Relevant bibliographies by topics / Disciplinary experience

Contents

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

Academic literature on the topic 'Disciplinary experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Disciplinary experience"

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Durst, Sarah. "Disciplinarity and Literate Activity in Civil and Environmental Engineering: A Lifeworld Perspective." Written Communication 36, no. 4 (September 10, 2019): 471–502. http://dx.doi.org/10.1177/0741088319864897.

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Too frequently, representations of disciplinary writing foreground static notions of knowledge creation and literate practice in science and engineering. Rooted in discourse community theory, such representations present normative tropes of scientific practice that background notions of disciplinarity and obscure people’s lived experience and practice. Drawing on a case study of one woman, a civil and environmental engineer, this article argues for a lifeworld perspective of disciplinary becoming: a perspective that foregrounds notions of disciplinarity, lived experience, and literate practices as constantly mobile and in flux. The study suggests, specifically, that the woman’s work as an engineer cannot be separated from the people with whom she works, or has worked, and that her development as a writer extends beyond typical accounts of disciplinary enculturation. The author concludes by offering implications of this research for studies of disciplinarity and school science.
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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (May 17, 2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.
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Lee, Mark, and Elizabeth Heger Boyle. "Disciplinary practices among orphaned children in Sub-Saharan Africa." PLOS ONE 16, no. 2 (February 4, 2021): e0246578. http://dx.doi.org/10.1371/journal.pone.0246578.

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Objectives This study considers whether orphans’ experiences with physically and psychologically violent discipline differ from non-orphans in sub-Saharan Africa, and to what extent national, community, household, caretaker, and child characteristics explain those differences. Methods We use cross-sectional Multiple Indicator Cluster Surveys (MICS) administered between 2010–2017 in 14 sub-Saharan African countries. The sample included 125,197 children, of which 2,937 were maternal orphans, 9,113 were paternal orphans, and 1,858 were double orphans. We estimate the difference between orphans and non-orphans experience of harsh discipline using multivariable logistic regressions with country fixed effects and clustered standard errors. Results Findings show that orphaned children experience less harsh discipline in the home. With the exception of double orphans’ experience with physically violent discipline, these differences persisted even after controlling for a rich set of child, household, and caretaker characteristics. Conclusions We propose two alternative explanations for our surprising findings and provide a supplementary analysis to help arbitrate between them. The evidence suggests that orphaned children (especially those with a deceased mother) are less likely to experience harsh discipline because of lower caretaker investment in their upbringing. We encourage future research to draw on in-depth interviews or household surveys with discipline data from multiple children in a home to further unpack why orphans tend to experience less harsh punishment than other children.
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Bowers, Mary Y., and Christopher M. Scherpereel. "Bizblock: A Cross-Disciplinary Teaching and Learning Experience." Business Communication Quarterly 71, no. 2 (June 2008): 221–26. http://dx.doi.org/10.1177/1080569908317083.

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Engelbrecht, Amos, Louis Van der Bank, and Johanita Strumpher. "Perceived fairness of disciplinary procedures: an exploratory study." SA Journal of Human Resource Management 6, no. 2 (November 18, 2008): 1–8. http://dx.doi.org/10.4102/sajhrm.v6i2.136.

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The objective of this study was twofold: Firstly, to explore and describe the perceived fairness of a disciplinary procedure in the workplace and, secondly, to develop guidelines that could be used by managers to provide a fairer experience of the disciplinary procedure. A qualitative research design was employed. In-depth interviews were conducted with participants who were purposely divided into two groups (an employee participant group and an expert participant group). Results indicated that employees experienced the disciplinary procedure as traumatic, unfair and not reliable. Guidelines were formulated to manage employee discipline more effectively.
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Burden, Johann, and Gert Roodt. "The Development of an Organisational Redesign Model." SA Journal of Human Resource Management 6, no. 3 (March 30, 2009): 22–33. http://dx.doi.org/10.4102/sajhrm.v6i3.160.

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The objective of this study was twofold: Firstly, to explore and describe the perceived fairness of a disciplinary procedure in the workplace and, secondly, to develop guidelines that could be used by managers to provide a fairer experience of the disciplinary procedure. A qualitative research design was employed. In-depth interviews were conducted with participants who were purposely divided into two groups (an employee participant group and an expert participant group). Results indicated that employees experienced the disciplinary procedure as traumatic, unfair and not reliable. Guidelines were formulated to manage employee discipline more effectively.
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McBain, Bonnie, Antony Drew, Carole James, Liam Phelan, Keith M. Harris, and Jennifer Archer. "Student experience of oral communication assessment tasks online from a multi-disciplinary trial." Education + Training 58, no. 2 (February 8, 2016): 134–49. http://dx.doi.org/10.1108/et-10-2014-0124.

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Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
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Van De Rijn, Marc, Sabrina Paganoni, Mark Levine-Weinberg, Katharine Campbell, Amy Swartz Ellrodt, Juan Estrada, Adam B. Cohen, Lee H. Schwamm, and James D. Berry. "Experience with telemedicine in a multi-disciplinary ALS clinic." Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration 19, no. 1-2 (December 18, 2017): 143–48. http://dx.doi.org/10.1080/21678421.2017.1392577.

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Buttimer, Anne. "Life experience as a catalyst for cross‐disciplinary communication." Journal of Geography in Higher Education 11, no. 2 (October 1987): 133–41. http://dx.doi.org/10.1080/03098268708709005.

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Law‐Bartle, Elizabeth. "My RCVS disciplinary hearing was an incredibly stressful experience." Veterinary Record 188, no. 9 (May 2021): 360. http://dx.doi.org/10.1002/vetr.486.

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Dissertations / Theses on the topic "Disciplinary experience"

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Rao, Mala R. "An experience in learning: design of a multi-disciplinary university at Timbuktu, Mali." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53157.

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Timbuktu is a city in Mali, North Africa. lt has been a real and legendary city, and the Islamic center of North Africa. The program proposes a major international, multi-disciplinary University which will focus the world’s attention to the problems prevalent in that area and address them. If Islamic is not an adjective defining a religious quality, should it be understood as a word that identifies a special kind of Architecture, that of a civilization reflecting or determined by special qualities inherent in Islam as a cultural phenomenon? The design is an attempt in discussing the spatial elements in Islamic architecture which appear to be typical and an attempt is made to explain those elements as expressions of culture created by Islam. The design solution is an expression of the place incorporating those elements of Islamic architecture which are still prevalent and which address the ecological, cultural, and social issues endemic to Timbuktu.
Master of Architecture
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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.

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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
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Adamson, Greg, and g. adamson@ieee org. "The mixed experience of achieving business benefit from the internet : a multi-disciplinary study." RMIT University. Business Information Technology, 2004. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20041105.112155.

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From 1995 the Internet attracted commercial investment, but financially measurable benefits and competitive advantage proved elusive. Usage for personal communication and business information only slowly translated into commercial transactions. This reflects a unique feature of Internet development. Unlike other media of the 19th and 20th centuries, widespread Internet use preceded commercial investment. The early military and research use led to an architecture that poorly supported the certainty and security requirements of commercial transactions. Subsequent attempts to align this architecture with commercial transactional requirements were expensive and mostly unsuccessful. This multi-disciplinary thesis describes these commercial factors from historical, usage, technical, regulatory and commercial perspectives. It provides a new and balanced understanding in a subject area dominated by poor communication between separate perspectives.
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Adamson, Greg. "The mixed experience of achieving business benefit from the Internet : a multi-disciplinary study /." Available on ADT, 2003. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20041105.112155/index.html.

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Crooms, Tia Renee. "Understanding How Counseling Supervisors Experience Cross-disciplinary Supervision in North Carolina| A Phenomenological Study." Thesis, North Carolina State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10970024.

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To address the void in scholarly literature, the purpose of this phenomenological study was to explore and describe the experiences of counseling supervisors involved in cross-disciplinary supervision in post-educational settings. This research study was qualitative in nature and utilized a phenomenological approach. The central questions being asked were: (a) How do counseling supervisors experience cross-disciplinary supervision? and (b) How does power impact cross-disciplinary supervision? Seven participants were interviewed from the following professional disciplines within the state of North Carolina: social work, professional counseling, marriage and family therapy, and counseling psychology. Data analysis yielded the following textural themes: (a) challenging, (b) collaborative experiencing, (c) impact on belief system, and (d) managing power in relationships. Analysis also yielded the following structural themes: (a) supervision setting, (b) supervision format, (c) supervision structure, and (d) supervision perspective. Supervisors regarded cross-disciplinary supervision as a valuable part of their professional career, despite the challenges. From the findings, cross-disciplinary supervision is an experience of interdependence that encourages professional growth and development, and ultimately supports quality client care. Recommendations for future research include: (a) expanding the target population to include a more diverse supervisor demographic, (b) including field observations, (c) investigating the frequency of supervisees who engage in cross-disciplinary supervision and (d) exploring the impact of a more formal evaluative process, specifically for cross-disciplinary supervision experiences.

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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.

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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
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Kuhn, Carin. "The internship year the experience of clinical psychology interns /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-101811.

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Rendle, Emma Jane. "The environmental, social and economic impacts of an artificial surf reef : the UK experience." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/5152.

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The study presented in this thesis discusses the topic of ASRs through the use of a specific case study constructed at Boscombe, UK. With the main aim to provide an impartial and independent study into the environmental, social and economic impacts of an ASR. The research presented is therefore multidisciplinary in nature, the separate components utilise key techniques from the geophysical, numerical modelling and socio-economic disciplines are combined to present a significant contribution to the knowledge and understanding of ASRs. Whilst previous studies have focused on one of these disciplines, there are no independent detailed studies of a constructed ASR utilising an multidisciplinary approach. The ASR concept and structures are still in their development infancy, the subject has received cursory independent review in the literature. There have been few successful projects, those that have survived structurally in the ocean are not being used primarily for surfing. The Boscombe ASR is an example of high overspend, poor management and construction, loss of geotextile SFC and users deem the project a failure. The consequences of not correctly planning, managing and overseeing the construction has resulted in a poorly viewed project of limited success. All stages of this project could have benefited from thoughtful planning, thereby avoiding this outcome. If lessons are to be learnt from this project then the planning and management are key areas of the process that need addressing. Ensuring that any future ASR projects are securely integrated with the coastal zone management plan will provide sustainability and success. The DPSIR framework approach can be used to highlight and address the causes of problems in the project. This framework enables the various disciplines to be discussed in relation to each other; links can be identified between the environmental, social and economic impacts of the ASR construction. Strict protocols will increase the success of any ASR project. The final crest height of the Boscombe ASR was 0.5 m higher than the final design height, this is a fundamental design flaw that should not be occurring in modern coastal engineering practice. It is suggested that guidelines are written based on this research for the design and construction process of an ASR. The recommendations and guidelines for ASR monitoring are provided by this research. The emphasis for future projects should lie in the final design and in monitoring, baseline field data should be collected to understand the environmental state change and socio-economic impacts. Planning and government proposals should be accompanied by extensive stakeholder engagement ensuring transparency for the project and ownership within the coastal community. The exclusion of stakeholders at key decision points created distrust and misunderstanding towards the Boscombe ASR project. Avoiding unrealistic expectations within the surfing community and wider coastal community was discussed throughout this research, and by others in the literature. This research agrees with these statements, the issue of poor surfability would be improved by a greater area to manipulate the bathymetry. However this would come at a greatly increased cost in geotextile SFCs, which the current construction method is certainly not capable of delivering successfully. It would be recommended in this case that an alternative construction material was used that is resilient to the marine environment and readily adaptable given poor performance. Further testing of materials, both geotextile SFCs and alternatives, are required for the successful advancement of ASR technology.
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Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.

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As a result of zero tolerance policies, a significant percentage of students who experience exclusions from schools also experience negative outcomes such as high dropout rates, academic failures, and encounters with juvenile justice agencies. While several researchers have found a relationship between unintended consequences of exclusions and juvenile delinquency, few have examined this phenomenon from the perspectives of juveniles who experienced exclusions. Guided by the framework of operant conditioning, the purpose of this phenomenological study was to understand how students experienced exclusions from school. Purposive sampling was used to recruit participants who experienced both exclusions from schools and involvement with juvenile delinquency. Of the 30 potential participants who initially agreed to participate in the study, 26 actually participated. Data collection and analysis included capturing and grouping emerging themes and patterns from face-to-face interviews and observations that revealed the essence of how juveniles experienced exclusions from schools. According to participants, failure on the part of administrators to listen to their accounts of events that led to referrals for disciplinary action resulted in avoidable suspensions. Participants' narratives further highlighted the prevalence of disruptive behavior in schools throughout the United States. School administrators and policy makers should not only use data from this qualitative study to inform disciplinary policies and practices, but they should also consider input from students and other community stakeholders who are impacted by those decisions. These findings will promote the understanding that effective disciplinary practices are needed to meet the educational needs of all students. Even participants in this study were concerned about the impact that suspensions had on their education.
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Tham, Jakob. "Ska vila på vetenskaplig grund... : En studie om lärares förutsättningar för vidareutbildning." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22817.

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In Based upon disciplinary foundation... – A study on teachers’ prerequisite for continuing pro- fessional development (CPD) I have examined the prerequisites that teachers in Nacka have for CPD, due to the new school law that states that all teaching must be based upon disciplinary foundation and proven experience. According to a recently published governmental report, as well as international research, not only structural aspects like time and financial compensation are crucial to whether teachers continue their development. Encouragement from the principal and colleagues are also a contributing factor; and not to mention those factors combined. There is a world wide shared consensus among educational researchers claiming that one very important piece in creating a successful school is having a well-educated and updated staff. By embracing that idea, in our new school law, there must also exist a platform where that idea can be implemented. The aim of this study is to find out to what extent teachers in Nacka are given prerequisites for continuing professional development, in other words carry out their assignment according to the law. This study is based upon two questionnaires sent to all primary school teachers in Nacka and their principals. What are the structural prerequisites that teachers in Nacka are given for CPD? Does principals encourage their staff to further CPD? Are their any local or regional plans regarding CPD? Do the teachers’ and the principals’ respective views regarding prerequisites for CPD correlate? The study showed that even though teachers and principals had similar views of the different prerequisites, principals did rate their strategies more positive than teachers valued them. It turned out that only one principal had a plan for how to make his or her teachers to continue their development. Maybe the teachers were not aware of their prerequisites; perhaps the principals overrated their offers. But what was clearly shown is that there is a lack of communication between the teachers and principals.
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Books on the topic "Disciplinary experience"

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The prison experience: Disciplinary institutions and their inmates in early modern Europe. New Brunswick: Rutgers University Press, 1991.

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Buttimer, Anne. Life experience as catalyst for disciplinary communication: Adventures in dialogue 1977-1985. Lund: University of Lund, 1986.

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Insley, Virginia. Social work in public health and medical care: My experience with multi-disciplinary multi-cultural, multi-method prevention and treatment. Washington, D.C: The Author, 1998.

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Ferrara, Guido, Giulio Gino Rizzo, and Mariella Zoppi, eds. Paesaggio: didattica, ricerche e progetti (1997-2007). Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-6453-123-6.

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A collection of essays such as this is intended primarily as evidence of a disciplinary process, a path that is moreover similar to that pursued in other Italian universities, while also being unique in its evolution and as specific as every experience must be. Ten years of scientific and educational work on the landscape were deserving of comment, and we have made this in the only way we know: in writing. Hence there is no celebratory intention. It is simply one of many ways of making a sort of self-analysis, of gaining a deeper insight into ourselves and expounding our experience to others, explaining what we have produced, how we did it and what the results were, with the aim of putting our experience at the disposal of those who deal with the same disciplinary areas or with analogous issues.
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Indigenismo y antropología: Experiencia disciplinar y práctica social. Xalapa, Veracruz, México: Universidad Veracruzana, 2011.

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Contasti, Max. La planificación como disciplina social: Teoría, métodos, experiencia. Caracas: Fondo Editorial Univeridad Nacional Abierta, 1988.

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Corsani, Gabriele, and Marco Bini, eds. La Facoltà di Architettura di Firenze fra tradizione e cambiamento. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-416-3.

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The volume comprises the proceedings of the study days in the Faculty of Architecture (29-30 April 2004) broken down into four thematic sections: The original characteristics of the Florentine school, From Higher School to Faculty, the Florentine school and the contributions from outside, Contemporary metamorphoses. The contributions focus the phases of formation and evolution of the Higher School (1926) and later Faculty (1936) of Architecture, underlining the most significant passages, starting from the initial consolidation of the didactic structure and the emergence of a "Florentine school" characterised by the two strands traceable to Raffaello Fanoni and Giovanni Michelucci. A parallel experience is provided by the contribution of the external teachers, in particular of the Roman school, with lively and at times conflicting approaches. The present situation, albeit with the necessary disciplinary dialectic, features a settlement of the divergences around themes of the relations between architecture, environment and landscape.
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Schriek, Max. Archaeological Approaches to and Heritage Perspectives on Modern Conflict. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729857.

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From a wider disciplinary perspective, modern conflict archaeology is now a thoroughly established and mature sub-discipline. However, a significant problem conflict archaeologists in the Netherlands face is that modern eras, including both World Wars, have so far not received serious attention. Although both World Wars appeal strongly to the popular imagination, until recently Dutch researchers had not approached modern conflict from an academic archaeological perspective to any great extent. This is partly the result of problematic legislation on archaeological activity in the Netherlands. When applied and interpreted appropriately, archaeology can play an important role in the preservation, contemporary experience and historical reconstruction of recent conflicts. However, as this book argues, research methods other than excavations will be needed in order to conduct conflict archaeology in the Netherlands effectively. This study aims to develop a Dutch approach to conflict archaeology, integrating archaeology, heritage research and history at a landscape scale.
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Skelton, Kimberley, ed. Early Modern Spaces in Motion. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463725811.

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Stretching back to antiquity, motion had been a key means of designing and describing the physical environment. But during the sixteenth through eighteenth centuries, individuals across Europe increasingly designed, experienced, and described a new world of motion: one characterized by continuous, rather than segmented, movement. New spaces that included vistas along house interiors and uninterrupted library reading rooms offered open expanses for shaping sequences of social behaviour, scientists observed how the Earth rotated around the sun, and philosophers attributed emotions to neural vibrations in the human brain. Early Modern Spaces in Motion examines this increased emphasis on motion with eight essays encompassing a geographical span of Portugal to German-speaking lands and a disciplinary range from architectural history to English. It consequently merges longstanding strands of analysis considering people in motion and buildings in motion to explore the cultural historical attitudes underpinning the varied impacts of motion in early modern Europe.
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Jacobi, Lauren, and Daniel Zolli, eds. Contamination and Purity in Early Modern Art and Architecture. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789462988699.

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The concepts of purity and contamination preoccupied early modern Europeans fundamentally, structuring virtually every aspect of their lives, not least how they created and experienced works of art and the built environment. In an era that saw a great number of objects and people in motion, the meteoric rise of new artistic and building technologies, and religious upheaval exert new pressures on art and its institutions, anxieties about the pure and the contaminated – distinctions between the clean and unclean, sameness and difference, self and other, organization and its absence – took on heightened importance. In this series of geographically and methodologically wide-ranging essays, thirteen leading historians of art and architecture grapple with the complex ways that early modern actors negotiated these concerns, covering topics as diverse as Michelangelo’s unfinished sculptures, Venetian plague hospitals, Spanish-Muslim tapestries, and emergency currency. The resulting volume offers surprising new insights into the period and into the modern disciplinary routines of art and architectural history.
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Book chapters on the topic "Disciplinary experience"

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Gizło, Dagmara. "Crossing the disciplinary boundaries." In The Art of Experience, 20–58. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003053422-2.

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Witherell, Paul, Yan Lu, and Al Jones. "Additive Manufacturing: A Trans-disciplinary Experience." In Transdisciplinary Perspectives on Complex Systems, 145–75. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38756-7_6.

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Canning, Audrey. "Multi-disciplinary Projects and Technology Exchange — the SEMSPLC Experience." In Safer Systems, 275–83. London: Springer London, 1997. http://dx.doi.org/10.1007/978-1-4471-0975-4_17.

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Danely, Jason. "Aging and Subjectivity: Ethnography, Experience and Cultural Context." In Cross-Cultural and Cross-Disciplinary Perspectives in Social Gerontology, 69–83. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1654-7_4.

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Pohl, Bernardo. "Musings on the Sidelines: Leadership and Learning During the Tenure-Track Experience." In Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education, 113–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56674-6_7.

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McIntyre-Mills, Janet. "Dynamic Weaving Together Strands of Experience: Multiple Mixed Methods Approaches to Resilience and Regeneration Based on Intra-, Inter- and Cross-Disciplinary Approaches." In Mixed Methods and Cross Disciplinary Research, 15–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04993-5_2.

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Signori, Paola, Irene Gozzo, Daniel J. Flint, Tyler Milfeld, and Bridget Satinover Nichols. "Sustainable Customer Experience: Bridging Theory and Practice." In Palgrave Studies in Cross-disciplinary Business Research, In Association with EuroMed Academy of Business, 131–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17523-8_7.

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Scamporrino, Matteo. "View management in city-port landscapes. Livorno applicative experience." In Proceedings e report, 326–37. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-147-1.33.

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The paper is a synthesis of a multi-year research path carried out by University of Florence with Livorno Port Authority. This research, although born and developed within a specific context, the port one, is part of a more general debate concerning the planning, design and evaluation of urban transformations at a visual and scenic level in complex and stratified territories with historical permanence. The ultimate aim of this contribution is represented by the results of the experiments on the tools for measuring the visual and scenic impact, known at disciplinary level as View Management.
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Gomez, Rafael, Patricia Flanagan, and Rebekah Davis. "Transcending Disciplinary, Cultural and National Boundaries: Emergent Technologies, New Education Landscape and the Cloud Workshop Project." In Design, User Experience, and Usability: Users and Interactions, 631–42. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20898-5_60.

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Chen, Nai-Feng, Chun-Hsien Chen, Li Pheng Khoo, and Cuilin Foo. "An Investigation Into Dynamic Multi-Sensory Product Experience Based on Online Shopping." In Concurrent Engineering Approaches for Sustainable Product Development in a Multi-Disciplinary Environment, 897–908. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4426-7_76.

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Conference papers on the topic "Disciplinary experience"

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Hanson, Vicki L. "The user experience." In the international cross-disciplinary workshop. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/990657.990659.

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Malinovskiy, Mark, Andrew Hermetet, Shailendra Kaushik, and Christopher Lee. "Large Scale Multi-Disciplinary Optimization and Long-Term Drive Cycle Simulation." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2020. http://dx.doi.org/10.4271/2020-01-1049.

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Xu, Huijie, Yue Fu, Guan Lin, Zhenfei Zhan, Ruyi Chen, and Huili Yu. "A Research on Multi-Disciplinary Optimization of the Vehicle Hood at Early Design Phase." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2020. http://dx.doi.org/10.4271/2020-01-0625.

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Ekstrom, Joseph J. "Experience with a cross-disciplinary aggregated glossary of technical terms." In the 13th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2380552.2380562.

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Chen, Jing, Zhen Liu, Shuming Chen, Bo Peng, and Aotian Tang. "Lightweight Design and Multi-Objective Optimization for a Lower Control Arm Considering Multi-Disciplinary Constraint Condition." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2019. http://dx.doi.org/10.4271/2019-01-0822.

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Lakshminarayanan, Vasudevan. "Teaching Optics in a Multi-Disciplinary Curriculum: Experience From Optometry Programs." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2007. http://dx.doi.org/10.1364/etop.2007.eta4.

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Lakshminarayanan, Vasudevan. "Teaching optics in a multi-disciplinary curriculum: experience from optometry programs." In Tenth International Topical Meeting on Education and Training in Optics and Photonics, edited by Marc Nantel. SPIE, 2015. http://dx.doi.org/10.1117/12.2207538.

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Canina, Marita. "Biodesign: Overcoming Disciplinary Barriers." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59458.

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A new discipline has been introduced into today’s multicultural scientific context — Biodesign. Behind the main philosophical concept of Biodesign is the human body; considered a psycho-biological unicum. Research activities aim at developing artificial devices which can be fully integrated into the human body, or rather into the prosthetic human being. During the last decade, the interest of design research and the study of solutions specifically focused on the human being gave rise to a number of disciplines characterized by the prefix “bio”, which comes from the Greek word for life. This prefix may refer to various thematic areas such as: engineering, medicine, architecture, physics and chemistry. These areas can be considered as already well-established disciplines. This means that these sectors have already reached certain solutions that led them to concentrate their efforts on an in-depth study of the human-being, in order to tackle what could be called the “bio” problem. Each discipline, therefore, performs research proposes new solutions, and discusses possible future scenarios in the light of its own particular philosophy. In design along with the other disciplines, a significant movement towards of renewal has been developing with human beings; with their bodies as the hub. The biodesigner, in an attempt to solve the medical-biological problems involved, makes use of industrial design methods, sharing their experience with interdisciplinary teams. Biodesign should not be considered merely design applied to medicine. It may indeed be more clearly defined as an entirely new discipline; whose use of an interdisciplinary approach and close cooperation with the medical-biological sciences are essential to its objective. Biodesign one of the most interesting fields of research currently under way, aimed at innovative application of biorobotic devices, that involves the design and use of new technology, such as MEMS and bioMEMS. This paper gives the research results that were developed in cooperation with two Faculties: Design and Engineering. The main research objective is to identify the intervention area and the role of industrial design in the micro (MEMS) and nanotechnology applications. In particular it’s fundamental in biorobotics to determine both the methodology and the right instruments needed. This paper is divided into two conceptual parts; the first is theoretical and the second is application driven. In the introductory analytical part, theoretical basis are put in order to show the importance of designer cooperation in the micro-technologies study and in their innovative applications. Designers can make cooperation amongst experts easier, co-ordinating design process’ among several research fields and skills. In the first part; problems, complexities, application fields and design methodologies connected to biorobotic devices are highlighted. The second part of the research is developed with the methodology defined by C. Fryling as “through (o by)”. This methodology is a research approach done throughout projects and lead by experience. One case history is used to demostrate such an approach.
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Marchman, III, James. "A multi-national, multi-disciplinary, vertically integrated, team experience in aircraft design." In 36th AIAA Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1998. http://dx.doi.org/10.2514/6.1998-822.

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Perez, Ruben, Catherine Marsden, Tom Chalovich, and William Allan. "Implementing a Capstone Aircraft Design Project as an Integrated Multi-Disciplinary Development Experience." In 12th AIAA Aviation Technology, Integration, and Operations (ATIO) Conference and 14th AIAA/ISSMO Multidisciplinary Analysis and Optimization Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2012. http://dx.doi.org/10.2514/6.2012-5407.

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Reports on the topic "Disciplinary experience"

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Cobb, Kelly, Martha Carper, and Nioka Wyatt. The Denim Supply Chain as Global Multi-Disciplinary Classroom: A Learning Experience from Field to Factory to Showroom Floor. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-627.

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Yaremchuk, Olesya. TRAVEL ANTHROPOLOGY IN JOURNALISM: HISTORY AND PRACTICAL METHODS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11069.

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Our study’s main object is travel anthropology, the branch of science that studies the history and nature of man, socio-cultural space, social relations, and structures by gathering information during short and long journeys. The publication aims to research the theoretical foundations and genesis of travel anthropology, outline its fundamental principles, and highlight interaction with related sciences. The article’s defining objectives are the analysis of the synthesis of fundamental research approaches in travel anthropology and their implementation in journalism. When we analyze what methods are used by modern authors, also called «cultural observers», we can return to the localization strategy, namely the centering of the culture around a particular place, village, or another spatial object. It is about the participants-observers and how the workplace is limited in space and time and the broader concept of fieldwork. Some disciplinary practices are confused with today’s complex, interactive cultural conjunctures, leading us to think of a laboratory of controlled observations. Indeed, disciplinary approaches have changed since Malinowski’s time. Based on the experience of fieldwork of Svitlana Aleksievich, Katarzyna Kwiatkowska-Moskalewicz, or Malgorzata Reimer, we can conclude that in modern journalism, where the tools of travel anthropology are used, the practical methods of complexity, reflexivity, principles of openness, and semiotics are decisive. Their authors implement both for stable localization and for a prevailing transition.
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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Reséndiz, Diana, and Áurea Esquivel, eds. Almanaque extraordinario de experiencias comunitarias. Chair Magdala López Ramírez. Universidad Nacional Autónoma de México, Centro Cultural Universitario Tlatelolco, 2021. http://dx.doi.org/10.22201/ccut.001r.2021.

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Almanaque: Del árabe المناخ)pr.al-manakh) ‘calendario’, derivado del árabe “munakh” que significa ‘parada de un viaje’, ‘descanso’. Es aquí donde nos proponemos hacer una pausa para revisitar el camino recorrido y reunir las experiencias que al paso del tiempo hemos atesorado como extraordinarias. Estás por recorrer un proyecto editorial colaborativo que celebra los primeros diez años de la Unidad de Vinculación Artística (UVA). Diez años que se expresan en 10 fanzines o números donde cada uno representa una arista desde donde mirar esta primera década. Ubicada en el corazón de Tlatelolco, la UVA ha acompañado en sus procesos de iniciación, formación y creación artística a más de 10,000 personas. A través de nuestros talleres libres y nuestra adorada biblioteca comunitaria “Alaíde Foppa” hemos sido cómplices de niñas, niños, jóvenes, adultos y personas mayores. Para ellxs, y para los que están por venir, nuestro total agradecimiento. Doce talleristas —artistas de diversas disciplinas, interesados en la educación e investigación a través del arte— acudieron al llamado para dimensionar y proyectar nuestra historia. A través de sus voces se hacen evidentes los pilares de nuestra comunidad: la educación no formal, el reconocimiento del otro como vértice de la experiencia educativa y por último, la integración de la carga cultural que representa el barrio de Tlatelolco: nuestro territorio. Así pues, sólo nos queda darte la bienvenida y desear que este descanso de tu propio viaje sea una pausa gozosa y te permita –como nos permitió a nosotras– imaginar nuevos horizontes.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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