Relevant bibliographies by topics / Disciplinary awareness

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Disciplinary awareness'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Disciplinary awareness.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Disciplinary awareness"

1

Rakulan, R., and V. A. Malathy. "DISCIPLINARY AWARENESS AMONG SECONDARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 16–21. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1961.

Full text
Abstract:
School students need clear boundaries: boundaries that adults - parents as well as teachers - must set. We cannot abdicate our responsibility when students move outside those boundaries. To do that is to betray children, because the consequences of bad behaviour are so damaging It is the duty of the parents and teachers to create disciplinary awareness. The study aimed to examine the disciplinary awareness among secondary school students. The investigator adopted survey method to study the disciplinary awareness among school students. For this study a sample of 300 school students from 5 Govt and Private schools which are situated in and around Udumalpet town of Tirupur district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that 28.33% of the school students belong to low level of disciplinary awareness, 43.66% of school students the belong to moderate level of disciplinary awareness, 28% of school students belong to high level of disciplinary awareness. Also it is found that there is a significant difference in attitude towards disciplinary awareness between male and female among school students. Females possess better disciplinary awareness than male students.
APA, Harvard, Vancouver, ISO, and other styles
2

Hamilton, A., and Miss L. Williams. "Injury awareness for children — a multi-disciplinary response." Injury 25 (January 1994): SB21. http://dx.doi.org/10.1016/0020-1383(94)90220-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bendix, Regina F. "Problems Don’t Care about Disciplinary Boundaries." Anthropological Journal of European Cultures 29, no. 2 (September 1, 2020): 97–101. http://dx.doi.org/10.3167/ajec.2020.290207.

Full text
Abstract:
Interdisciplinary collaboration is a sensible approach for addressing complex problems. However, academic training and the resulting disciplinary habitus (and competition) often leave such collaborative skills woefully underdeveloped. This contribution outlines how ethnographic sensibilities and skills may contribute to overcoming borders between disciplinary practitioners and enhancing self-awareness within and across scientific and scholarly practice. It thus proposes ethnographic attention as interdisciplinary midwifery.
APA, Harvard, Vancouver, ISO, and other styles
4

McIntosh, Kent, Keith Smolkowski, Cody M. Gion, Lauren Witherspoon, Eoin Bastable, and Erik J. Girvan. "Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators." Educational Researcher 49, no. 7 (July 8, 2020): 533–37. http://dx.doi.org/10.3102/0013189x20939937.

Full text
Abstract:
One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on levels of (a) disciplinary equity report viewing, (b) disciplinary equity, and (c) inclusion of disciplinary equity into school improvement plan goals. We used a small, double-blind randomized controlled trial in which half of the schools were randomly assigned to receive either monthly disciplinary equity reports or monthly general discipline reports. Results showed that schools receiving the equity reports had significantly increased rates of viewing equity reports but no meaningful change in disciplinary equity or equity goal setting.
APA, Harvard, Vancouver, ISO, and other styles
5

Felton, Juanita, and Patricia Bernick. "Sparks: Senior Perspectives Awareness Research Knowledge." Gifted Education International 13, no. 1 (May 1998): 61–66. http://dx.doi.org/10.1177/026142949801300109.

Full text
Abstract:
SPARKS; Senior Perspectives Awareness Research Knowledge SPARKS is an elective seminar course for selected seniors which encourages the discovery and discussion of new and provocative ideas. Topics are investigated and studied utilizing a multi-disciplinary approach which encourages students to apply knowledge from various areas in attempts to solve real world problems. In a world in which scientific knowledge doubles every ten years, young people must be aware of the ramifications of progress and must have the tools for dealing with major decisions that will affect the lives of future citizens. What makes SPARKS unique is that it is totally student centered. Students design the seminars and students select the topics to be discussed. Teachers organize, monitor and evaluate SPARKS.
APA, Harvard, Vancouver, ISO, and other styles
6

Karpińska-Musiał, Beata, and Izabela Orchowska. "ŚWIADOMOŚĆ PRZEDMIOTOWA I EPISTEMOLOGICZNA NAUCZYCIELA – REFLEKSYJNEGO PRAKTYKA Z PERSPEKTYWY POLSKIEJ GLOTTODYDAKTYKI." Neofilolog 1, no. 43/1 (September 4, 2019): 25–38. http://dx.doi.org/10.14746/n.2014.43.1.3.

Full text
Abstract:
The following article concerns the issue of educating foreign language teachers to be reflective practitioners in the Polish academic context. A starting point for our discussion is the assumption that the process of academic FL teacher education should be directed at developing the student teacher’s disciplinary and epistemological awareness. The first part of the article is devoted to the concept of glottodidactics as a research area in Poland and to the evaluation of the usefulness of theories from the field of pedeutology for the formulation of a progressive model of teacher education. Next, we define the concepts of disciplinary and epistemological awareness of FL teachers, and confront them with the notion of reflective practice (Schön, 1983) and the paradigm of reflexive modernity (Beck, Giddens and Lash, 2009). Finally, we propose a preliminary model for developing both types of awareness in tertiary education, based on specific transpositions of glottodidactic knowledge into the skills needed in the field.
APA, Harvard, Vancouver, ISO, and other styles
7

Ramdzan Ali, Al Amirul Eimer, Khairil Azwar Razali, and Abdul Kadir Othman. "Enhancing Brand Awareness Via Halal Brand Personality." Halalpshere 1, no. 1 (January 15, 2021): 1–10. http://dx.doi.org/10.31436/hs.v1i1.7.

Full text
Abstract:
This paper develops a multi-disciplinary measure of the Halal brand personally construct by means of literature review. This study explains that Halal brand personality involves (i) purity, (ii) excitement, (iii) sophistication, (iv) safety and (iv) righteousness on brand awareness. The concept of Halal brand personality is vital for service providers to create an awareness about their products and services in the consumers’ mind as this could be the catalyst for service providers to achieve sustainable competitive advantage (SCA). This is because the extraction of the five factors that contribute to the Halal brand personality is being regarded to be an assurance for halal products and services. It symbolizes the value that are not just for Muslims, but for non-Muslims as well.
APA, Harvard, Vancouver, ISO, and other styles
8

Syahri, Alvi. "Law Enforcement Against Policies Who Breached The Code Of Conduct." Jurnal Daulat Hukum 3, no. 3 (September 7, 2020): 313. http://dx.doi.org/10.30659/jdh.v3i3.11238.

Full text
Abstract:
The purpose of this research to find out and analyze law enforcement against police officers who violate the code of ethics in carrying out their duties at Central Java Police, obstacles and solving obstacles. This study uses a sociological juridical approach with descriptive analysis research specifications. The data used are primary data and secondary data obtained through interviews and literature study. The data analysis method used is qualitative analysis. Furthermore, based on the research results it can be concluded: Law enforcement against police officers who violate the code of ethics in carrying out their duties at the Central Java Regional Police refers to Act No. 2 of 2002 concerning the Police, Government Regulation of the Republic of Indonesia Number 2 of 2003 concerning Disciplinary Regulations for Members of the National Police and Regulation of the Chief of Police No. Pol. 14 of 2011 concerning the Professional Code of Ethics for the State Police of the Republic of Indonesia. Several factors that hinder law enforcement against unscrupulous police officers who violate the code of ethics are divided into internal factors: Leaders who have not fully paid attention to the implementation of disciplinary law enforcement duties for Polri members, level of discipline, awareness and compliance of Polri members with binding disciplinary regulations and applies to him is still relatively low so that disciplinary violations keep happening, Polri's disciplinary law enforcement often appears to lack transparency. External factors: Lack of public awareness in conducting supervision and complaints when there are people who violate them.Keywords: Law Enforcement; Police Officers; Offenses; Code of Ethics.
APA, Harvard, Vancouver, ISO, and other styles
9

Scurati, G. W., J. W. Nylander, S. I. Hallstedt, F. Ferrise, and M. Bertoni. "RAISING VALUE AND SUSTAINABILITY AWARENESS FOR CRITICAL MATERIALS: A SERIOUS GAME FOR THE AEROSPACE SECTOR." Proceedings of the Design Society: DESIGN Conference 1 (May 2020): 737–46. http://dx.doi.org/10.1017/dsd.2020.86.

Full text
Abstract:
AbstractAviation strives today to include environmental and social considerations as drivers for decision making in design. This paper proposes a serious game to raise awareness of the value and cost implications of being ‘sustainability compliant’ when developing aerospace sub-systems and components. After describing the development of the game, from needfinding to prototyping and testing, the paper discusses the results from verification activities with practitioners, revealing the ability of the game to raise sustainability awareness and support negotiation across disciplinary boundaries in design.
APA, Harvard, Vancouver, ISO, and other styles
10

Bolderman, Leonieke, Peter Groote, Euan Hague, Jellina Timmer, Hanneke Boode, and Sake Jager. "Implementing a cross-course design for online international exchange in geography courses." Journal of Virtual Exchange 3 (November 17, 2020): 59–72. http://dx.doi.org/10.21827/jve.3.35838.

Full text
Abstract:
In 2017, the University of Groningen (UG) in The Netherlands and DePaul University in the USA (DePaul) connected undergraduate students in geography courses using an Online International Exchange (OIE) assignment involving videoconferencing. Whereas many international OIE projects are designed on joint alignment principles connecting similar courses and developing similar aims and assignments, this project had a cross-course setup with diverging learning outcomes. In the UG course, OIE was a pretravel activity primarily aimed at developing disciplinary skills. DePaul implemented OIE as an intercultural awareness assignment. Through reflection on the design process and thematic analysis of student reflections, we conclude that the OIE introduced students in the DePaul course to international perceptions and encouraged self-reflection, whilethe OIE stimulated disciplinary skills and introduced intercultural awareness to the UG course. Moreover, OIE stimulated cross-cultural project management skills, increasing awareness of differing educational and urban contexts and thereby training the students in global citizenship. Therefore, this cross-course OIE shows that adapting OIE design to local curricular needs using pre-existing courses can enhance and deepen disciplinaryspecific learning outcomes through cross fertilization, and may create unexpected new learning outcomes. This expands the potential application and benefits of OIE for the internationalization of higher education.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Disciplinary awareness"

1

Ordonez-Pichetti, Oriana. "La compréhension des contenus disciplinaires et son vécu. Qu’est-ce que « comprendre » dans différentes disciplines scolaires pour des élèves de troisième de collège ?" Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H002.

Full text
Abstract:
Cette étude s’intéresse, à ce que les élèves entendent par comprendre. Cet objet est interrogé dans le cadre des didactiques et de la didactique comparée. Les déclarations sollicitées de 244 élèves de 3ème ont permis de questionner leur conscience disciplinaire. Celle-ci varie selon plusieurs facteurs : l’impression de comprendre ou non les contenus enseignés, la prise en compte de l’utilité reconnue ou non de la discipline, les finalités identifiées. Les résultats permettent d’éclairer des difficultés ou des malentendus dans les apprentissages disciplinaires. Considérant la compréhension comme une dimension du vécu disciplinaire, il est possible de penser une relation entre le sentiment d’incompréhension de certains contenus et le décrochage dans la discipline
This study focuses on, in a reconstructive space, what pupils mean by understanding. This object is questioned in various school subjects using the tools of compared didactics. Statements requested from 244 3th grade pupils allowed their disciplinary awareness to be questioned. This varies according to several factors: their impression to understand or not the contents taught and the consideration of usefulness, recognized or not, of the school subjects and the possibility to identify the purpose of the school subjects. These results can help to clarify some difficulties and misunderstandings and even enlighten possible obstacles in disciplinary learning. Considering understanding as a dimension of the disciplinary experience, it’s possible to see there is a link between feelings of misunderstanding some content and dropping out of the discipline
APA, Harvard, Vancouver, ISO, and other styles
2

Yu, Jingjing. "Conscience disciplinaire et vécu dans les différentes disciplines scolaires à la fin du collège." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H003.

Full text
Abstract:
Cette thèse interroge la notion de disciplines scolaires en étudiant les manières dont les élèves les reconstruisent et se les approprient et, plus précisément, en mobilisant les concepts de « conscience disciplinaire » et de « vécu disciplinaire ». Son objet de recherche se construit donc via l’analyse du discours des élèves. Il s’agit d’identifier leurs formes de conscience disciplinaire au travers des désignations, des finalités, des contenus qu’ils attribuent aux disciplines, des critères de repérage et de réussite dont ils se servent, ainsi que des manières dont ils disent vivre et ressentir les disciplines scolaires. La thèse a ainsi permis de mettre au jour les similitudes et les particularités de plusieurs disciplines scolaires (Français, Mathématiques, Anglais, Education physique et sportive) aux yeux des élèves de différents niveaux du cursus scolaire : fin du primaire et fin du collège
This research work studies the notion of school subject or discipline by examining the ways in which pupils reconstruct and appropriate school subjects and, more specifically, by mobilizing the concepts of "disciplinary awareness" and "disciplinary experience". This research work lays emphasis on the discourse analysis of pupils while identifying the forms of disciplinary awareness through the following criteria: designation, finality, content assigned by pupils to school subjects, the yardstick of success strategy adopted as well as the way the pupils experience school subjects.Thus, the research brought to light the similarities and peculiarities of several school subjects (French, Mathematics, English, Physical Education) at different levels in the school curriculum: last year of primary school and middle school
APA, Harvard, Vancouver, ISO, and other styles
3

Vieira, Rubens Carlos. "Direito de ciência da imputação no processo administrativo disciplinar." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/6739.

Full text
Abstract:
Made available in DSpace on 2016-04-26T20:23:34Z (GMT). No. of bitstreams: 1 Rubens Carlos Vieira.pdf: 1161526 bytes, checksum: 5c861393c2660730df95cf628fda4da4 (MD5) Previous issue date: 2015-03-11
This work aims to study the law regarding accusation in disciplinary actions. It begins by investigating the disciplinary powers of Public Administration, their nature and principles. Then, due to the importance of understanding the related process systematics of the Disciplinary Law, the procedural principles and guarantees provided in the 1988 Federal Constitution are analyzed, with special emphasis on those inherent to the accused. After defining some essential concepts and principles, a detailed analysis is made of those affected by the law of accusation, from perspective of the accuser and from that of whoever responds to the accusation. The focus then passes to studying and defining the minimum proportion of the accusation that must be reported to the subject involved and the right timing for making the accusation known, to ensure due and effective application of the abovementioned procedural principles. Finally, the provisions of Federal Law no. 8,112, dated December 11th, 1990, are compared to the law governing the right to be informed of the accusation, in order to verify their compatibility with the principles that should guide the administrative disciplinary action process
O presente trabalho tem por objeto o estudo do direito de ciência da imputação no processo administrativo disciplinar. Para o seu desenvolvimento, investigam-se, logo de início, o poder disciplinar da Administração Pública, seu fundamento e natureza. Em seguida, considerando a relevância para uma minuciosa compreensão da sistemática processualística do Direito Disciplinar, examinam-se os princípios e garantias processuais previstos na Constituição da República, com especial enfoque naqueles inerentes ao acusado. Na sequência, e após fixar alguns conceitos principiológicos imprescindíveis, analisam-se os sujeitos afetados pelo direito de ciência da imputação, sob a ótica daquele que deve fazer a imputação e daquele que deve contrapô-la. São, nesta quadra, estudados e delimitados o conteúdo mínimo da imputação que deve ser informada ao sujeito e o momento em que esta deve ser levada para que se permita o seu exercício efetivo, tendo por base a realização dos princípios processuais outrora discutidos. Por fim, coteja-se a Lei nº 8.112, de 11 de dezembro de 1990, com o direito de ciência da imputação, visando averiguar a sua compatibilidade com os princípios que devem orientar o processo administrativo disciplinar
APA, Harvard, Vancouver, ISO, and other styles
4

Moundjiegout, Peggy. "Quels contenus d'enseignement et d'apprentissage dans les présentations orales en maternelle : étude des interactions langagières et didactiques." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30028/document.

Full text
Abstract:
Cette thèse porte sur les contenus d’enseignement et d’apprentissage de l’école maternelle. Présentée par Reuter (dir. 2007 : 45) comme renvoyant « à des choses aussi diverses que les savoirs, les savoir-faire ou les compétences qui sont les objets d’enseignement et/ou d’apprentissage les plus immédiatement identifiables dans un système didactique, mais aussi des valeurs, des pratiques, des “rapports àˮ, voire des comportements ou des attitudes. », la notion de contenus a été approchée à partir de trois corpus issus de différents espaces : l’espace de prescription (textes officiels), l’espace de recommandation (ouvrages généraux sur l’école maternelle et livres axés sur un champ disciplinaire particulier) et celui de pratiques (transcriptions de séances de classes). Les analyses menées à l’aide d’outils relevant de la linguistique (analyse de discours) et de différentes didactiques disciplinaires ont permis de mettre en relief, entre autres, une différence au sein de l’organisation structurelle des contenus présentés par les instructions officielles (organisation par thèmes et selon les domaines d’activités). De plus j’ai noté la pérennité de contenus tels que les savoirs et savoir-faire au cours de l’histoire de l’institution ainsi que l’apparition dans les années 1990 de nouveaux contenus , à savoir les compétences, la prise de conscience et “rapport àˮ). Par ailleurs, il existerait un lien entre ces différentes catégories et l’inscription disciplinaire des contenus
This thesis focuses on teatching and learning contents in nursery school. For Reuter it refers « to such diverse things as knowledge and know-how or skills (both are teaching and/or learning contents immediately identifiable in a training system), values and practices, the « relationships to/with », and even behaviours and attitudes »To study the notion of content we based our research on a corpus of documents from three different sources : official texts, books on nursery school and specific academic fields, and transcripts of actual classroom sessions.Analyses carried out using tools from linguistic and academic training fields have highlighted a different structural organisation of contents in official texts (organisation by topics and by fields of activity). The analyses also revealed the continuity of knowledge and know-how contents throughout the history of nursery school, as well as the emergence of new contents (skills, awareness and relationships to/with ) in the 90'. Furthermore, there is a link between these categories and the location of contents in academic fields
APA, Harvard, Vancouver, ISO, and other styles
5

Guillou-Kerédan, Hélène. "Contextes d’apprentissage scolaire et postures : approches didactique et langagière : construction et évolution des postures d’élèves dans deux disciplines scolaires (français et sciences) entre la fin de l’école maternelle et le début de l’école élémentaire." Thesis, Bordeaux, 2021. http://www.theses.fr/2021BORD0074.

Full text
Abstract:
Cette recherche longitudinale s’intéresse à la construction des «postures» disciplinaires, en français et en sciences, par les élèves au début de la scolarité élémentaire. Elle se positionne dans le cadre de la théorie historique et culturelle et des approches dialogique, énonciative et pragmatique du langage, nous amenant à considérer que, pour apprendre, les élèves doivent s'inscrire dans les contextes disciplinaires (finalités, valeurs, pratiques) et adopter les positions énonciatives pertinentes par rapport aux savoirs en jeu en situation d'enseignement. Ainsi, elle croise les concepts de «posture» (Bautier1995, Bucheton1998, Rebière2000 & 2001) et de « communauté discursive disciplinaire scolaire » (CDDS) (Bernié, Jaubert, & Rebière, 2003), et s’intéresse à la façon dont les jeunes élèves en apprenant à se projeter et à s’inscrire dans les CDDS différentes que constitue la classe en sciences et en français, peuvent potentiellement modifier leurs postures initiales en chaque discipline et les différencier entre chacune. En effet, entre le maître, les élèves, les objets culturels mis en jeu dans les situations d’apprentissage, les pratiques et valeurs convoquées, les usages du langage, le texte du savoir, etc. se construit un espace social et discursif d’intercompréhension spécifique à chacune des deux disciplines, susceptible de rétroagir sur les postures et de les autonomiser. Nous cherchons ainsi à identifier des changements de position énonciative chez les élèves, qui signaleraient la réorganisation de leur activité et de leurs modes d’agir-penser-parler au sein de chaque discipline et lorsqu’ils changent de contexte disciplinaire, indiquant un changement de posture, potentiellement différenciateur dans l’accès aux apprentissages. À cette fin, nous étudions sur 3 ans le processus de construction et d’évolution des postures de 11 élèves en français et en sciences entre la fin de l’école maternelle (5ans) et la deuxième année de l’école élémentaire (7ans). Nous nous appuyons sur des transcriptions d’entretiens (enseignants et élèves) et de séances de classe qui témoignent de l'activité langagière des élèves et de l'action conjointe maître-élève(s) dans le cadre de pratiques « ordinaires » d’enseignement dans les deux disciplines. L’analyse vise à mettre en évidence les relations possibles entre la construction de ces postures, leur rigidification ou leur évolution et la construction de difficultés scolaires. Elle cherche à caractériser la CDDS qui se construit dans chacune des deux disciplines dont nous postulons qu’elle joue un rôle important dans la construction des postures
This longitudinal research concerns the emergence of pupils learning attitudes in school disciplines (French and sciences) at the beginning of primary school education. It lays on the Vygotski’s Theory of human development and on the dialogic, enunciative and pragmatic approach of language which consider that pupils should be part of different disciplinary contexts (with specific purposes, values and practicies) and adjust their utterance status to be relevant in relation to the knowledge involved in classroom situations. It is based on didactic concepts as learning enunciation attitudes and school discourse communities specialized in academic fields. It focuses on the description of how young people learn to adapt to different communities like school discourse community for french or science subject, and how they can possibly change their initial enunciation attitude in each discipline to differentiate them. For a social and discursive space of mutual linguistic understandin happens to develop between teacher, pupils, cultural objects, practicies, values, uses of language, hnowledge wording etc. It may have a retroactive effect on learning enunciation attitudes and empower them. The purpose is to identify how pupils adjust their utterance status, that would mean they can sucessfully adapt the way to do, think and speak when they enter the field from another discipline. It would also mean that they manage to change and adapt their enunciation learning attitude, which is necessary for accessing knowledge. It is a three years study that seeks to highlight the construction process of learning attitudes in scientific and french disciplines and its progression for pupils between 5 and 7 years old. It aims to show the incidence of learning attitudes and their emergence, stiffening or évolution on learning difficulties. Corpus analysis is based on transcriptions of recorded interviews and learning sessions concerning 11 pupils and their three teachers during three years so as to reveal pupils activity as well as teachers and pupils joint action in standard teaching practicies throughout french class and science class. Data has been collected then analyzed to determine the relationship between the setting of school discourse communities specialized in academic fields and the emergence of learning enunciation attitudes
APA, Harvard, Vancouver, ISO, and other styles
6

Lim, Hyun-Woo. "Disciplinary socialization, audience awareness, and the production of interpersonal metadiscourse markers in the writing of U.S. and Korean graduate student writers." 2005. http://purl.galileo.usg.edu/uga%5Fetd/lim%5Fhyunwoo%5F200505%5Fphd.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Disciplinary awareness"

1

Sil, Rudra. Triangulating Area Studies, Not Just Methods. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190846374.003.0013.

Full text
Abstract:
This chapter revisits trade-offs that qualitative researchers face when balancing the different expectations of area studies and disciplinary audiences. One putative solution to such trade-offs, mixed-method research, emphasizes the triangulation of quantitative and qualitative methods. CAS, as defined above, essentially encourages a different form of triangulation—the pooling of observations and interpretations across a wider array of cases spanning multiple areas. This kind of triangulation can be facilitated by cross-regional contextualized comparison, a middle-range approach that stands between area-bound qualitative research and (Millean) macro-comparative analysis that brackets out context in search of causal laws. Importantly, this approach relies upon an area specialist’s sensibilities and experience to generate awareness of local complexities and context conditions for less familiar cases. The examples of cross-regional contextualized comparison considered in this chapter collectively demonstrate that engagement with area studies scholarship and the pursuit of disciplinary knowledge can be a positive-sum game.
APA, Harvard, Vancouver, ISO, and other styles
2

Eijk, Philip van der. The Role of Medicine in the Formation of Early Greek Thought. Edited by Patricia Curd and Daniel W. Graham. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195146875.003.0015.

Full text
Abstract:
The philosophical aspects of Greek medicine are now more widely appreciated, not only by historians of science and medicine but also by students of philosophy in a more narrow sense. There has also been a greater appreciation of the fact that Greek medical writers not only reflect a derivative awareness of developments in philosophy but that they also actively contributed to the formation of philosophical thought more strictly defined, for instance by developing concepts and methodologies for the acquisition of knowledge and understanding. Yet the consequences of this for a renewed study of the formation of Greek philosophy have yet to be drawn; and disciplinary boundaries between historians of medicine on the one hand and philosophers and historians of philosophy on the other still pose obstacles to an integrated account of Greek thought that takes on board the contributions by the medical writers. Some preliminary remarks may therefore be in order.
APA, Harvard, Vancouver, ISO, and other styles
3

Denecke, Wiebke, Wai-Yee Li, and Xiaofei Tian, eds. The Oxford Handbook of Classical Chinese Literature. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199356591.001.0001.

Full text
Abstract:
This handbook of Classical Chinese literature from 1000 bce through 900 ce aims to provide a solid introduction to the field, inspire scholars in Chinese Studies to explore innovative conceptual frameworks and pedagogical approaches in the studying and teaching of classical Chinese literature, and facilitate a comparative dialogue with scholars of premodern East Asia and other classical and medieval literary traditions around the world. The handbook integrates issue-oriented, thematic, topical, and cross-cultural approaches to the classical Chinese literary heritage with historical perspectives. It introduces both literature and institutions of literary culture, in particular court culture and manuscript culture, which shaped early and medieval Chinese literary production. It problematizes the gap between traditional concepts and modern revisionary definitions of literary categories and fosters critical awareness of how this has shaped the transmission and reception of literature and literary history. It discusses both canonical works and works that fall between the cracks of modern disciplinary divisions of “philosophy,” “religion,” “history,” and “literature.” Adopting a thematic approach, it traces the trajectory of ideas and motifs articulated across different genres, periods, and cultural spheres and lays the groundwork for comparisons with other literary cultures. Finally, it places early and medieval China in its regional context by including chapters on translation, on cultural interactions with the Northwestern regions, and on the literatures produced in Korea, Japan, and Vietnam in Literary Chinese, recapturing the functioning of the East Asian Sinographic Sphere.
APA, Harvard, Vancouver, ISO, and other styles
4

Akbari, Suzanne Conklin, and James Simpson, eds. The Oxford Handbook of Chaucer. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780199582655.001.0001.

Full text
Abstract:
This Handbook produces a stereoscopic view of Chaucer’s works. Juxtaposing chapters by Middle English scholars with chapters by specialists in other fields – Latin and vernacular literature, philosophy, theology, and history of science – it offers a new perspective that uses the works of Chaucer to look out upon the wider world. Clusters of essays that place Chaucer’s works in “the Mediterranean Frame” and “the European Frame” are bracketed by groupings on “Biography and Circumstances of Daily Life” and “The Chaucerian Afterlife,” while a cluster on “Christian Doctrine and Religious Heterodoxy” foregrounds the role of confessional identities in the emergence of Middle English literary authority. The Handbook’s scope addresses the claim of universality that is often implicit in the study of Chaucer’s works. Chapters on anti-Judaism in the Canterbury Tales and on Hebrew literature reveal what has been suppressed or elided in the construction of English literary history, while studying the Arabic sources and analogues of the frame tale tradition reveals the patterns of circulation that lie behind the early modern emergence of national literatures. Chapters on French, Italian, and Latin literature address the linguistic context of late fourteenth-century Europe, while chapters on philosophy, history of science, and theology spur on new areas of development within Chaucer studies. Pushing at the disciplinary boundaries of Chaucer Studies, this Handbook maps out how we might develop our field with greater awareness of the interconnected world of the fourteenth century, and the increasingly interconnected – and divided – world we inhabit today.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Disciplinary awareness"

1

Stern, Jordan, Steven Wachtel, John Colombi, David Meyer, and Richard Cobb. "Multiobjective Optimization of Geosynchronous Earth Orbit Space Situational Awareness Systems via Parallel Executable Architectures." In Disciplinary Convergence in Systems Engineering Research, 599–615. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62217-0_42.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Özek, Hande, and Alberto Ferraris. "The Role of Self-Awareness and Self-Efficacy on Career Decision-Making: An Innovative Perspective." In Palgrave Studies in Cross-disciplinary Business Research, In Association with EuroMed Academy of Business, 207–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90945-5_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kobiela, Marta, and Paul Zanazanian. "Crossing Disciplinary Borders in Pre-service Teacher Education: Historical Consciousness as a Tool to Develop Awareness of Mathematical Positionality to Achieve Epistemic." In Borders in Mathematics Pre-Service Teacher Education, 47–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44292-7_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mathison, Maureen A., and Mara K. Berkland. "Sojourners and Third Cultures: Raising Cultural Awareness in Interdisciplinary Programs." In Sojourning in Disciplinary Cultures, 13–35. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607328032.c001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bishop, Matt, Diana Burley, and Lynn A. Futcher. "Cybersecurity Curricular Guidelines." In Cybersecurity Education for Awareness and Compliance, 158–80. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7847-5.ch009.

Full text
Abstract:
The Cybersecurity Curricular Guidelines, a joint effort of the ACM, IEEE Computer Society, AIS SIGSAC, and IFIP WG 11.8, were created to provide developers of cybersecurity curricula with guidelines for material to include. The curricular guidelines have eight knowledge areas, broken down into knowledge units and topics. Underlying cross-cutting concepts provide linkages among the knowledge areas. Disciplinary lenses enable the developer to emphasize the knowledge units appropriate to the goals of the developed curricula. Each knowledge area also includes a list of essential concepts that all curricula should cover to an appropriate depth. The guidelines can be linked to workforce frameworks and certification criteria as well as academic curricula.
APA, Harvard, Vancouver, ISO, and other styles
6

Berki, Eleni, Juri Valtanen, Sunil Chaudhary, and Linfeng Li. "The Need for Multi-Disciplinary Approaches and Multi-Level Knowledge for Cybersecurity Professionals." In Multidisciplinary Perspectives on Human Capital and Information Technology Professionals, 72–94. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5297-0.ch005.

Full text
Abstract:
Cybersecurity professionals face increased demand to acquire the knowledge and develop the skills required to keep citizens safe from cyberattacks, predict the latter with scientific methods, and advance citizens' social awareness. A proactive multidisciplinary approach against cyberattacks is effective via the combination of multidisciplinary and multi-professional knowledge. Increased public awareness with total quality multi-domain knowledge and social computing skills is likely to decrease cyberattacks' victims and improve cyber systems quality in general. This chapter 1) outlines the basic multidisciplinary research needs and multilevel strategic steps to be taken for timely citizens' protection, and 2) proposes multidisciplinary strategic research approaches and multilevel adult education directions for improving cybersystems' total quality management through collaborative research and by focusing on: a) increasing public awareness, b) predicting cyberattacks, and c) utilising multidisciplinary and multi-professional knowledge in social computing approaches.
APA, Harvard, Vancouver, ISO, and other styles
7

Ellis, Jennifer Butler, Timothy D. West, Angela Grimaldi, and Gerald Root. "Ernst & Young Leadership and Professional Development Center." In Cases on Higher Education Spaces, 330–55. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2673-7.ch017.

Full text
Abstract:
This case highlights a unique program for students pursuing a graduate degree in accounting. The program’s mission is to prepare students to be effective leaders and communicators in their careers. To accomplish this mission, the program has developed a Leadership and Professional Development Center (LPDC) that uses physical, virtual, and external space to support programmatic goals through cross-disciplinary collaboration. The LPDC houses trained consultants who provide services such as feedback on written documents, mock interviews, presentation assessment, and self-awareness development. The LPDC also hosts workshops on a variety of leadership and professional development topics. Furthermore, consultants partner with faculty and professionals to provide instruction and experiential learning inside and outside the classroom. The goal of this chapter is to highlight how cross-disciplinary partnerships promote learning in physical, virtual, and external spaces. Recommendations for navigating and utilizing cross-disciplinary collaborations are provided as well as suggestions for implementation in various learning spaces.
APA, Harvard, Vancouver, ISO, and other styles
8

Ellis, Jennifer Butler, Timothy D. West, Angela Grimaldi, and Gerald Root. "Ernst & Young Leadership and Professional Development Center." In Adult and Continuing Education, 1028–47. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch058.

Full text
Abstract:
This case highlights a unique program for students pursuing a graduate degree in accounting. The program's mission is to prepare students to be effective leaders and communicators in their careers. To accomplish this mission, the program has developed a Leadership and Professional Development Center (LPDC) that uses physical, virtual, and external space to support programmatic goals through cross-disciplinary collaboration. The LPDC houses trained consultants who provide services such as feedback on written documents, mock interviews, presentation assessment, and self-awareness development. The LPDC also hosts workshops on a variety of leadership and professional development topics. Furthermore, consultants partner with faculty and professionals to provide instruction and experiential learning inside and outside the classroom. The goal of this chapter is to highlight how cross-disciplinary partnerships promote learning in physical, virtual, and external spaces. Recommendations for navigating and utilizing cross-disciplinary collaborations are provided as well as suggestions for implementation in various learning spaces.
APA, Harvard, Vancouver, ISO, and other styles
9

Mashiloane, Tsebo Kgoto, and Tome' Awshar Mapotse. "Conscientize Learners With Littering in Environmental Education by Using Action Research Activities." In Cross-Disciplinary Approaches to Action Research and Action Learning, 256–70. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch015.

Full text
Abstract:
The aim of this chapter is to provide delegates with a fresh perspective on the littering challenges facing schools and homes in developing countries today, as well as the established skills and awareness intervention strategies necessary to overcome these challenges hence sustaining the teaching of Environmental Education (EE). The extend of Africa's ignorance of EE subject amongst teachers has intensified and reinforced that action research (AR) be regarded as a tool for learner emancipation in the teaching of EE. EE is still seen as a foreign concept by many teachers and a notion that can be down played in school curriculum and home territory. In this chapter EE has find its way into school environment successfully and effectively through engaging learners as co-researchers with action research approach. The study was designed from educational living paradigm and is underpinned by collaborative learning theory. An intervention in the form of action research spiral cycle activities with the learners has managed to make them conscious about littering.
APA, Harvard, Vancouver, ISO, and other styles
10

Bui, Khanh Nguyen, and Ruth Harman. "Teaching Mathematics to English Learners." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 18–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch002.

Full text
Abstract:
Recently, teachers in the United States are encountering an influx of multilingual immigrant students. The linguistic diversity can be challenging for teachers who need to think about how to foster language and disciplinary knowledge awareness in meaningful ways. Multimodal instruction (i.e., use of gesture, drawing, and movement) can serve to support conceptual understanding of emergent bilingual students in disciplinary areas such as mathematics or science. The purpose of this chapter is to investigate the interplay between gestures and mathematical concepts. This study takes place in a ninth grade ESOL Coordinate Algebra Classroom. Using systemic functional multimodal discourse analysis, the researchers analyze the teacher's gestures through a corpus of three video recorded lessons. The results show that the teacher's gestures endowed with meanings and mathematical concepts can enhance students' understandings. These findings can contribute to recent research on multimodal pedagogic practices among teachers with multilingual and multicultural students.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Disciplinary awareness"

1

Freire, Andre P., Cibele M. Russo, and Renata P. M. Fortes. "A survey on the accessibility awareness of people involved in web development projects in Brazil." In the 2008 international cross-disciplinary workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1368044.1368064.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nwiabu, Nuka, Ian Allison, Patrik Holt, Peter Lowit, and Babs Oyeneyin. "Case-based situation awareness." In 2012 IEEE International Multi-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA 2012). IEEE, 2012. http://dx.doi.org/10.1109/cogsima.2012.6188388.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Thill, Serge, and Maria Riveiro. "Situation awareness in eco-driving." In 2015 IEEE International Inter-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA). IEEE, 2015. http://dx.doi.org/10.1109/cogsima.2015.7108186.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Preden, Jurgo, Leo Motus, Merik Meriste, and Andri Riid. "Situation awareness for networked systems." In 2011 IEEE International Multi-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA 2011). IEEE, 2011. http://dx.doi.org/10.1109/cogsima.2011.5753430.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cain, Ashley A., and David Schuster. "Applying measurement to complementary situation awareness." In 2016 IEEE International Multi-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA). IEEE, 2016. http://dx.doi.org/10.1109/cogsima.2016.7497798.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ghoneim, Amr S., Daryl L. Essam, and Hussein A. Abbass. "Competency awareness in strategic decision making." In 2011 IEEE International Multi-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA 2011). IEEE, 2011. http://dx.doi.org/10.1109/cogsima.2011.5753426.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Adams, Kevin, Alexander Wassell, Marion G. Ceruti, Ernesto Castro, Sandi F. Lehan, and John W. Mitchell. "Emergency-management situational-awareness prototype (EMSAP)." In 2011 IEEE International Multi-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA 2011). IEEE, 2011. http://dx.doi.org/10.1109/cogsima.2011.5753427.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Preden, Jurgo-Soren, Leo Motus, Raido Pahtma, and Merik Meriste. "Data exchange for shared situation awareness." In 2012 IEEE International Multi-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA 2012). IEEE, 2012. http://dx.doi.org/10.1109/cogsima.2012.6188380.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nwiabu, Nuka. "Situation awareness for violence prevention on campuses." In 2014 IEEE International Inter-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA). IEEE, 2014. http://dx.doi.org/10.1109/cogsima.2014.6816546.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Razavi, Amir H., Diana Inkpen, Rafael Falcon, and Rami Abielmona. "Textual risk mining for maritime situational awareness." In 2014 IEEE International Inter-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA). IEEE, 2014. http://dx.doi.org/10.1109/cogsima.2014.6816558.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Disciplinary awareness"

1

Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

Full text
Abstract:
The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
APA, Harvard, Vancouver, ISO, and other styles
2

Brophy, Kenny, and Alison Sheridan, eds. Neolithic Scotland: ScARF Panel Report. Society of Antiquaries of Scotland, June 2012. http://dx.doi.org/10.9750/scarf.06.2012.196.

Full text
Abstract:
The main recommendations of the Panel report can be summarised as follows: The Overall Picture: more needs to be understood about the process of acculturation of indigenous communities; about the Atlantic, Breton strand of Neolithisation; about the ‘how and why’ of the spread of Grooved Ware use and its associated practices and traditions; and about reactions to Continental Beaker novelties which appeared from the 25th century. The Detailed Picture: Our understanding of developments in different parts of Scotland is very uneven, with Shetland and the north-west mainland being in particular need of targeted research. Also, here and elsewhere in Scotland, the chronology of developments needs to be clarified, especially as regards developments in the Hebrides. Lifeways and Lifestyles: Research needs to be directed towards filling the substantial gaps in our understanding of: i) subsistence strategies; ii) landscape use (including issues of population size and distribution); iii) environmental change and its consequences – and in particular issues of sea level rise, peat formation and woodland regeneration; and iv) the nature and organisation of the places where people lived; and to track changes over time in all of these. Material Culture and Use of Resources: In addition to fine-tuning our characterisation of material culture and resource use (and its changes over the course of the Neolithic), we need to apply a wider range of analytical approaches in order to discover more about manufacture and use.Some basic questions still need to be addressed (e.g. the chronology of felsite use in Shetland; what kind of pottery was in use, c 3000–2500, in areas where Grooved Ware was not used, etc.) and are outlined in the relevant section of the document. Our knowledge of organic artefacts is very limited, so research in waterlogged contexts is desirable. Identity, Society, Belief Systems: Basic questions about the organisation of society need to be addressed: are we dealing with communities that started out as egalitarian, but (in some regions) became socially differentiated? Can we identify acculturated indigenous people? How much mobility, and what kind of mobility, was there at different times during the Neolithic? And our chronology of certain monument types and key sites (including the Ring of Brodgar, despite its recent excavation) requires to be clarified, especially since we now know that certain types of monument (including Clava cairns) were not built during the Neolithic. The way in which certain types of site (e.g. large palisaded enclosures) were used remains to be clarified. Research and methodological issues: There is still much ignorance of the results of past and current research, so more effective means of dissemination are required. Basic inventory information (e.g. the Scottish Human Remains Database) needs to be compiled, and Canmore and museum database information needs to be updated and expanded – and, where not already available online, placed online, preferably with a Scottish Neolithic e-hub that directs the enquirer to all the available sources of information. The Historic Scotland on-line radiocarbon date inventory needs to be resurrected and kept up to date. Under-used resources, including the rich aerial photography archive in the NMRS, need to have their potential fully exploited. Multi-disciplinary, collaborative research (and the application of GIS modelling to spatial data in order to process the results) is vital if we are to escape from the current ‘silo’ approach and address key research questions from a range of perspectives; and awareness of relevant research outside Scotland is essential if we are to avoid reinventing the wheel. Our perspective needs to encompass multi-scale approaches, so that ScARF Neolithic Panel Report iv developments within Scotland can be understood at a local, regional and wider level. Most importantly, the right questions need to be framed, and the right research strategies need to be developed, in order to extract the maximum amount of information about the Scottish Neolithic.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Disciplinary awareness' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography