Journal articles: '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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Rollinson, Derek, Janet Handley, Caroline Hook, and Margaret Foot. "The Disciplinary Experience and its Effects on Behaviour: An Exploratory Study." Work, Employment and Society 11, no. 2 (June 1997): 283–311. http://dx.doi.org/10.1177/0950017097112005.

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Using the results obtained from a small-scale, exploratory study of the internal dynamics of the disciplinary process, two issues are addressed: whether the disciplinary experience results in the disciplined person's internalising and/or observing an organisational rule; and the extent to which this is affected by the way the disciplinary process is handled. It is tentatively concluded that discipline can achieve the outcome of rule internalisation and/or observation, but it does so for only about half of those formally disciplined; for the remaining half, there are ongoing tendencies towards rule breaking. Explanations for this state of affairs are located in two important features of the internal dynamics of disciplinary handling. The first is the implicit use of a `conditioning by punishment' paradigm, which is applied within a context where punishing stimuli are largely ineffective in shaping behaviour. The second, which flows from the first, consists of managerial styles that often create an impression in the eyes of the disciplined person that retributional motives are at work.

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Obadire, Olufunmilayo Tenidade, and Dzivhonele Albert Sinthumule. "Learner discipline in the post-corporal punishment era: What an experience!" South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1862.

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Learner discipline is one of the bases of effective teaching and learning. If learners are not well disciplined, schools will not provide the best possible education. Therefore, it is important that good disciplinary measures and procedures be put in place in any school. In this article we investigate how learners in schools are currently being disciplined without violating their human rights. The nature and the causes of learners’ disciplinary problems are fundamental. A qualitative data-collection approach was employed in this research. Purposive non-probability sampling was used to select the participants for the study. Experienced educators from school disciplinary committees, Representative Councils of Learners (RCLs) and the school principals of 4 schools were interviewed. We found that the common causes of learners’ disciplinary problems varied from school to school. Furthermore, effective school management was found to be at the heart of learner discipline and the general academic performance of the school. We recommend that parents as first teachers should instill values and morals for their children to distinguish right from wrong.

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Leese, Maggie, and Kim Fraser. "Exploring multi-disciplinary team meetings on a personality-disorder ward within a forensic setting." Mental Health Review Journal 24, no. 3 (August 29, 2019): 160–70. http://dx.doi.org/10.1108/mhrj-05-2019-0017.

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Purpose The purpose of this paper is to understand how patients on a low security personality disorder ward experienced multi-disciplinary team (MDT) meetings, in order to suggest improvements that would benefit the patients and clinical teams. Design/methodology/approach The design was a case study where all patients on a low secure ward that specialised in personality disorders were approached to take part in the research. The study utilised non-participant observations of the MDT meeting (n=11), followed by individual interviews with the patients (n=10). Findings The data were subjected to a thematic analysis and this illuminated five themes relating to the patients’ experience of the MDT meetings namely, the importance of leave applications, the formality of the meetings, the opportunity to check on progress, decision-making and the importance of communication. Practical implications The findings suggest that small changes could be made to improve the patients’ experience of the MDT meeting. These included the provision of a less formal setting, ensuring a system where leave can be requested confidentially, greater transparency about the content of progress reports, and clearer communication between the MDT and the patient after the meeting. Originality/value There is limited research that has explored patients’ experiences of MDT meetings within secure forensic settings, and the use of non-participant observations of the MDT meeting followed by semi-structured interviews meant that the researcher and the patient had a shared experience that formed the basis of the later discussion.

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Gorichanaz, Tim. "Information and experience, a dialogue." Journal of Documentation 73, no. 3 (May 8, 2017): 500–508. http://dx.doi.org/10.1108/jd-09-2016-0114.

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Purpose Scholars in information science have recently become interested in “information experience,” but it remains largely unclear why this research is important and how it fits within the broader disciplinary structure of information science. The purpose of this paper is to clarify this issue. Design/methodology/approach The discussion unfolds in the form of a philosophical dialogue between the Epistemologist, who represents the traditional and majority epistemological viewpoint of information science, and the Aestheticist, representing the emerging paradigm of experiential information inquiry. Findings A framework emerges that recognizes dual conceptualizations of truth (veritas and aletheia) and consequently information and knowledge (gnostic and pathic). The epistemic aim of understanding is revealed as the common ground between epistemology and aesthetics. Originality/value The value of studying human experiences of information is grounded in work spanning philosophy, psychology and a number of social science methodologies, and it is contextualized within information science generally. Moreover, the dialogic format of this paper presents an opportunity for disciplinary self-reflection and offers a touch of heart to the field.

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Freer, Elaine A. O., and Andrew D. Johnson. "Overcrowding under the disciplinary umbrella: challenges of investigating and punishing sexual misconduct cases in universities." International Journal of Law in Context 14, no. 01 (December 4, 2017): 1–21. http://dx.doi.org/10.1017/s1744552317000581.

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Abstract The last year has seen a revolt against the recommendations of the Zellick Report (1994) in England and Wales, and pressure on universities worldwide to bring serious criminal conduct within their own disciplinary structures. This paper examines the reasons why the Zellick Report advised against this, and why higher-education institutions have now turned their back on a number of its recommendations. Factors including student pressure and concerns about low conviction rates for sexual offences in the criminal courts have been cited, but this paper argues that universities will struggle to create a disciplinary system that is fair to both those who are accused of such offences and those who have been victims of them. A recent Universities UK report has reversed the Zellick guidance that conduct amounting to a serious criminal offence should never be pursued under university disciplinary structures. Drawing on both authors’ experiences as practitioners, and using the first author's experience of university disciplinary matters as a case-study, this paper reviews the practical problems of bringing such serious conduct under university disciplinary structures, focusing particularly on the intersection of criminal and internal disciplinary proceedings. It concludes by suggesting possible ways of ameliorating these.

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NAZAROV, Ivan V., Olena M. OVCHARENKO, Yana O. KOVALYOVA, and Yulia O. REMESKOVA. "Independence of an Advocate in Disciplinary Proceedings: Comparative Approach with a Focus on Ukrainian Experience." Journal of Advanced Research in Law and Economics 10, no. 2 (March 31, 2020): 603. http://dx.doi.org/10.14505//jarle.v10.2(40).22.

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This research brings a special focus on the notion of disciplinary liability of advocates, regarding their status in a legal system dedicated to universal standards of competitive fair trial. The article is based on experience of Ukraine in shaping an efficient system of the bar, with a wide comparative insight into the systems of disciplinary liability of lawyers in European counties. Universal standards of professional legal ethics are being peculiarly adverted. Safeguards of procedural independence of lawyers in disciplinary proceedings are presented regarding best European practices. It has been concluded that confidentiality is a cornerstone of professional status of a lawyer and limitations of this principal should be strictly envisaged by law. Otherwise, trustful relationships of a lawyer and his client would be challenged. Independence, due proceedings of investigation of disciplinary offences, proportionality are mentioned as basic principles on which the system of disciplinary liability of lawyers in a democratic society is being founded. Local bar associations play a leading role in protection of advocates’ professional rights and shielding them from unwanted attacks of any type, including infringements of procedural rights of lawyers, coming from law-enforcement authorities.

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De Zoysa, Piyanjali, Lalini Rajapakse, and Peter A. Newcombe. "Parental disciplinary strategies: experience of 12-year old school children." Ceylon Journal of Medical Science 47, no. 2 (December 27, 2004): 43. http://dx.doi.org/10.4038/cjms.v47i2.4842.

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Berde, C. B., P. G. Lacoulure, B. J. Mosek, N. F. Sethma, and M. Shannon. "Initial experience with a multi-disciplinary pediatric pain treatment service." Pain 30 (1987): S99. http://dx.doi.org/10.1016/0304-3959(87)91276-0.

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GUSELTSEVA, Marina. "Transdisciplinary Approach in Modern Psychology." Main Issues Of Pedagogy And Psychology 18, no. 2 (December 2, 2020): 11–22. http://dx.doi.org/10.24234/miopap.v18i2.375.

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The paper looks at key transformations of the contemporary situation requiring new methodological strategies in psychology, and evolution of science in the 20th century from interdisciplinary to trans-disciplinary. The latter takes the form of a strategy for analyzing complex and dynamic phenomena with the help of combined methods and contextual application of research optics borrowed from related disciplines. Methodologically trans-disciplinarily serves as the basis for the integration of cognitive practices and research techniques, development of the holistic outlook, with the expansion of intellectual capacity as its educational side-effect. Conceptually trans-disciplinarily is expressed in several interpretations. Piaget, one of the founders of the approach, viewed it as a higher and more complex stage of integration of knowledge than interdisciplinarity. Contemporary interpretations of trans-disciplinarily vary from emphasizing the fluidity of cognitive space to general principles of cognitive activity seeking mathematical expression. The trans-disciplinary start of contemporary science is characterized by the fact that each discipline is viewed as both a sovereign and open system; development of cognition takes place in the antinomies of tradition and innovation: changes and breakthroughs happen by means of borrowing experience from related disciplines while preserving own scientific identity. Key characteristics of trans-disciplinarily are cognitive movement through disciplines; transparence of disciplinary boundaries: the dissolution of dominant paradigms. Human life space in a transitive society, which is variable, multi-dimensional and complex, can only be understood on the basis of comparison and integration of knowledge within the framework of the transdisciplinary approach.

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Lanciano, Nicoletta. "Inter– multi- and trans-disciplinary approaches in astronomy education research." EPJ Web of Conferences 200 (2019): 01009. http://dx.doi.org/10.1051/epjconf/201920001009.

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Looking at human and natural reality, based on experience and awareness of its complexity, the western style of knowledge was divided into disciplines. These developed their own language and methods in relation to their objects of study. The separation, useful in some stages of study and in their specific development, was often simplistic and damaging both in scientific elaboration, to meet the challenges that nature and the future offers us, and in didactic transposition of knowledge. Studies in general education and cognitive psychology, and more recently neurosciences, show that aspects of different disciplines are formed and stimulated in parallel, and also motion and cognition are linked in the brain. The research confirms that cognitive experience is linked to the body and to emotions, more than school organizations often wanted to recognize. Therefore, inter-, multi- and trans-disciplinary approaches better relate to the objects of study, to teaching methodologies, and to teaching research methods. To analyze these issues, I present reflections from my Astronomy teaching experiences with students of different ages in Italy and elsewhere, and I present open questions about teaching and learning, in and out of school, and about teacher training.

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Lopes, João, Louise Spear-Swerling, Célia Oliveira, M. Gabriela Velasquez, and Jamie Zibulsky. "Actual Disciplinary Knowledge, Perceived Disciplinary Knowledge, Teaching Experience and Teacher’s Training for Reading Instruction: A Study with Primary Portuguese and American Teachers // Conhecimento disciplinar efectivo, conhecimento percebido..." Revista de Psicodidactica / Journal of Psychodidactics 19, no. 1 (July 12, 2013): 45–65. http://dx.doi.org/10.1387/revpsicodidact.8207.

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Caniglia, Guido, Beatrice John, Martin Kohler, Leonie Bellina, Arnim Wiek, Christopher Rojas, Manfred D. Laubichler, and Daniel Lang. "An experience-based learning framework." International Journal of Sustainability in Higher Education 17, no. 6 (November 7, 2016): 827–52. http://dx.doi.org/10.1108/ijshe-04-2015-0065.

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Purpose This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany. Findings The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability. Originality/value The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

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Canales Serrano, Antonio Francisco. "Pädagogik, disciplinary institutionalization and dictatorships: on the history of a disciplinary field and its problems." Historia y Memoria de la Educación, no. 12 (May 27, 2020): 581. http://dx.doi.org/10.5944/hme.12.2020.27066.

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This essay reflects on the questions posed by historical research regarding the institutionalization of educational sciences and Pädagogik, on the occasion of the publication of the book Education and «Pädagogik»: philosophical and historical reflections (Central, Southern and South-Eastern Europe), edited by Blanka Kudláčová and Andrej Rajský. In a first part, the essay deals with the problems of translating into English the concepts used to account for European continental cases and the dangers of misrepresenting their historical logic. A second part focuses on the discussion of the chapters of the book and defends the need to advance in a theoretical framework on the boundary between science and politics in the case of dictatorships and o allow for the experience of the former communist countries to be included.

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Sakurai, Yusuke, and Kirsi Pyhältö. "Disciplinary differences in doctoral student engagement in generic skills learning." Studies in Graduate and Postdoctoral Education 12, no. 2 (May 17, 2021): 230–46. http://dx.doi.org/10.1108/sgpe-03-2020-0018.

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Purpose This study aims to explore the disciplinary characteristics of doctoral students’ generic skills learning experience at a Finnish university. Design/methodology/approach An online survey measuring doctoral students’ generic skills learning experience was administered to all doctoral students of the university and 1,184 responses were obtained. The study conducted exploratory and confirmatory factor analysis, principal component analysis and heatmap analyses. Findings The results suggested three major trends. First, students’ scores for research integrity skills were consistently lower in the hard sciences, such as biological and environmental sciences, pharmacy, veterinary medicine, science and medicine. Second, students of the law showed a unique trend; their scores for research integrity, leadership and entrepreneurship skills learning were remarkably higher than those in other faculties, but they had the lowest scores for communication skills. Research limitations/implications The data represented students at one Finnish university, so institutional and geographical differences fell beyond the scope of this paper. Furthermore, the results could reflect either the authentic levels of students’ acquired skillsets or self-interpretation of experiences governed by their disciplinary values. Accordingly, the immediate generalisability of the findings to individuals and different contexts should carefully be considered. Originality/value The findings can contribute to improve doctoral training practices. In addition, the survey results are useful for the further development of inventories, as doctoral students’ engagement in generic skills development has been attracting attention in higher education.

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Dobrobaba, M. B. "Efficiency of Disciplinary Liability of Civil Servants in the Russian Empire." Pravo: istoriya i sovremennost', no. 3(12) (2020): 007–17. http://dx.doi.org/10.17277/pravo.2020.03.pp.007-017.

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The article considers disciplinary liability of officials of the Russian Empire from the point of view of assessing the effectiveness of its application. The author concludes that the establishment of an exhaustive list of disciplinary offences in the 19th century legislation was primarily due to the fact that disciplinary liability had not yet been separated from criminal liability, had a negative impact on it as a means of influencing the conduct of officials. Thus, the existence of an exhaustive list of disciplinary offences made it difficult to impose effective disciplinary measures on officials who did not fully cope with their work, but whose actions did not fall within any particular composition. At the same time, certain rules on disciplinary liability of that period deserve attention and the experience of their use can be taken into account at present. In particular, the legislation of the Russian Empire flexibly regulated the admission to public service of persons dismissed on guilty grounds: depending on the penalty applied, they could re-enter the service immediately; three years after the enforcement of the penalty, or have been deprived of that right. The article justifies that this experience can still be applied to public servants dismissed for loss of trust.

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Armitage, Jack, and Shane Moriarity. "CPA Experience Requirements and Service Quality: Experience from the US." Journal of Accounting, Business and Management (JABM) 27, no. 2 (October 23, 2020): 74. http://dx.doi.org/10.31966/jabminternational.v27i2.701.

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This study examines the requirement of obtaining prior practical experience toobtain a license to provide professional assurance services. Disciplinary sanctionsimposed by the American institute of certified public accountants (AICPA) is used tocompare differing state experience requirements required for licensing. The study usesthe per capita number of sanctions for substandard professional service as a proxy forthe quality of professional service being provided in each state. The results revealedconsistent associations between the length of minimum state experience requirementsfor licensure and the proxy. While the results suggest that experience provides societywith a benefit, the results do not quantify it and the justification for adopting a specificexperience requirement still requires a judgmental assessment of the trade-off betweenthe costs that the requirement imposes and the benefits it will bestow

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Celi, Leo A., Roger G. Mark, Joon Lee, Daniel J. Scott, and Trishan Panch. "Collective Experience: A Database-Fuelled, Inter-Disciplinary Team-Led Learning System." Journal of Computing Science and Engineering 6, no. 1 (March 30, 2012): 51–59. http://dx.doi.org/10.5626/jcse.2012.6.1.51.

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Rollinson, Derek, Janet Handley, Caroline Hook, and Margaret Foot. "The Disciplinary Experience and its Effects on Behaviour: An Exploratory Study." Work, Employment & Society 11, no. 2 (June 1, 1997): 283–311. http://dx.doi.org/10.1177/0950017097011002005.

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Wynter, Lisa E., and Niamh A. McCormack. "Multi-Disciplinary Interventions for Children and Adolescents with Obesity: The Whānau Pakari Experience." Proceedings 37, no. 1 (March 18, 2020): 52. http://dx.doi.org/10.3390/proceedings2019037052.

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Hartig, Alissa J. "Intersections between Law and Language: Disciplinary Concepts in Second Language Legal Literacy." Studies in Logic, Grammar and Rhetoric 45, no. 1 (June 1, 2016): 69–86. http://dx.doi.org/10.1515/slgr-2016-0016.

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AbstractInternational mobility among graduate students of law presents unique challenges for the teaching and learning of Legal English. Master of Laws (LL.M.) students, for example, often bring both prior legal training and professional experience from their home jurisdiction to their graduate studies abroad. Taking a closer look at the experience of these students as they engage with genres associated with another legal system provides insight into broader issues of intersections between language and content in English for Legal Purposes. This article draws on case studies of four LL.M students from China and Saudi Arabia, a civil law jurisdiction and an Islamic law jurisdiction, respectively, as they learn to read and write common law genres in the United States. Considering students’ experiences with these texts, the article outlines a potential framework for understanding the role of disciplinary concepts in second language legal literacy development. Specifically, the article elaborates a tentative taxonomy for disciplinary concepts that distinguishes between discourse-relevant concepts and discourse-structuring concepts in considering the interaction between language and content in ESP and CLIL for law.

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Joubert, David, Kyle Archambault, and Greg Brown. "Cycle of coercion: experiences of maltreatment and disciplinary measures in Canadian inmates." International Journal of Prisoner Health 10, no. 2 (June 10, 2014): 79–93. http://dx.doi.org/10.1108/ijph-09-2013-0043.

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Purpose – In spite of past and current efforts at implementing effective rehabilitative interventions in carceral settings, institutions of confinement are primarily concerned with the maintenance of order within their walls. The purpose of this paper is to better understand associations between inmates’ developmental background and the experience of institutional discipline, to collect information on childhood maltreatment and disciplinary measures for a sample of Canadian prisoners. Design/methodology/approach – Information relative to socio-economic background, childhood maltreatment and experience of discipline while in custody was obtained using face-to-face interviews and institutional file review for a sample of 416 male and 106 female offenders in Canadian provincial institutions. Findings – Results from logistic regression analyses provided support for the association between childhood maltreatment and the experience of discipline, specifically in the form of increased monitoring from correctional staff. Furthermore, this association was found to be more pronounced for female offenders. Research limitations/implications – The findings highlight the need to incorporate a developmental perspective to current understanding of the use of disciplinary interventions in a prison environment. Such an approach may allow for preventing the enactment of a cycle of coercion, with negative consequences for the inmates. Originality/value – This study is original in its use of latent variable analytic methods to uncover the structure underlying the construct of childhood maltreatment in adult offenders. In addition, it provides valuable data of interest to researchers, corrections personnel and policy makers on the possible links between earlier developmental experiences and adjustment to the prison environment.

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Lawrence, Margaret. "Low Vision Care: The Kooyong Experience." Journal of Visual Impairment & Blindness 79, no. 8 (October 1985): 337–40. http://dx.doi.org/10.1177/0145482x8507900801.

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A low vision clinic is being operated at Kooyong, Australia, by the Association for the Blind in conjunction with the Department of Ophthalmology of the University of Melbourne and the Victorian College of Optometry. The development and growth of the clinic is described, and its aims, referral procedures, management and administration, ophthalmic services, patient support and future directions are considered. Multi-disciplinary teamwork is seen as essential in providing a comprehensive and effective low vision service.

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Lucas, Joseph W., and Matthew A. Jones. "An Analysis of the Deterrent Effects of Disciplinary Segregation on Institutional Rule Violation Rates." Criminal Justice Policy Review 30, no. 5 (March 22, 2017): 765–87. http://dx.doi.org/10.1177/0887403417699930.

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In light of the limited resources available in the criminal justice system, and given the financial costs and inmate mental health risks associated with disciplinary segregation, the practice warrants testing and evaluation. Limited research exists on the effect disciplinary segregation has on subsequent inmate misconduct in state prisons. Institutional violation rates for a cohort of male inmates incarcerated by the Oregon Department of Corrections were analyzed. Controlling for other factors, the results of this study indicate that disciplinary segregation was not a significant predictor of subsequent institutional misconduct. The findings also indicate that the experience of disciplinary segregation does not reduce subsequent prison inmate misconduct and therefore suggest that it may not be an effective institutional practice. These results signal that disciplinary segregation should be used in a more judicious and informed manner and that further research should be performed to determine whether disciplinary segregation has a general deterrent effect.

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Laarman, Berber S., Renée JR Bouwman, Anke JE de Veer, Michelle Hendriks, and Roland D. Friele. "How do doctors in the Netherlands perceive the impact of disciplinary procedures and disclosure of disciplinary measures on their professional practice, health and career opportunities? A questionnaire among medical doctors who received a disciplinary measure." BMJ Open 9, no. 3 (March 2019): e023576. http://dx.doi.org/10.1136/bmjopen-2018-023576.

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IntroductionDisciplinary procedures can have serious consequences for the health, personal life and professional functioning of doctors. Until recently, specific disciplinary measures (reprimands) were publicly disclosed in the Netherlands. The perceived additional impact of disclosing reprimands on the professional and personal life of doctors is unclear.MethodsAll doctors who received a disciplinary measure from the Dutch Disciplinary Board between July 2012 and August 2016 were invited to partake in a 60-item questionnaire concerning the respondents’ characteristics, the complaint, experience with the procedure and perceived impact of the procedure on health and professional functioning as reported by doctors themselves. The response rate was 43% (n=210). 21.4% received a reprimand (disclosed); the remainder received a warning (not disclosed). Differences between the two groups were calculated.ResultsRespondents with a reprimand reported significantly more negative experiences and impact on health and work than respondents with a warning. 37.8% of the doctors said their health was very good. A small percentage reported moderate-to-severe depressive complaints (3.6%), moderate-to-severe anxiety disorder (2%) or indications of burnout (10.8%). The majority reported changes in their professional practices associated with ‘defensive medicine’, such as doing more supplementary research (41%) and complying more with patients’ wishes (35%).ConclusionThe Dutch disciplinary procedure has strong negative side effects, that disclosing measures seems to increase. Dutch disciplinary law aims to contribute to the quality of professional practice. A safe environment is a basic condition for quality improvement and therefore, disclosure of disciplinary measures should be carefully considered. Disclosure of disciplinary measures has always been controversial and the results of this study has rekindled this debate. Recently, a majority in the Dutch House of Representatives has voted against disclosure of reprimands, leaving disclosure of reprimands a discretion of the disciplinary board when deemed appropriate or necessary.

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Ouyang, Qianhua, Yi Yu, and Ai Fu. "Building disciplinary knowledge through multimodal presentation." APTIF 9 - Reality vs. Illusion 66, no. 4-5 (July 29, 2020): 655–73. http://dx.doi.org/10.1075/babel.00176.ouy.

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Abstract Digital innovations are revolutionizing education, bringing opportunities that are seized across disciplines including conference interpreting training. This research draws a transdisciplinary framework of Legitimation Code Theory and multimodality research to explore how to build and transfer the disciplinary knowledge of interpreting via an on-line course, a staple of today’s education. The paper first conceptualizes the disciplinary knowledge of interpreting as elite code that entails both specialist knowledge of high semantic density and tacit experience of professionals of the trade. Then, drawing on empirical data from the first interpreting MOOC in China, the paper describes how knowledge of different semantic features is built through distinctive patterns of multimodal presentation. Effectiveness of the multimodal presentation of knowledge is then triangulated with learning outcome research. Findings of this paper highlight how multimodal presentation in on-line lectures support the process of learning and hence elicit reflective perspectives on knowledge building of interpreting in the on-line space.

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Rosenstein, Alvin, Catherine Sweeney, and Rakesh Gupta. "Cross-Disciplinary Faculty Perspectives On Experiential Learning." Contemporary Issues in Education Research (CIER) 5, no. 3 (July 9, 2012): 139. http://dx.doi.org/10.19030/cier.v5i3.7090.

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An on-line survey was conducted among a universitys department chairs in an effort to gain perspective on university-wide use of Experiential Learning (EL). While there were differences in cross-disciplinary definitions and perspectives regarding EL, ninety-one per cent of 35 department chairs indicated their department made use of EL with greatest use during the junior and senior years. EL is defined generally as a hands-on experience and/or learning by doing while cognitive activity, such as observation and reflection, is included in the definition by a third of the chairs. Eighty-eight per cent of the chairs believe students view EL as either very beneficial or beneficial.

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Jeznik, Katja, Robi Kroflič, and Metka Kuhar. "Between Retributive and Restorative Compulsory School Teachers’ Discipline Activities." Center for Educational Policy Studies Journal 10, no. 2 (June 24, 2020): 101–21. http://dx.doi.org/10.26529/cepsj.483.

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In Slovenia, compulsory schools have, since 2009, been obliged to define their own concept of moral and character education under the formal framework of the Primary School Act. Disciplinary measures in schools are underpinned by two main punishment theories: the more traditional retributive responses to undesired conduct, and the more recent restorative approach. The present study explores the views of 109 teachers from 13 compulsory schools regarding disciplinary measures through the prism of this paradigmatic divide. A qualitative analysis of group discussions in which teachers evaluated the disciplinary measures at each of the 13 schools will be presented. Only three discussion groups were predominantly restorative oriented. Given the proven negative effects of retribution-oriented disciplinary measures, the findings are not encouraging. We conclude that schools need a clearer disciplinary framework with systematic acquisition of knowledge and practical experience in the field of educational and discipline strategies, and that teachers must continuously reflect on their own disciplinary practices.

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Howard, Tanya Marjoram, and Andrew Lawson. "Soil Governance: Accessing Cross-Disciplinary Perspectives." International Journal of Rural Law and Policy, no. 1 (January 28, 2014): 1–8. http://dx.doi.org/10.5130/ijrlp.i1.2015.3776.

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Soil provides the foundation for agricultural and environmental systems, and are subject to a complex governance regime of property rights and secondary impacts from industry and domestic land use. Complex natural resource management issues require approaches to governance that acknowledge uncertainty and complexity. Theories of next generation environmental governance assume that inclusion of diverse perspectives will improve reform directions and encourage behaviour change. This paper reports on a qualitative survey of an international workshop that brought together cross-disciplinary perspectives to address the challenges of soil governance. Results reveal the challenges of communicating effectively across disciplines. The findings suggest that strategies for improved soils governance must focus on increasing communications with community stakeholders and engaging land managers in designing shared governance regimes. The need for more conscious articulation of the challenges of cross-disciplinary environments is discussed and strategies for increasing research collaboration in soils governance are suggested. The identified need for more systematic approaches to cross-disciplinary learning, including reporting back of cross-disciplinary initiatives to help practitioners learn from past experience, forms part of the rationale for this paper.

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Keshwani, Jennifer, and Krista Adams. "Cross-Disciplinary Service-Learning to Enhance Engineering Identity and Improve Communication Skills." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 1 (May 30, 2017): 41–61. http://dx.doi.org/10.24908/ijsle.v12i1.6664.

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Traditional engineering curricula often do not provide opportunities for students to experience working with non-technical collaborators on real projects. Such interactions may help engineering students develop relevant communication skills. In this study, junior level engineering students collaborated with junior level elementary education students to develop afterschool STEM clubs for elementary children. The study sought to identify the effects of a cross-disciplinary, project-based service-learning experience on: a) the development of a deeper understanding of engineering as a discipline and b) the development of skills necessary to communicate technical information to a non-technical audience. This paper describes the learning outcomes achieved by engaging undergraduate engineering students in cross-disciplinary working relationships. The results suggest that the cross-disciplinary experience affected learning in the knowledge, skills, attitudes and identity of student participants. Student learning was assessed through analysis of questionnaire responses and student reflections. The results also confirmed that simply knowing technical information does not correlate with the ability to communicate that same information. Students reported that they gained experience communicating technical content with non-technical audiences and developed leadership skills. Opportunities to learn communication skills were identified through student comments in course questionnaires and end of the semester focus group discussions.

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YUNG, Lawrence. "關文讀後——兼談哲學問題與哲學思考的本質." International Journal of Chinese & Comparative Philosophy of Medicine 14, no. 2 (January 1, 2016): 61–64. http://dx.doi.org/10.24112/ijccpm.141616.

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LANGUAGE NOTE | Document text in Chinese; abstract in English only.This article reviews Kwan Kai Man’s discussion of whether alleged cases of near death experience can give support to the existence of the soul. Kwan’s discussion strikes a balance between scientific explanations of near death experience and traditional religious views of the soul. The existence of the soul has remained a philosophical problem since ancient Greek philosophy. However, Socrates’s attempt to prove the existence of the soul in the Phaedo clearly shows that a purely philosophical approach is inadequate. The existence of the soul is a cross-disciplinary problem that calls for cross-disciplinary investigation. Kwan’s discussion is a good example of how philosophical thinking and methodology can contribute to this cross-disciplinary investigation into the existence of the soul.DOWNLOAD HISTORY | This article has been downloaded 88 times in Digital Commons before migrating into this platform.

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Dincă, Melinda, Anca Luștrea, Atalia Onițiu, Mariana Crașovan, and Trond Berge. "The Effects of Disciplinary Composition on Virtual Learning Group Process Dynamics: Students’ Perspectives." Sustainability 13, no. 15 (July 29, 2021): 8493. http://dx.doi.org/10.3390/su13158493.

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This research was conducted as a collaborative project between the West University of Timișoara (Romania) and the Norwegian University of Science and Technology (Norway) to develop a transnational learning activity. The students learned in virtual collaborative study groups; developed project-based teams; shared experiences, skills, and professional competencies; and collaborated directly with their teachers, the researchers, and the labor force. Three virtual learning groups of undergraduate students (N = 131), presenting comparable course descriptors and disciplinary group compositions, participated in the study. This study aimed to determine the effects of disciplinary composition on virtual learning group process dynamics from the students’ perspectives. This study applied a quasi-experimental between-subjects study design: quantitative methods were used to validate a research instrument and to determine statistical differences in the group process dynamic between the three groups; a qualitative method was applied to identify an in-depth understanding of the students’ perception about the group learning experience. By analyzing the group dynamics in the three settings—mono-disciplinary, cross-disciplinary, and cross-cultural—the research results show the advantages of each virtual learning composition in the group dynamic and learning outcomes in terms of group skill acquisitions. The conclusions can help teachers design virtual team compositions, a crucial stage in ensuring the achievement of desired learning outcomes.

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Terpstra, Nicholas, and Pieter Spierenburg. "The Prison Experience: Disciplinary Institution and Their Inmates in Early Modern Europe." Sixteenth Century Journal 24, no. 1 (1993): 121. http://dx.doi.org/10.2307/2541804.

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Adamson, C. X., and Pieter Spierenburg. "The Prison Experience: Disciplinary Institutions and Their Inmates in Early Modern Europe." Canadian Journal of Sociology / Cahiers canadiens de sociologie 18, no. 1 (1993): 99. http://dx.doi.org/10.2307/3340847.

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Brackett, John K., and Pieter Spierenburg. "The Prison Experience: Disciplinary Institutions and Their Inmates in Early Modern Europe." American Historical Review 97, no. 5 (December 1992): 1511. http://dx.doi.org/10.2307/2165982.

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Hanawalt, Barbara A., and Pieter Spierenburg. "The Prison Experience: Disciplinary Institutions and Their Inmates in Early Modern Europe." Journal of Interdisciplinary History 24, no. 2 (1993): 314. http://dx.doi.org/10.2307/205367.

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Schmidt, John P., Michel D. Ransom, Gerard J. Kluitenberg, Mark D. Schrock, John A. Harrington, Randy K. Taylor, and John L. Havlin. "Teaching Site-Specific Agriculture: Three Semesters' Experience with a Multi-Disciplinary Approach." Journal of Natural Resources and Life Sciences Education 30, no. 1 (2001): 77–83. http://dx.doi.org/10.2134/jnrlse.2001.0077.

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McArthur, Jan. "Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge." Teaching in Higher Education 17, no. 4 (August 2012): 485–96. http://dx.doi.org/10.1080/13562517.2012.711934.

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Lovejoy, William S., and V. Srinivasan. "PERSPECTIVE: Ten Years Of Experience Teaching A Multi-Disciplinary Product Development Course." Journal of Product Innovation Management 19, no. 1 (January 2002): 32–45. http://dx.doi.org/10.1111/1540-5885.1910032.

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Patkar, Vivek, Dionisio Acosta, Tim Davidson, Alison Jones, John Fox, and Mo Keshtgar. "Computer decision support for breast multi-disciplinary meetings: The Royal Free experience." European Journal of Surgical Oncology (EJSO) 38, no. 5 (May 2012): 432. http://dx.doi.org/10.1016/j.ejso.2012.02.080.

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Kwee, Robert M., and Thomas C. Kwee. "Medical disciplinary jurisprudence in alleged malpractice in radiology: 10-year Dutch experience." European Radiology 30, no. 6 (February 17, 2020): 3507–15. http://dx.doi.org/10.1007/s00330-020-06685-0.

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Journal articles on the topic 'Disciplinary experience'

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