Academic literature on the topic 'Constructive discipline'

Using a unique pairing of household survey data and geolocational conflict data, we investigate the relationship between conflict intensity and the disciplinary methods employed by Iraqi households. We find that parents in high-conflict areas are more likely to use moderate and severe corporal punishment and are less likely to use constructive parenting techniques like redirection. A corresponding difference-in-differences analysis confirms the nature of this association. While there is a general sense that war has profound long-term impacts on the psychological health of children, research on transmission mechanisms remains limited. Given the persistence of early childhood outcomes into adulthood, these results are potentially an important piece of assessing and mitigating the long-term costs of war on civilian populations.

An analysis of presidential addresses to the Canadian Theological Society (CTS) since 1990 provides a snapshot of methodological and constructive issues in the discipline. Critique of modern or postmodern frameworks for theology, attention to context, and the reflection on the commitments of the theologian emerge as key methodological themes. Self-reflectively Canadian themes are surprisingly rare. Constructively, many addresses advocate for theology’s ethical mandate.

Given its societal influence today, science is often thought to be more than just a technical approach to establish empirical observations that work. Although interpretations may vary, what generally is at stake since Galilei is the question of truth, of revealing the way the world we live in really is. Are science and theology hence dealing with the same question? Are they competing on the same territory or can they complement each other? The idea of critical realism assumes a fruitful relation and even parallelism between the two. It needs to be modified to constructive-critical realism to give the domain of culture its due weight in the concert of disciplines. This is important for theology as a cultural discipline.

The article describes the experience of applying of modular approach in the educational process and structuring of learning content for the formation of spatial representation, imagination and constructive and geometrical thinking within the discipline “Descriptive geometry”, studied at the University. The author describes a technique based on the modular approach, methodological support and training element for the formation of a tentative scheme of action of the learners about the typical graphics tasks during the organized independent work on discipline “Descriptive geometry”. The article describes the structure of the educational element consisting of three main parts and stage organization of educational process on the basis of a modular approach to the formation of the indicative schemes of actions of trainees. The author gives the description of the pedagogical experiment on the formation of spatial representation, imagination and constructive and geometrical thinking within the discipline “Descriptive geometry” in the conditions of Ural universities, analyzes the results and provides recommendations for the implementation of the methodology.

ABSTRACTTraditionally, works that have formed part of the history of Christian spirituality have been produced by authors engaged in and committed to their subject matter. How can this 2000 year-old characteristic of Christian spirituality be incorporated into the contemporary identity of the discipline in a manner congruent with critical scholarly methodology and in a manner that can be communicated to scholars in other disciplines?Theologians and philosophers of religion have argued for the importance of participatory knowledge for full understanding of the transcendent and of the rituals and practices of religions that claim to have a transformative effect upon the life of persons. Based on these arguments, this essay suggests that scholars' engagement in the practice of spirituality is an important source of knowledge and that it is a source of knowledge that can contribute to critical reflection.

Medicine thrives on dissent. Of all the medical disciplines, psychiatry seems to generate the highest level of dissent, both from inside and outside the profession: no other medical discipline, for example, has some of its own members consistently argue that its very foundations are rooted in a series of harmful myths (Szasz, 1974, 2003). The best responses to this type of criticism identify the core concerns of the critic, dissect out the most relevant arguments and develop ways to integrate useful suggestions with existing knowledge, so as to advance the field in a pragmatic, sensible and evidence-based fashion. Such constructive responses to controversy are rare.

Can a critical psychology be more than an inward looking critique of the discipline itself? Liberation psychology emerged in Latin America in the 1980s. It is a critical psychology with an action focus, taking sides with the oppressed populations of the continent. The originator of the approach, Ignacio Martín-Baró practiced psychology in the context of the El Salvador an civil war, himself becoming a victim of State repression. The consequences of social conflict have since then been an important theme for liberation psychology. Other areas of emphasis have been community social psychology with an emphasis on the role of social movements and social and political commentary and critique. I will present a review of the field covering some key concepts (conscientisation, de-ideologization, historical memory, reconstruction of psychology from the perspective of the other), its geographical spread (in Latin America and other regions), its organization (the emergence of liberation psychology networks and collectives) and some examples of work that is relevant to social trauma, the theme of this symposium.

This paper proposes a new method for identifying unknown systems with Fuzzy Rule-Based Systems (FRBSs). The method employs different methodologies from the discipline of Soft Computing (Artificial Neural Networks, Fuzzy Clustering) and follows a three-stage process. Firstly, the structure of the FRBS rules is determined using a feature selection process. A fuzzy clustering procedure is then used to establish the number of fuzzy rules. In the third step, the fuzzy membership functions are constructed for the linguistic labels. Finally, the empirical performance of the algorithm is studied by applying it to a number of classification and approximation problems.

This paper extends the previous application of Alfred Whitehead's educational ideas to the domain of enterprise education. In doing so, a unique approach to enterprise education is illustrated that links students to their reality whilst also connecting the curriculum to contemporary entrepreneurship theory. The paper reports upon past cycles of reflective practice related to the developing hic et nunc teaching and learning framework. Two specific findings of note have emerged. First, that students’ learning outcomes are enhanced through the oscillating influence of freedom and discipline. However, in the absence of either factor, suboptimal outcomes are seen to occur. That is, an imbalance between freedom and discipline has resulted in sub-optimal outcomes from either a lack of student interest or an inability to adequately apply acquired knowledge. Where gains have been made, the most obvious process has been through consultation with students. Second, that the students also play an important role in shaping the nature of the learning environments within which they interact. Both findings are of significant importance to all academics charged with the responsibility of developing enterprise education curriculum. The main implication of the paper is that in the absence of sound pedagogical practises, it is possible that enterprise programs may develop a tendency to reinforce past practises. The processes of constructive alignment and criterion-based assessment are argued to offer avenues through which students can influence the educational process. They also provide the educator with a reflective pathway through which continual improvements are constantly possible. This paper provides other academics with a window through which to view the ongoing development of a process that has been recognised nationally for teaching excellence and influenced many fine young entrepreneurs. The paper also draws attention to a set of core educational philosophies that have transferable value to any academic setting. It is noted that the task of developing a learner-centred curriculum for enterprise education has been an entrepreneurial endeavour in itself. Many mistakes have been made and many memorable achievements have been celebrated.

Preservice teachers engaging in practicum experiences often express anxiety and uncertainty related to providing discipline and classroom management. This uncertainty seems to increase when the classroom environment, in which they are student teaching, functions in ways that are unfamiliar to them. For most student teachers, the Virginia Tech Child Development Lab School is an unfamiliar environment. The Lab School provides developmentally appropriate opportunities for young children based on a social constructivist, Reggio-inspired, inquiry-based philosophy. The Lab School values constructive guidance as a means of helping young children learn how to regulate their emotions, act in socially-acceptable ways, and become a caring classroom community. This study explores how preservice teachers make sense of and implement constructive guidance strategies within the Maroon Room at the Lab School. Specifically, this study explores the experiences and perceptions of eight undergraduate students who were junior child development majors focusing on early childhood education. Results indicate that although these student teachers had prior coursework in constructive guidance, many felt ill-prepared and uncertain as they entered the Maroon Room. They had difficulty seeing order within the Maroon Room, a classroom of fourteen four- and five-year old children. Through careful observation of the children, their fellow student teachers, and the Head and Supervising Teacher, the student teachers adjusted to the classroom. Regular, on-going conversations about the classroom, the children, and their own dilemmas and uncertainties also assisted in the student teachers negotiation of constructive guidance. Through developing an understanding of and relationships with the children, the student teachers were able to constructively guide the children s development, individually and as a group. Some of the student teachers remained uncertain about their ability to implement some of these strategies in an elementary school classroom. However, most of the student teachers expressed an increased value for and confidence in using the constructive guidance methods used at the Lab School. I offer suggestions for easing future student teachers transition from learning about constructive guidance theoretically to becoming skilled at using constructive guidance. I, further, offer additional ideas of how teacher educators could support student teachers negotiation of constructive guidance.<br>Ph. D.

Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time. The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts. The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test. The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.<br>Thesis (PhD)--University of Pretoria, 2013.<br>gm2014<br>Dental Management Sciences<br>unrestricted

<p>The purpose of this text is to contribute to theunderstanding of a specific academic discipline (in Swedishcalled Ekonomistyrning). Another purpose is to contribute to arenewal of this field. Theoretical bases are theories from thesociological field like new institutional theory and theoriesof social constructions. The text consists of two parts. Thefirst part is about the academic discipline and the second isabout newer practices and a renewal of the discipline. In thefirst part twelve prominent academics give their views ofdifferent aspects of the discipline. The images are groupedtogether in different categories and also discussed from aninstitutional theory point of view. The second part puts focuson the pragmatic orientation in theory and on two kinds ofnewer production in practice. Two companies that producetelevision programmes and four biotech-companies are described.Interpretations are made regarding the nature of theirmanagement and control activities. Contributions from the firstpart are that (1) there are two aspects of the discipline. Thefield has first of all a strong pragmatic orientation but alsosmall and growing academic influence. The limit (2) for what isconsidered ekonomistyrning are wider and not so obvious asbefore. Traditional parts of the discipline (3) like budgetinghave been questioned and reconsidered. Consultants (4) havecreated room for new concepts like JIT, BPR, TQM, BSC and SCMinside the discipline. Contributions from the second part arethat (1) individuals are self managed and guided by theirknowledge and that these companies use (2) a "new" kind ofmanagement systems like e.g. milestones. These kinds of newpractices give vital contributions to the discussion about arenewal of the discipline. Arguments are given (3) forregarding management and control as human activities ratherthan technical questions. This calls for an extended use of newmodels, of a different language and of new images based onsocial sciences.</p><p><b>Keywords:</b>Ekonomistyrning, Management Accounting,Management Control, Social Construction, Institutional theory,Images taken-for-granted.</p>

Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: Discipline mapping; Construction engineering and management; Bibliometric study; JME; Research methods. Includes bibliographical references (p.88-91).

En appréhendant les éléments du droit international privé, en sa notion la plus large, pour les appliquer aux situations associées à l’activité sportive en général et au droit du sport en particulier, cette étude se propose de forger les piliers d’un droit international privé du sport. En effet, seront abordées premièrement des thématiques ayant trait à la nationalité, étatique comme sportive, des athlètes composant le le mouvement sportif. Dans un deuxième temps, ce travail se penchera sur l’identification et la détermination tant des autorités compétentes pour les situations juridico-sportives de dimension internationale, que sur le droit applicable à ces dernières<br>Through the examination of the elements of the private international law and their contrast to situations associated with sports practice in general, and to Sports Law in particular, this thesis intends to establish the pillars of the private international law on sport. In this regard, the topics related to the nationality of the athletes, either granted by the State Law or Sports Law, are initially addressed. Subsequently, this thesis aims to identify and to determine the competent authorities and the applicable law to rule over international legal issues related to sport<br>A partir do exame dos elementos do direito internacional privado e da contraposição dos mesmos a situações associadas à prática esportiva, de modo geral, e ao direito desportivo, em particular, este estudo pretende erigir os pilares do direito internacional privado do esporte. Com efeito, são abordadas, em um primeiro momento, temáticas relacionadas à nacionalidade, estatal e esportiva, dos atletas que integram o movimento esportivo. Na sequência, o objeto da tese repousa sobre a identificação e a determinação tanto das autoridades competentes para a apreciação das situações jurídico-desportivas de dimensão internacional, quanto do direito aplicável a estas últimas

Este trabalho tem por objetivo avaliar o impacto da disciplina pedagógica como ferramenta para a formação específica, no caso, leitura e produção textual do futuro professor de língua materna enquanto em formação. Exercemos a função docente em uma universidade particular de Belém (PA), ministrando disciplinas da área pedagógica em cursos de formação de professores nas diversas licenciaturas e vimos percebendo a dificuldade dos alunos em ler com entendimento os textos acadêmico-científicos trabalhados na disciplina. Esse problema não é restrito aos acadêmicos em formação, como também, está presente nos demais níveis e nas modalidades de ensino da Educação Básica e Superior, como nos relata a mídia, ao falar do desempenho de alunos em diversos exames nacionais como o Exame Nacional de Ensino Médio (ENEM) e o Programme for International Student Assessment (PISA), entre outros. O estudo foi realizado com alunos universitários que cursam o terceiro semestre do Curso de Língua Portuguesa de uma universidade particular do Pará, através de suas anotações em diários de aprendizagem, no decorrer das aulas da Gestão da Sala de Aula. Ancoramos a pesquisa no diálogo com alguns autores que abordam a temática sobre leitura, produção textual, letramento e uso do diário, como instrumento para o autoconhecimento e, também, nos pressupostos teóricos na construção do conhecimento dentro da perspectiva sócio-interacionista e discursiva. Apoiamo-nos também no conceito de reflexão crítica e no uso do diário como instrumento de pesquisa. A metodologia adotada na pesquisa foi do tipo qualitativa, de natureza etnográfica e de cunho interpretativista. Dessa maneira, os diários de aprendizagem foram instrumentos metodológicos bastante coerentes na formação dos futuros professores, pois foram eles, os grandes responsáveis pelo estudo em sala de aula, ou seja, o meu corpus de pesquisa. Analisamos as marcas lingüísticas reveladoras da construção identitária dos alunos, isto é, como os alunos relatam em seus diários o modo de apreensão da disciplina para sua formação profissional. Os resultados obtidos, por meio das análises dos enunciados elaborados pelos sujeitos em seus diários, evidenciam a mudança de crença dos alunos, a valoração, a assertividade, a transitividade, o jogo passado presente e futuro e, a interação dos alunos, por meio da realização das multiplicidades de vozes que apareceram no debate. A construção de novos saberes deu-se através de atividades individual e coletiva, levando os alunos a se apropriarem de novas descobertas, estimulando-os a pesquisar mais. Os alunos vivenciaram novas experiências e perceberam a importância do letramento, da leitura e produção de escrita, como uma grande contribuição positiva para o desenvolvimento e fortalecimento de identificação profissional atual e futura. Os diários serviram como uma ponte que conseguiu unir as teorias com as respectivas práticas pedagógicas, desenvolvidas no contexto do ensino da leitura e da produção escrita, foco do trabalho do futuro professor.<br>This study aims to assess the impact of educational discipline as a tool for specific training, particularly, reading and textual production, for the future professor of mother tongue while in training. We exercise the teacher function in a private university in Belém (PA), ministering disciplines in the educational area for training courses of teachers in different degrees, and we realized the students difficulty to read and understand the academic and scientific texts from the discipline. This problem is not restricted to academics in training, but also, is present in other forms of education, basic and higher, as reported by many students performance national examinations as the National High School Examination (ENEM) and the "Programme for International Student Assessment (PISA), among others. The study was conducted with university students who study the third semester of Portuguese Language Course, in a private university in the state of Pará, through your personal notes in learning diaries, during the lessons of Classroom Management. The research was based in some authors that address the topics; reading, textual production, literacy and the daily use as a tool for self-knowledge and also in theoretical assumptions in the construction of knowledge within the socio-interactionist perspective and discursive. We also support the concept of critical thinking and the use of the learning diaries as a search tool. The methodology adopted in the research was qualitative, with ethnographic nature and based on interpretation. Therefore, the learning diaries were used as methodological tools of learning were fairly consistent in the training of future teachers because they were largely responsible for the study in the classroom, our object of research. We analyzed the revealing linguistic marks from the pupils identity construction that is, as the students reported in their learning diaries how to contain the discipline to their professional formation. The results obtained by the analysis of texts in the students diaries, highlight the change of belief, valuation, assertiveness, transitivity, the game past present and future, the interaction of students through the implementation of multiplicities of voices that appeared during the discussion. The construction of new knowledge happened through individual and collective activities, leading students to take ownership of new discoveries, encouraging them to research more. Students had new experiences and realized the importance of literacy, reading, writing production, as a great positive contribution to the development and strengthening of current and future professional identification. The diaries served as a bridge to unite the theories with their teaching practices, developed for teaching of reading and writing production, the focus of future work of these teachers.

This thesis project examines changes to building documents during the product development in the construction process, which is referred as revision memos in this report. The study is made in cooperation with Serneke and is therefore limited to project within this company. Furthermore, the information in this study is based on relevant literature as well as interviews, a poll and material from three of Serneke´s projects. The results show that the examined projects have exceeded the estimated design cost due to changes made during production. By investigating the revision memos, the conclusion was that performing construction, commercial projects and rebuilding projects generate more revision memos as well as the architect and constructor had the greatest number and most expensive revision memos. It also appears that the number of revision memos of other disciplines varies between projects. Furthermore, the design process seems to generate many mistakes that appear in the production, which means that an improved design process with experience feedback and collision control should detect mistakes at an earlier stage. Recommendation for future projects is to make use of the contractors knowledge of production early in the design stage, to use experience feedback and collision control, to introduce a date for last additions, to use Swedish standard when establishing revision memos and to not execute changes before a revision memo is published. In conclusion of this project follows a few recommendations for continued investigation of this field of study.<br>Detta arbete undersöker ändringar av handlingar som sker vid produktframtagningen i byggprocessen, vilket benämns ändrings-PM i denna rapport. Syftet är att kartlägga problematiken kring ändrings- och tilläggsarbeten i ett sent skede och målet är att öka medvetenheten gällande ändrings-PM och dess konsekvenser. Arbetet genomförs under 10 veckor och begränsas därför till att undersöka projekt inom Serneke. Vidare kommer olika entreprenadformer och olika projekttyper att jämföras detta då de olika förutsättningarna i projekten förväntas generera olika mängder ändrings-PM. Metoden för detta arbete är dels en litteraturstudie, som förklarar olika begrepp och tillvägagångssätt, samt intervjuer och enkät som kompletteras med underlag från tre av Sernekes projekt. I resultatet framgår det att de undersökta projektens bedömda projekterings-kostnad överstigits på grund av ändringar som skett under produktionen. Sammanställningen av ändrings-PM från projekten samt enkätsvaren visar också att arkitekten och konstruktören har flest antal samt dyrast ändrings-PM. Vidare framgår det att övriga discipliners ändrings-PM varierar i antal mellan projekt. Vad gäller entreprenadform och projekttyp framgick det av enkäten och intervjuerna att utförandeentreprenader, kommersiella projekt och ROT-projekt rimligtvis genererar mer ändrings-PM dock kunde detta inte stärkas av något ytterligare material. Däremot kunde kommunikationsverktyget Byggnet undersökas med slutsatsen att det är ett väl fungerande informationssystem vid korrekt användning. Vidare anses projekteringen generera många fel som dyker upp i produktionen, vilket medför att en förbättrad projektering med erfarenhetsåterföring och kollisionskontroll borde upptäcka misstag i ett tidigare skede. För framtida projekt rekommenderas att nyttja entreprenörens erfarenhet av produktionen i projekteringen, att använda sig av erfarenhetsåterföring och kollisionskontroll, att införa ett datum för sista tillägg, att använda svensk standard vid upprättande av ändrings-PM samt att utföra ändringar efter ett publicerat ändrings-PM. Genom att vidare undersöka flera projekt med olika entreprenadformer och projekttyper skulle en kartläggning kunde göras för antalet ändrings-PM och hur de påverkar projektets kostnad och tidplan.

Aquesta Tesi uneix tres diferents estudis realitzats al voltant del concepte de coneixement estratègic, aplicat al procés d’aprenentatge universitari d’una disciplina orientada a l’acció com és Màrqueting Estratègic. Els estudis es realitzaren en la fase Experimentació Activa del procès d’aprenentatge d’estudiants de ESADE Business School, en els 4 anys acadèmics del 2003/04 al 2006/07, en els programes de la Llicenciatura i Màster en Administració i Direcció d’Empreses, i en el Màster en Direcció de Màrqueting i Comercialització. El primer estudi estava dirigit a contrastar: a) com avaluàvem a la Universitat els Plans Estratègics de Màrqueting (PEM) que els nostres estudiants realitzaven per a empreses reals que teníen un problema estratègic o una inquietut estratègica, en comparació amb b) com les empreses reals avaluàven els mateixos PEM. A la Universitat utilitzem diversos paràmetres per avaluar els treballs que fan els nostres alumnes. Depenent de la disciplina, s’avalúen coneixements, habilitats i/o actituts. Seguint un Model d’Universitat Oberta (en contrast amb un Model Humboldtià), vam voler estudiar com les empreses (els nostres clients finals) que contraten als nostres estudiants (els nostres clients intermitjos) avaluàven aquests PEM que els nostres alumnes feien per a elles. Els resultats d’aquest primer estudi ens van indicar cinc línees de treball per a seguir millorant el aprenentatge dels nostres alumnes. Dos d’aquestes línees estaven relacionades amb les empreses per les que es feien els PEM. Primer de tot, la seva selecció tenía que asegurar una bona interacció amb els alumnes al llarg del treball. Seguidament, les empreses teníen que ser sensibles a la seva funció social. Les altres tres línees de treball estaven en la vessant dels estudiants. Primerament, els estudiants teníen que ser formats en la diferència entre el fi i els mitjans. Seguidament, els alumnes teníen que desenvolopar una serie d’habilitats, entre les que l’optimizació de la utilització del temps mereixía un lloc apart (el temps sempre ha estat limitat, però cada día sembla encara més limitat). El segon estudi estava focalizat en les relacions entre les motivacions humanes i l’adquisició de competències, aplicat al procés d’aprenentatge Màrqueting Estratègic. El raonament d’aquesta focalització radicaba en la nostra percepció de l’evolució dels perfils d’estudiants que rebíem a la Universitat, diguem que comparat amb els de fa 20 anys. Veiem evident que aquests perfils havíen evolucionat, igual que les seves motivacions. Vam voler una aproximació científica a aquestes evolucions i a les diferències resultants. Aquest desitg nostre estava reforçat per estudis anteriors tant en procesos d’aprenentatge com en resultats d’aprenentatge que clarament mostraven la importància de factors no cognitius com les actituts, les motivacions i els valors. Quan aquests factors s’involucren en un treball acadèmic, els estudiants no solçament aprenen millor si no que a més a més recorden més el que han aprés. Aquesta vessant de memorabilitat és crucial quan els alumnes deixen la Universitat, apropant-nos al desitgat long-life-learning. Els resultats obtinguts en aquest segon estudi ens van permetre construir un model tridimensional de vectors motivacionals. Primerament estava la perspectiva de la Activitat. Aquí va resultar evident que teniem que apalancar les vessants Intrínseques del procés d’aprenentatge (els alumnes teníen que gaudir-ne) vs. les vertents Extrínseques (els alumnes teníen que estudiar per que teníen que aprobar un examen). Seguidament, desde la perspectiva Psicològica vam trobar una doble línea de treball. Certament vam detectar possibilitats de motivació en la perspectiva Intrapsicològica, que conceptualitzàrem com hedonista (plaentera per als alumnes). Però també vam detectar que la vessant reptadora tenía que ser paral.lela a la perspectiva Interpsicològica (bo per a la societat). Finalment dins del àmbit dels alumnes, detectàrem una tercera línea de treball en la Perspectiva Temporal que els alumnes prenen quan afronten un procés d’aprenentatge. Certament molts alumnes tenen propensió a tenir una Perspectiva de Temps Inmediat. Detectàrem que quan els alumnes assoleixen una Perspectiva de Temps Futur, aixó augmenta les seves motivacions. El tercer estudi comparava el procés d’aprenentatge d’alumnes de llicenciatura i d’alumnes de postgrau. En l’estudi dut a terme es trobàren diferències significatives en 6 variables llur Chi-quadrat era vàlida. Els resultats identificaven quatre línees principals de treball, que debíen ser abordades de forma diferent depenent del perfil dels alumnes. Primerament, s’identificàren diferències en les motivacions d’ambdós grups. La segona gran diferència radicava en la Perspectiva Temporal, que és va veure diferent en les dos tipologíes d’alumnes. La tercera línea de treball es va trobar en la comprensió de com es la vida dels nostres estudiants i per qué és així, i no solament adaptant-nos-hi sino que a més a més evidenciant als alumnes que ho feiem. Finalment, la quarta línea de treball radicava en treballar les diferències de percepcions dels alumnes en diversos temes (des de la llibertat fins a la càrrega de treball).<br>Esta Tesis une tres distintos estudios realizados alrededor del concepto de conocimiento estratégico, aplicado al proceso de aprendizaje universitario de una disciplina orientada a la acción como es Márketing Estratégico. Los estudios se realizaron en la fase Experimentación Activa del proceso de aprendizaje de estudiantes de ESADE Business School, en los 4 años académicos del 2003/04 al 2006/07, en los programas de la Licenciatura y Máster en Administración y Dirección de Empresas, y en el Máster en Dirección de Márketing y Comercialización. El primer estudio estaba dirigido a contrastar: a) cómo evaluábamos en la Universidad los Planes Estratégicos de Márketing (PEM) que nuestros estudiantes realizaban para empresas reales que tenían un problema estratégico o una inquietud estratégica, en comparación con b) cómo las empresas reales evaluaban los mismos PEM. En la Universidad utilizamos varios parámetros para evaluar los trabajos que nuestros alumnos llevan a cabo. Dependiendo de la disciplina, se evalúan conocimientos, habilidades y/o actitudes. Siguiendo un Modelo de Universidad Abierta (en contraste con un Modelo Humboldtiano), quisimos estudiar cómo las empresas (nuestros clientes finales) que contratan a nuestros estudiantes (nuestros clientes intermedios) evaluaban dichos PEM que nuestros alumnos realizaban para ellas. Los resultados de este primer estudio nos indicaron cinco líneas de trabajo para seguir mejorando el aprendizaje de nuestros alumnos. Dos de estas líneas estaban relacionadas con las empresas para la cuales se realizaban los PEM. Ante todo, su selección tenía que asegurar una buena interacción con los alumnos a lo largo del trabajo. Seguidamente, las empresas tenían que ser sensibles a su función social. Las otras tres líneas de trabajo estaban en la vertiente de los estudiantes. Primeramente, los estudiantes tenían que ser formados en la diferencia entre el fin y los medios. Seguidamente, los alumnos tenían que desarrollar una serie de habilidades, entre las que la optimización del uso del tiempo merecía un espacio aparte (el tiempo siempre ha sido limitado, pero cada día parece aún más limitado). El segundo estudio estaba focalizado en las relaciones entre las motivaciones humanas y la adquisición de competencias, aplicado al proceso de aprendizaje de Márketing Estratégico. El razonamiento de dicha focalización radicaba en nuestra percepción de la evolución de los perfiles de estudiantes que recibíamos en la Universidad, digamos que comparado a los de 20 años atrás. Vimos evidente que dichos perfiles habían evolucionado, lo mismo que sus motivaciones. Quisimos una aproximación científica a esas evoluciones y a las diferencias resultantes. Ese deseo nuestro estaba reforzado por estudios anteriores tanto en procesos de aprendizaje como en resultados de aprendizaje que claramente mostraban la importancia de factores no cognitivos como las actitudes, las motivaciones y los valores. Cuando estos factores se involucran en un trabajo académico, no solo los estudiantes aprenden mejor si no que además recuerdan más lo que han aprendido. Esta vertiente de memorabilidad es crucial cuando los alumnos dejan la Universidad, acercándonos al deseado long-life-learning. Los resultados obtenidos en este segundo estudio nos permitieron construir un modelo tridimensional de vectores motivacionales. Primeramente estaba la perspectiva de la Actividad. Aquí resultó evidente que teníamos que apalancar las vertientes Intrínsecas del proceso de aprendizaje (los alumnos tenían que disfrutarlo) vs. las vertientes Extrínsecas (los alumnos tenían que estudiar por que tenían que aprobar un examen). Seguidamente, desde la perspectiva Psicológica encontramos una doble línea de trabajo. Ciertamente detectamos posibilidades de motivación en la perspectiva Intrapsicológica, que conceptualizamos como hedonista (placentera para los alumnos). Pero también detectamos que la vertiente retadora tenía que ser paralela a la perspectiva Interpsicológica (bueno para la sociedad). Finalmente dentro del ámbito de los alumnos, detectamos una tercera línea de trabajo en la Perspectiva Temporal que los alumnos toman cuando afrontan un proceso de aprendizaje. Ciertamente muchos alumnos tienen propensión a tener una Perspectiva de Tiempo Inmediato. Detectamos que cuando los alumnos logran una Perspectiva de Tiempo Futuro, esto aumenta sus motivaciones. El tercer estudio comparaba el proceso de aprendizaje de alumnos de licenciatura y de alumnos de postgrado. En el estudio llevado a cabo se encontraron diferencias significativas en 6 variables cuya Chi-cuadrado era válida. Los resultados identificaban cuatro líneas principales de trabajo, que debían ser abordadas de forma diferente dependiendo del perfil de los alumnos. Primeramente, se identificaron diferencias en las motivaciones de ambos grupos. La segunda gran diferencia radicaba en la Perspectiva Temporal, que se vio es distinta en ambas tipologías de alumnos. La tercera línea de trabajo se encontró en la comprensión de cómo es la vida de nuestros estudiantes y porqué es así, y no solo adaptándonos a ello sino que además evidenciando a los alumnos que lo hacemos. Finalmente, la cuarta línea de trabajo radicaba en trabajar las diferencias de percepciones de los alumnos en varios temas (desde la libertad hasta la carga de trabajo).<br>Present Thesis gathers three different studies made around the concept of Strategic Knowledge, applied to the university learning process of an action-oriented discipline such as it is Strategic Marketing. Studies were done in the Active Experimentation phase of the learning process of students of ESADE Business School, in the 4 academic years from 2003/04 to 2006/07, in Undergraduate/MBA Program of Business Administration and Management (Lic & ADE IV) and in the Master in Marketing Direction and Commercialization (MDMC). First study it was directed to contrast: a) how we evaluated in the University the Strategic Marketing Plans (SMP) that our students made for real companies that had either an strategic problem or an strategic concern, by report to b) how real companies evaluated the same SMP. In University we use several paramethers to evaluate the works that our students perform. Depending on discipline, knowledges, abilities and/or attitudes are evaluated. Under a Model of Open University (in contrast with a Humboldtian Model), we wanted to study how the companies (our final customers) that hire our students (our intermediate customers) evaluated these SMP that our students made for them. Main findings of that first study showed us five main lines of work to keep improving the learning outcomes of our students. Two of them were related with the companies that the SMP are made for. First of all, their selection should ensure good interaction with students along work. Secondly, companies must have a sensibility for their social function. The other three findings of that first study were on the students’ side. First of all, students should be taught on the distinction between the ends and the means. Secondly, students should develop a series of abilities, among which it merited space apart the optimization of use of time (that always has been limited, but every day seems to be still more limited). Second study it was focused in the relationships between human motivations and competences' achievement, applied to the learning process of Strategic Marketing. The rationale of such focus it was our perception of the evolution of the profiles of the students that we receive in the University, say compared with 20 years ago. We found evident that they profiles of students have evolved, as so did their motivations. We wanted scientific approach to these evolutions and resulting differences. That desire of ours it was reinforced by previous studies in learning processes and learning outcomes that clearly indicate the importance of noncognitive factors such as attitudes, motivations and values. When these factors get involved in an assignment, students not only learn better but also they remember more what they learned. That memorability edge is crucial for when students leave University, getting closer to the desired long-life-learning. Results obtained in that second study allowed us to construct a threedimensional motivational-vectors model. First of all, it came the perspective of the Activity. Here it came evident that we must leverage the Intrinsic edges of learning process (students must enjoy it) vs. the Extrinsic ones (students had to study because they had to pass an exam). Secondly, from the Psychological perspective we found a twofold line of work. Indeed, we detected possibilities of motivation from Intrapsychological perspective, which we conceptualized as hedonistic (pleasant for students). But we also detected that the challenging edge had to be parallel to Interpsychological perspective (good for society). Finally still in students’ side, we detected a third line of work on the Time Perspective that the students take when they are facing a learning process. Indeed, most students have a propensity to have an Immediate Time Perspective. We detected that when students get a Future Time Perspective, their motivations get enhanced. Third study it compared the learning process of undergraduate students and of postgraduate students. In the study performed it was found significant difference in 6 variables which in addition their Chi-square it was valid. Results identified four main lines of work, that should be faced differently depending on each students’ profile. First of all, differences of Motivations were found between both groups. The second big difference it was the Time Perspective, which also it was found to be different in both groups of students. The third line of work it was found in the line of understanding how was the life of our students & why it is like that, and not only adapting to it but evidencing students we do so. Finally, the fourth main line of work it was working on the differences of students’ perceptions in relation with several edges (from freedom to workload).

AbstractInterdisciplinarity has become prominent in science policy and academia because of its potential to lead to more interesting, innovative and responsible research. However, its implications for the development of academic careers and identities are not well known, partly because different disciplinary communities regard it differently. Shedding light on how academic identities are constructed and negotiated in the context of interdisciplinary research, this chapter presents a discourse analysis of the biographical narratives that scholars from different disciplines—including mathematics, computer science, economics and archaeology—articulated during qualitative research interviews. The analysis illustrates how these narratives allowed the interviewees to identify themselves as members of specific disciplinary communities, having the personal traits these require, and emphasizing or playing down their interdisciplinary moves accordingly. The findings suggest that individuals’ biographical narratives deserve careful attention because they contribute to the establishment, reproduction and maintenance of academic disciplines. Consequently, they have the potential to make the narratives that constitute the ‘core’ of a discipline become, little by little, more heterogeneous.

The application of constructive geometric modeling to pedagogical models of teaching graphic disciplines today is a promising direction for using computer technology in the educational process of educational institutions.&#x0D; The essence of the method of constructive geometric modeling is to represent any operation performed on geometric objects in the form of a transformation, as a result of which some constructive connection is established, and the transformation itself can be considered as a result of the action of an abstract cybernetic device.&#x0D; Constructive geometric modeling is a popular information tool for information processing in various applied areas, however, this tool cannot be appreciated without the presence of appropriate software systems and developed design techniques. Traditionally, constructive geometric modeling is used in the design of mechanical engineering, energy, aircraft and shipbuilding facilities, in architectural and design engineering.&#x0D; The need to study descriptive geometry at the university in recent years has something in common with the issues of mastering graphic packages of computer programs in the framework of the new discipline "Engineering and Computer Graphics". The well-known KOMPAS software product is considered the simplest and most attractive for training. It should be noted the important role of graphic packages in the teaching of geometric disciplines that require a figurative perception of the material by students. Against the background of a reduction in classroom hours, computer graphics packages are practically the only productive teaching methodology, successfully replacing traditional tools - chalk and blackboard.

Abstract In this paper, we invite the engineering design research community to examine the current state of the engineering design lexicon. We expose the nature and the pervasiveness of practices that often hinder intelligible discourse within the engineering design literature. In particular, we show how such commonly used terms as criterion and metric are used sometimes as synonyms and sometimes not, often leading to material miscommunications. In our view, the engineering design discipline has reached a point in its evolution where clarity and conciseness of its lexicon should be a priority. Today’s design activity takes place in a truly multidisciplinary environment, which often involves engineers of diverse backgrounds. Written and oral design discourse among design researchers does not rely on a generally accepted and documented lexicon. These situations are symptomatic of a communication infrastructure that is not effectively facilitating the vigorous evolution of the engineering design discipline of recent years. In addition to detailing the outlines of the design lexicon deficiency, we also propose some avenues to a constructive and productive community-wide discussion on this subject. We invite readers to contribute their views by participating in the web discussion at http://www.eng.buffalo.edu/Research/DBD/.

In the era of big data, with the development of computer technology, especially the comprehensive popularization of mobile terminal device and the gradual construction of the Internet of Things, the urban physical environment and social environment have been comprehensively digitized and quantified. Computational thinking mode has gradually become a new thinking mode for human beings to recognize and govern urban complex system. Meanwhile computational urban science has become the main discipline development aspect of modern urban planning. Computational thinking is the thinking of computer science using algorithms based on time complexity and space complexity, which provides a new paradigm for the construction of index system, data collection, data storage, data analysis, pattern recognition, dynamic governance in the process of scientific planning and urban management. Based on this, this paper takes the computational thinking mode of urban planning discipline in big data era as the research object, takes the scientific construction of computational urban planning as the research purpose, and adopts literature research methods and interdisciplinary research methods, comprehensively studies the connotation of the computing thinking mode of computer science. Meanwhile, this paper systematically discusses the system construction of urban computing, model generation, the theory and method of digital twinning, as well as the popularization of the computational thinking mode of urban and rural planning discipline and the scientific research of computational urban planning, which responds to the needs of the era of the development of urban and rural planning disciplines in the era of big data.

As artistic research work in various disciplines and national contexts continues to develop, the diversity of approaches to the field becomes ever more apparent. This is to be welcomed, because it keeps alive ideas of plurality and complexity at a particular time in history when the gross oversimplifications and obfuscations of political discourses are compromising the nature of language itself, leading to what several commentators have already called ‘a post-truth’ world. In this brutal environment where ‘information’ is uncoupled from reality and validated only by how loudly and often it is voiced, the artist researcher has a responsibility that goes beyond the confines of our discipline to articulate the truth-content of his or her artistic practice. To do this, they must embrace daring and risk-taking, finding ways of communicating that flow against the current norms. In artistic research, the empathic communication of information and experience – and not merely the ‘verbally empathic’ – is a sign of research transferability, a marker for research content. But this, in some circles, is still a heretical point of view. Research, in its more traditional manifestations mistrusts empathy and individually-incarnated human experience; the researcher, although a sentient being in the world, is expected to behave dispassionately in their professional discourse, and with a distrust for insights that come primarily from instinct. For the construction of empathic systems in which to study and research, our structures still need to change. So, we need to work toward a new world (one that is still not our idea), a world that is symptomatic of what we might like artistic research to be. Risk is one of the elements that helps us to make the conceptual twist that turns subjective, reflexive experience into transpersonal, empathic communication and/or scientifically-viable modes of exchange. It gives us something to work with in engaging with debates because it means that something is at stake. To propose a space where such risks may be taken, I shall revisit Gillian Rose’s metaphor of ‘the fold’ that I analysed in the first Symposium presented by the Arne Nordheim Centre for Artistic Research (NordART) at the Norwegian Academy of Music in November 2015. I shall deepen the exploration of the process of ‘unfolding’, elaborating on my belief in its appropriateness for artistic research work; I shall further suggest that Rose’s metaphor provides a way to bridge some of the gaps of understanding that have already developed between those undertaking artistic research and those working in the more established music disciplines.