment as any other practitioners. The creative and humanistic nature of designer roles, however, often places them in an inferior position in meritocratic, progressivist systems. In a total of three sections, designers are contextualized in a scape of lived experiences, anecdotal evidence, statistics, investigative reports, and theoretical resources, interwoven to picture a specific contemporary designer situation. The Human Capital discussed the systemic occupational discrimination against designers made visible and measurable by the US and Canadian immigration offices, attributing this phenomenon to the awkward classification of academic disciplines, the poor understanding of designer roles at the administrative level, and the skewed emphasis on solving hard technical problems. It was argued that said skewed emphasis can be traced back to the setup of goals and incentives in the existing educational institutions, overshadowing the value of designers’ ability to solve real-world problems and improve the wellbeing of many. The (Great) Expectations touched on the homogenous admission schemes in China and the profound implications of Eurocentric ideologies on Chinese design students’ choice of postgrad education. These factors, combined with the disproportionate expansion of design schools in the UK and the less-than-transparent rankings that favored British schools, gave birth to a tutoring industry that aims at sending Chinese design students to the UK for higher education. The discrepancy between the expectations from the education systems and the requirements from the job market, however, contributed to a new norm where graduates from prestigious programs overseas went back to the sector where they once received tutoring, instead of working as designers in the field. The Job raised personal observations and reflections on graphic design jobs. Juxtaposed with David Graeber’s bullshit jobs theory, the repetitive, substitutable, and nonautonomous aspects were brought up to question the meaningfulness and prospects of the very occupation, followed by a brief mention of emergent AI image generators both as opportunities to reduce workload and threats to the job security of graphic designers. Further, it was argued that because corporate design principles were postulated upon unsustainable business models, when designers are doing good in a contemporary corporate context, there is the danger of them causing more harm in the long run than their “average” counterparts. Stefan Sagmeister and Jaron Lanier were referenced to call for more justified specifications of “good design” versus “bad design”, as well as more subversive transformations of corporate design principles and know-hows. As a semi-open closing mark, opportunities for improvement and reframing of the afore-mentioned situation were identified to evoke further discussions on the very status of designers.
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Foroozesh, Maryam. "TEACHING AND LEARNING CENTERS: A STEM PERSPECTIVE ON THE IMPACT FOR AN INSTITUTION OF HIGHER EDUCATION". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end049.
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"The true pillar of quality higher education is well-trained, effective, and knowledgeable faculty who are invested in the success of their students. The discipline-specific knowledge required for entering an academic career as a STEM faculty member is mostly gained through academic graduate and post-doctoral training. However, formal preparation in the areas of teaching and mentoring are often lacking, and typically occur through observation of more senior colleagues. In reality, when it comes to teaching and mentoring, many STEM faculty members “build the plane while flying it,” and mainly learn by trial and error. As all interactions between faculty and students can seriously impact student retention and success, there is a great need for faculty development opportunities in these areas. The focus of this communication is on the impact of mentor and pedagogical training at Xavier University of Louisiana from the STEM faculty perspective."
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Harb, A., P. Amoudruz, S. Roy, H. Hayek, M. Hurtado i R. Torrens. "Automated Development Concept Generation—Digital Transformation of Field Development Planning". W ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216332-ms.
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Abstract Effective field development planning is critical to maximize the value of opportunities. It can be a complex process due to factors like time, resource constraints, and siloed domain applications. To overcome these challenges an effective dataflow orchestration is required between subsurface, well, facility & economics to ensure coherency and auditability. This paper presents the possible digital transformation of field development planning using smart algorithms and automated dataflow orchestration to generate & evaluate numerous optimized development concepts rapidly. Extensive research has resulted in smart algorithms that work back-to-back and can automatically generate field layouts for different development concepts early stage of field development. These algorithms include the blackhole operator for specifying optimal reservoir targets using quality maps, an industry-standard trajectory engine for designing drillable wells, an evolutionary algorithm for placing facilities and the a-star algorithm for laying out the shortest pipeline route while avoiding surface no-go zones. These algorithms now function on a cloud-native digital technology that can automate the evaluation of field development plans by orchestrating data flow between subsurface, well, facility & economics. In the traditional waterfall approach for field development planning, it takes several months for each discipline to prepare data and takes many iterations between disciplines to ensure feasibility for different development concepts. In the early phase of development, teams often do not have enough time to screen a wide range of development concepts, and the opportunities presented for sanction with limited options, and often not sanctioned or recycled. The results demonstrate its exceptional ability to identify multiple reservoir targets while seamlessly adhering to a predefined injection scheme. Moreover, this solution connects these targets to optimally placed facilities using drillable, optimized trajectories and then links the facilities with pipelines that are positioned in the most efficient manner possible. To showcase our solution, we utilized the synthetic field, Olympus, which was developed by TNO for EAGE Olympus Challenge. The transformational digital solution presented here would enable coherent data sharing across all discipline and empower multi-disciplinary team to achieve faster screening of a larger number of development scenarios, leading to more efficient decision-making in field development planning. The modular and flexible solution enables refinement of the field development plan throughout the project maturation journey with different trade-offs between accuracy and efficiency. The presented innovative solution breaks down organizational silos between the reservoir, wells, and facility domains by integrating discipline specific consideration upfront and allowing them to perform detailed analysis on coherent and consistent data. Having these smart algorithms on a cloud-native data flow orchestrator allows for fast production of multiple technically feasible development concepts. The solution has been successfully validated by multiple field development teams across the globe.
Raporty organizacyjne na temat "Career in specific field or discipline"
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DMITRIENKO, B. Ch, O. A. KOVALEVA i E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.
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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.
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Bilovska, Natalia. HYPERTEXT: SYNTHESIS OF DISCRETE AND CONTINUOUS MEDIA MESSAGE. Ivan Franko National University of Lviv, marzec 2021. http://dx.doi.org/10.30970/vjo.2021.50.11104.
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In the article we interpret discrete and continuous message as interrupted and constant, limited and continual text, which has specific features and a number of differences between traditional (one-dimensional) text and hypertext (multidimensional). The purpose of this study is to define the concept of “hypertext”, consideration of its characteristics and features of the structure, similarities and differences with the traditional text, including the message in the media and communication. To achieve the goal of the study, we used a number of methods typical of journalism. Empirical analysis enabled a generalized description of the subject of study, which allowed to know it as a phenomenon. With the help of generalization the characteristic and specific regularities and principles of hypertext were studied. The system method is used to identify the dependence of each element of hypertext on its place in the text system as a whole. The retrospective method helped to understand the preconditions for the emergence of hypertext, to trace the dynamics of its development. General scientific methods (analysis, synthesis, induction, deduction) made it possible to formulate the conclusions of the study. Thanks to hypertext and the hypertext systems, the concept of virtual reality has gained tangible meaning. In hypertext space, virtuality organically complements reality. The state of virtuality, in this case, becomes the concept of hyperreality, and all this merges into a single whole in the space of computer text. Due to its volume and multidimensionality, hypertext can arouse scientific interest as an interdisciplinary discipline. In today’s world, the phenomenon of hypertext has been the subject of numerous discussions, conferences and research in the field of social communications, linguistics and psychology. Today, a significant number of organizations conduct large-scale research based on the concepts of hypertext associations and associative navigation.
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Bilovska, Natalia. INTERACTIVE STYLES: PERSPECTIVES OF EMERGENCE, ESTABLISHMENT AND DEVELOPMENT. Ivan Franko National University of Lviv, marzec 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12168.
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Stylistics can be considered as a field of study that crosses text theory, linguistics, and journalism. Although different schools create different approaches to stylistics, each stylistic approach will include in its paradigm some basic factors, such as the reader and the author. This article shows how these factors interact with each other and, ultimately, create the basis for the emergence of a new field in Ukrainian journalism – interactive stylistics. The study is devoted to interactive stylistics, which is considering as a field based on the text’s own pragmatic potential in the context of modern humanities methodology. This discipline acquires a new function: to observe and interpretively explain, firstly, the meaning of interactions between agents (author and recipient) in communication, mediated by the media text, and, secondly, the effect that this interaction brings. At the center of interactive stylistics is the author (journalist), who through the text discusses the content of interactions in relation to his own interests, as well as cultural, social and historical contracts with the reader. The meaning of the expressions used and the general meaning of such interactions arises in the context of communication events, based on the perception of the subjects of communication with the surrounding reality through the assimilation and adequate interpretation of new information. In modern Ukrainian science of communication, the study of interactive stylistics acquires significant potential. It profiles itself in the context of interdisciplinarity and aims to explore interactivity, interpretability, as well as intertextuality (in specific media texts or interdiscourse dialogue). Interactive stylistics is able to meet the needs of communicators as a useful source of instructions on how communication subjects interact and has a chance to achieve success both at the domestic and international scientific level. Due to its scientific perspective of applying the above-mentioned methodology, it is harmoniously integrated among the tendentious linguistic and broader social science and humanitarian disciplines in Ukrainian scientific research or in the wider international context. Keywords: interactive stylistics; stylistics; reverse communication; style; interactivity; media text.