Relevant bibliographies by topics / Discipline experience

Contents

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

Academic literature on the topic 'Discipline experience'

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

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Journal articles on the topic "Discipline experience"

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Lee, Seungyoun, and Jack V. Powell. "Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education." Journal of Educational Technology Systems 34, no. 1 (September 2005): 83–110. http://dx.doi.org/10.2190/fcpm-4akm-e20v-kdl0.

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Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.
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Kozlov, Grigorii, and Mikhail Pushkarev. "Experience in teaching biological statistics." E3S Web of Conferences 210 (2020): 22039. http://dx.doi.org/10.1051/e3sconf/202021022039.

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The work summarizes the many years of experience in teaching the discipline “Biological statistics” to students - biotechnologists of the St. Petersburg State Institute of Technology (technical university). The paper provides data on the features of teaching the course and its relationship with other disciplines of the curriculum, topics of coursework performed by students, publication activity of students, integration of educational research work of students with topics of the university and industrial partners of the university, as well as attracting students to the development of the discipline.
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Zashikhina, I. M. "Academic Writing: A Discipline or Disciplines?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-2-134-143.

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In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.
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Lahire, Bernard. "Para una sociología disposicionalista y contextualista." Clivajes. Revista de Ciencias Sociales, no. 12 (February 10, 2020): 1–17. http://dx.doi.org/10.25009/clivajes-rcs.v0i12.2580.

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La sensación de dispersión de los trabajos de ciencias humanas y sociales que experimentamos hoy día es, por parte, el producto de la extrema división social del trabajo científico en disciplinas separadas (con unas ciencias de lo “psíquico”, ciencias del “lenguaje”, de la “sociedad”, de la “economía”, de lo “político”, etc.) y en sectores especializados dentro de cada disciplina (sociología de la educación, de la familia, de la cultura, del trabajo, del deporte, etc.).For a dispositional and contextualist sociologySummaryThe sensation of dispersion of the works of human and social sciences that we experience today is, mainly, the product of the extreme social division of scientific work in separate disciplines (with some "psychic" sciences, "language" sciences, “society”, “economics”, “political” languages, and so forth.) and in specialized sectors within each discipline (sociology of education, family, culture, work, sports, etc.).Pour une sociologie dispositionaliste et contextualisteRésuméLa sensation de dispersion des travaux des sciences humaines et sociales que nous expérimentons actuellement c’est, d’une part, le produit de l’extrême division sociale du travail scientifique en disciplines séparées (avec des sciences du « psychique », sciences du « langage », de la « société », de l’économie, du « politique », etc.) et en secteurs spécialisés dans chaque discipline (sociologie de l’éducation, de la famille, de la culture, du travail, du sport, etc.)
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Frazier, Marian L., Thomas LoFaro, and Carolyn Pillers Dobler. "A Cross-Discipline Modeling Capstone Experience." PRIMUS 28, no. 3 (May 9, 2017): 266–82. http://dx.doi.org/10.1080/10511970.2016.1277812.

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Schulkin, Jay. "Pragmatism and the Cognitive and Neural Sciences." Psychological Reports 78, no. 2 (April 1996): 499–506. http://dx.doi.org/10.2466/pr0.1996.78.2.499.

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Two prominent intellectual disciplines dominate the discipline of psychology, the cognitive and neural sciences. Separate departments for both are now commonplace at major universities across America. I suggest, however, that the discipline of psychology asks key questions about experience, mind, or central states not found in other disciplines. Psychology is embodied in both the cognitive and neural sciences, and an important common thread is the Jamesian-Deweyian emphasis on experience. The Jamesian-Deweyian tradition emphasized the sense of experience in problem-solving and functional adaptations. The pragmatists' sense of experience is the way by which one engages the world, is inherently cognitive, and orchestrated by central states of the brain. Any attempt within the neural and cognitive sciences to capture human experience will need to resurrect this tradition.
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Wright, Cynthia J., and Eva M. Frank. "Survey of International Experience Opportunities for Athletic Training Students and Faculty." Athletic Training Education Journal 15, no. 3 (July 1, 2020): 186–93. http://dx.doi.org/10.4085/150120034.

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Context International topics in athletic training are gaining recognition. Particularly interesting are opportunities for athletic training students to gain international experiences and develop cultural competence through study abroad. However, little is known about current international experience opportunities for these students. Objective To identify international experience opportunities for athletic training students, investigate student and faculty participation, and describe characteristics of institutions and programs offering such experiences. Design Survey. Setting Online. Patients or Other Participants All directors of Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs were recruited. The response rate was 41.9% (163/389). Data Collection and Analysis An e-mail soliciting participation was sent in January 2019. The online survey had 4 sections: (1) questions about athletic training–related international experiences, (2) questions about discipline-related international experiences, (3) questions about athletic training faculty or student participation, and (4) demographic questions about the program or institution. Data were analyzed descriptively. The characteristics of programs offering athletic training–related international experiences were compared with programs offering discipline-related international experiences using χ2 tests for degree level, institution type, and athletic division. Results Twenty-nine programs (17.8%) offered athletic training–related international experiences and 68 programs (41.7%) offered discipline-related experiences. Private universities were more likely to offer an athletic training–related experience, and public universities more likely to offer a discipline-related experience (χ2 = 4.197, df = 1, P = .04). There were no other differences between institution types, program degree levels, or athletic divisions (all P &gt; .05). Some programs reported no recent athletic training student (44%) or athletic training faculty (58%) participation in any international experience. Conclusions A minority of programs currently offer either athletic training–related or discipline-related international experiences. Characteristics of available programs vary widely. To keep pace with professional globalization, future work should identify ways to develop international experiences.
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Schneiders, Sandra M. "Theology and Spirituality: Strangers, Rivals, or Partners?" Horizons 13, no. 2 (1986): 253–74. http://dx.doi.org/10.1017/s036096690003632x.

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AbstractAfter tracing the history of the term “spirituality” and the discipline of spirituality up to the mid-twentieth century, this article describes the contemporary understanding of spirituality as lived religious experience and of the academic discipline which studies this subject. This phenomenology of the discipline grounds a position on the relationship between lived spirituality and theology on the one hand, and the academic disciplines of spirituality and theology on the other.
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Grossman, Maxine L. "Religious Experience and the Discipline of Imagination." Dead Sea Discoveries 22, no. 3 (November 3, 2015): 308–24. http://dx.doi.org/10.1163/15685179-12341364.

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Tanya Luhrmann’s explorations of religious consciousness address the structures of bodily, cognitive, and emotional discipline that contribute in specific ways to the cultivation of a particular experience of religious phenomena as real. Attention to Luhrmann’s methods provides a new set of tools for exploring dynamics of religious experience in an ancient Jewish context. The example of Philo’s Therapeutae serves as counterpoint for a discussion of disciplinary practices in the sectarian Dead Sea Scrolls. Evidence for the disciplines of silent patient listening and tolerance for public judgment in the scrolls, along with descriptions of intensive study and prayer-practices suggest an atmosphere in which sectarians might have been primed to experience divine revelation, most likely through the authority of an angelic mediator. Attention to religious experience provides insights not only into sectarian life but also into some possible dynamics underlying the composition and development of textual traditions.
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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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Dissertations / Theses on the topic "Discipline experience"

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Visser, Juanita. "The adolescent's experience of parental discipline." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50116.

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Theses (MEd)--University of Stellenbosch, 2004.
Pages 71-74 are missing.
ENGLISH ABSTRACT: Adolescents are often perceived as moody, rebellious, disinterested in school and inclined to risky behaviours such as premature sex, drug-taking and alcohol abuse. As a result of the 'storm and stress' period that they are associated with, parents appear to lose touch with their adolescents, and fail to maintain the close bonds that they took for granted while their children were young. In attempts to control their adolescents' behaviour, parents seem to drive their teenagers further away from them. The conclusion is reached that adolescents experience parental discipline in a way that either creates a sense of belonging to the family unit, or causes them to become distant and defiant of parental authority. A qualitative approach is used to establish what adolescents experience as positive and what they experience as negative regarding their parents' disciplinary styles. The study is undertaken in a private school in a suburb of Cape Town. The study revealed the following: • A democratic parenting style creates a sense of worthiness in the adolescent. In this atmosphere adolescents feel nurtured and respected and therefore grow into well-balanced young adults. • Parents should take note of their adolescents' emotional experiences and attune their disciplinary approach in order to obtain their children's willing co-operation to be guided towards adulthood by their parents. • Most teenagers do appreciate and respect their parents.
AFRIKAANSE OPSOMMING: Adolessente word dikwels beskou as buierig, rebels, ongeïnteresseerd in skool en geneig tot riskante gedrag soos voortydige seks, dwelmgebruik en alkoholmisbruik. As gevolg van die 'storm-en-drang' - periode waarmee hulle geassosieerword, verloor ouers dikwels voeling met hul adolessente, en faal hulle daarin om die noue bande wat hulle as vanselfsprekend met hul jonger kinders aanvaar het, met hul tieners te behou. Die slotsom word bereik dat adolessente ouerlike dissipline ervaar op 'n manier wat óf gehegtheid met die gesinseenheid skep, óf verwydering en opstandigheid teenoor ouerlike gesag in die hand werk. 'n Kwalitatiewe benadering is gebruik om vas te stel wat die adolessent as positief en as negatief ervaar ten opsigte van ouers se dissiplineringstyle. Die studie is in 'n privaatskool in 'n voorstad van Kaapstad onderneem. Die studie het die volgende getoon: • 'n Demokratiese ouerskapstyl kweek 'n gevoel van waardigheid by die adolessent. In hierdie omgewing voel die tiener geborge en gerespekteer en as gevolg daarvan ontwikkel hy tot 'n goedgebalanseerde jong volwassene. • Ouers moet kennis neem van hul adolessente se emosionele belewenisse en hul dissiplineringstyle aanpas om hul tieners vrywilliglik tot volwassenheid te lei. • Meeste tieners waardeer en respekteer hulouers.
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Warren, Kelly Blayne. "Leading a congregation to understand and experience the spiritual discipline of fasting." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.

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Rand, Joseph S. "Parental Experience-Based Change: Positive and Negative Changes in Monitoring, Expectations, Nurturing, and Discipline." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6118.

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This study sought to create a measure of parent's perceptions of parental experience-based change (PEBC), or parents' perceptions of the changes they make to their parenting of secondborn children as a result of experiences with firstborn children. The measure assessed PEBC in the domains of monitoring, expectations, nurturing and discipline. Participants were 401 mothers or fathers of 2 or 3 adolescent children. Factor analyses revealed an 8 factor solution that assessed increasing and decreasing in each of the 4 domains. Criterion validity was evaluated using regression analyses to examine the relationships between each factor and parenting outcomes thought to be related to PEBC, namely efficacy, relationship positivity and negativity, demandingness, responsiveness and granting of autonomy. Reliability of the measure was also evaluated. Overall, results supported the validity and reliability of the measure of PEBC and future research can implement the measure in study of parenting and sibling influence.
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Hämäläinen, Juha. "Developing Social Pedagogy as an Academic Discipline and Professional Practice : Learning from the Finnish Experience." 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2014. http://hdl.handle.net/2237/19685.

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SIMI, GUSTAVO ARAUJO. "REFORMATORY AND INDIGENOUS POLICE: THE EXPERIENCE OF UNIFORMS AND DISCIPLINE OF INDIANS DURING THE DICTATORSHIP." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32337@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente trabalho tem como objetivo analisar os acontecimentos transcorridos nos postos indígenas do estado de Minas Gerais – o Posto Indígena Guido Marlière (PIGM) e o Posto Indígena Mariano de Oliveira (PIMO) – durante a ditadura civil-militar, sobretudo entre os anos de 1967 e 1973, período no qual a Ajudância Minas-Bahia (AJMB), responsável pela administração desses postos, ficou sob o comando da Polícia Militar de Minas Gerais (PMMG). Nesse período, foi construído um reformatório para índios considerados delinquentes transferidos de várias regiões do país para o território demarcado ao povo indígena Krenak; foi formada uma tropa militarizada de policiais-indígenas conhecida como Guarda Rural Indígena (GRIN); e, finalmente, foi realizada a transferência forçada dos Krenak e dos confinados no reformatório para uma propriedade da PMMG chamada Fazenda Guarani. Esses acontecimentos atingiram diretamente a cultura política Krenak, levando o Ministério Público Federal (MPF) a pleitear uma inédita anistia política coletiva em prol do povo indígena Krenak junto ao Ministério da Justiça no ano de 2015. Essa dissertação procura descrever esses processos à luz de um conjunto de documentos colhidos em pesquisas no acervo do Museu do Índio e do Centro de Referência Indígena do portal Armazém Memória, sobretudo aqueles que permitem conhecer o funcionamento do órgão tutelar (primeiro o Serviço de Proteção ao Índio – SPI – e posteriormente a Fundação Nacional do Índio – FUNAI) naquela região, onde ocorriam frequentes conflitos fundiários.
This text aims to analyse the main facts which happened at Indigenous posts of Minas Gerais State- The Indigenous Post Guido Marliere (PIGM) and the Indigenous Post Mariano de Oliveira (PIMO)- during the civil-military dictatorship, mainly between 1967 and 1973, time in which the Ajudância Minas-Bahia (AJMB), responsible for administrating the mentioned posts, was under Military Police of Minas Gerais State s control (PMMG). During this time one reformatory was built for said offenders indians be transferred from several regions of the Country to the defined territory of Krenak indians. A militarised troop was organised with police Indians known as Rural Indigenous Guard (GRIN). All the Krenaks and the ones confined in the reformatory were forced to move to a PMMG s property know as Guarani Farm. These facts directly hit Krenak s political culture, leading the Ministério Público Federal (MPF) pleading an unique collective political amnesty to benefit the Krenak indigenous people. This litigation was submitted to Minister of Justice in 2015. This text describes all these processes under the lights of researched documents stored at Indian s Museum and Indigenous Centre of Reference collections both part of Armazem Memoria portal, mainly the ones which allow knowing how tutelary institutions such as initially SPI (Serviço de Proteção ao Índio) and later FNI (Fundação Nacional do Índio) worked in that region, where several conflicts over land had happened.
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RODRIGUES, ROBERTA PORTAS GONCALVES. "CHALLENGES AND PERSPECTIVES IN DESIGN EDUCATION: EXPERIENCE IN THE DISCIPLINE DSG1002 - PROJECT PLANNING AT PUC-RIO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23929@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Considerando a prática de ensino na disciplina DSG1002 – Projeto Planejamento, pertencente ao curso de graduação em Design da PUC-Rio, a presente tese faz uma teorização da prática de ensino tendo como campo da pesquisa a disciplina supracitada no período de 2011 a 2013 e apresenta a proposta de uma matriz instrumental pedagógica para o ensino de projeto. Este trabalho toma como base a matriz homóloga de Mamede-Neves e articula as pesquisas de Vergnaud, Bleger, Pichón-Riviève, Wertheimer, Polya, Cross e Schön.
Considering the teaching methods in discipline DSG1002 -- Planning Project, belonging to the Design graduation course at PUC_Rio, this thesis intends to theorize teaching methods, having as its research field the above mentioned discipline in the 2011-2013 period, and presenting the proposal of a pedagogical instrumental pattern for teaching projects. This work is based on the Mamede-Neves homologous pattern and it articulates the researches made by Vergnaud, Bleger, Pichón-Riviève, Wertheimer, Cross and Schön.
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Egyed, Carla J. "The relationship of teacher efficacy, burnout, experience and the referral of disruptive students /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988656.

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Kung, Shuk Mei. "Discipline and female subjects : an analysis of women's experience in the learning and using of female underwear." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/230.

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Tate, Monique. "Investigating How Families Experience School Criminalization." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2695.

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Public school students across the United States have been criminalized for minor youth behavior issues such as truancy, defiance, and minor fighting incidents. The presence of law enforcement is expanding in school spaces, increasing the likelihood of young students facing court systems for minor offenses. Criminalization of students is counterproductive considering schools are designed to promote student growth and development. Little is known about how students and parents experience school criminalization. The purpose of this multi-case study, based on Freire's conceptual framework of critical consciousness, was to investigate how a small group of families experienced school criminalization. Three families of youths who had been criminalized for minor school offences were recruited using community partners as referral sources. Interviews were conducted with parents using a semi-structured protocol, and data were also obtained from school and court records provided by parents. Data were triangulated, summarized as case descriptions, member checked, and then cross-theme analyzed based on Gibbs and Taylor's approach for emergent themes. Study results demonstrated that these families felt trapped between two institutions and experienced fear and frustration trying to deal with both systems. Participants also recommended ways parents and schools might improve discipline for minor offences. This study will influence social change by informing school and juvenile justice discipline policy reform about working with two systems in managing student behavior concerns. In addition, the interview protocol can be used by human services professionals to help improve understanding of clients faced with school criminalization issues.
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Books on the topic "Discipline experience"

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Z, Apenda A., ed. Moral philosophy and discipline: The Nigerian experience. Makurdi, Nigeria: Selfers Publications, 2004.

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Shishima, S. D. Moral philosophy and discipline: The Nigerian experience. Makurdi, Nigeria: Selfers Publications, 2004.

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The experience science: A new discipline on the rise. Zurich: Lit, 2012.

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Dear, Peter Robert. Discipline & experience: The mathematical way in the scientific revolution. Chicago: University of Chicago Press, 1995.

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Webb, Steven Benjamin. Fiscal responsibility laws for subnational discipline: The Latin American experience. [Washington, D.C: World Bank, 2004.

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United States. Advisory Commission on Intergovernmental Relations., ed. Fiscal discipline in the federal system: National reform and the experience of the states. Washington, DC: Advisory Commission on Intergovernmental Relations, 1987.

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Pacific Yearly Meeting of the Religious Society of Friends. Faith and practice: A guide to Quaker discipline in the experience of Pacific Yearly Meeting of the Religious Society of Friends. [Place of publication not identified]: Pacific Yearly Meeting, 2001.

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Hall, Eunice S. Senior management perceptions and experience of the discipline of health promotion within an institute of further and higher education in Northern Ireland. [s.l: The Author], 1998.

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Määttä, Kaarina. Opettajiksi opiskelleiden kontrolli-ideologia sekä sen muuttuminen opintojen edetessä ja työkokemuksen karttuessa =: Pupil control ideology of student teachers and changes in it as studies progress and job experience increases. Rovaniemi: Lapin korkeakoulu, 1989.

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McCarthy, Mary-Jane. Reading and learning across the disciplines. 2nd ed. Belmont, Calif: Wadsworth, 1996.

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Book chapters on the topic "Discipline experience"

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Buckland, Sarah, and Susanne Macgregor. "Discipline, Training or Welfare?: the Functions of a Re-establishment Centre." In The Experience Of Unemployment, 168–84. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18454-5_11.

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Naghdy, Fazel. "Harnessing International Experience to Improve International Student Employability." In Academic Migration, Discipline Knowledge and Pedagogical Practice, 143–57. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-88-8_12.

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Painter, Michael. "Nonacademic Experience and Changing Views of the Discipline." In Careers in Anthropology Profiles of Practitioner Anthropologists, 75–81. Oxford, UK: Blackwell Publishing Ltd., 2009. http://dx.doi.org/10.1002/9781444307153.ch18.

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Brock, Adrian. "Imageless Thought or Stimulus Error? The Social Construction of Private Experience." In World Views and Scientific Discipline Formation, 97–106. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3164-3_9.

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Beck, Charles. "Organizing Human Resources: By Project? By Discipline? As a Matrix?" In Food Product Development: Based on Experience, 31–49. Ames, Iowa, USA: Iowa State Press, 2008. http://dx.doi.org/10.1002/9780470376898.ch4.

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Vu, Dzung H. "Cross-Cultural Academic Experience in Medical Education: Enrichment of Teaching Through Confucian, French and American Influences." In Academic Migration, Discipline Knowledge and Pedagogical Practice, 193–210. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-88-8_15.

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Attridge, Derek. "The Department of English and the Experience of Literature." In English Studies: The State of the Discipline, Past, Present, and Future, 42–47. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137478054_4.

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Danisi, Carmelo, Moira Dustin, Nuno Ferreira, and Nina Held. "A Theoretical Framework: A Human Rights Reading of SOGI Asylum Based on Feminist and Queer Studies." In IMISCOE Research Series, 51–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69441-8_3.

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AbstractSince SOGI considerations have started to inform the interpretation and the implementation of the Refugee Convention (Chap. 10.1007/978-3-030-69441-8_1), a broad range of scholars from different disciplines have explored how questions of sexual orientation and gender identity can be effectively addressed within international, supranational and domestic asylum systems. The debate around aspects of RSD and beyond generated by this theoretical exchange within the same discipline and between different research areas has contributed to the (ongoing) normative movement towards a more inclusive Refugee Convention framework. In an attempt to nurture this continuous debate, we outline the theoretical and analytical frameworks that shape the subsequent analysis. We take advantage of the authors’ diverse experience in different academic fields to apply an interdisciplinary approach, addressing our subject from various perspectives. We start from the recognition that a detailed understanding and application of the Refugee Convention is vital as the floor for addressing SOGI asylum claims, but not in itself sufficient to ensure that these are fairly treated. Section 3.2 therefore looks to human rights to show how interweaving human rights frameworks with refugee law heightens understanding in this field of asylum. To this end, the main body of this chapter develops an approach that addresses the failings from a SOGI asylum perspective of international human rights law (IHRL) and international refugee law (IRL) individually. However, we then argue that, without explicitly recognising the gendered and sexualised nature of SOGI asylum, IHRL is only part of the solution. In Sects. 3.3 and 3.4 below, we claim that feminist and queer theories, and particular threads of debate within these broad disciplines, can help to understand the experiences of SOGI minorities fleeing persecution and, importantly, to explain why, despite improvements to the law and guidance that recognise the right to protection on this basis, there has been insufficient progress on the ground. In this way, combining a human rights-based approach that is largely legal with political and sociological contributions from feminism and queer theories facilitates a more holistic analysis.
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Goodkind, Jessica R., Ann Githinji, and Brian Isakson. "Reducing Health Disparities Experienced by Refugees Resettled in Urban Areas: A Community-Based Transdisciplinary Intervention Model." In Converging Disciplines, 41–55. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6330-7_4.

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Boling, Elizabeth, and Colin M. Gray. "Instructional Design and User Experience Design: Values and Perspectives Examined Through Artifact Analysis." In Intersections Across Disciplines, 93–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_8.

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Conference papers on the topic "Discipline experience"

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Rodgers, Morgan E., Eric Franz, Alan Chalker, David E. Hudak, Christopher Stewart, Raghu Machiraju, Steve Chang, and Cathie Smith. "Data Commons to Support University-Wide Cross Discipline Research." In PEARC '19: Practice and Experience in Advanced Research Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3332186.3335198.

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Braga e Silva, Gláucia, Daniel Mendes Barbosa, and Fabrício A. Silva. "An Interdisciplinary Approach to Software Engineering Teaching: An Experience Report." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3497.

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This work presents the report of an interdisciplinary approach for teaching Software Engineering that involves four related disciplines: Software Engineering II, Software Architecture, Database Systems, and Object-Oriented Programming. The approach was conducted through an specific methodology in which students were grouped together and had to assume roles and responsibilities in the scope of each discipline. In addition, computational tools were used to support collaborative tasks and evaluation and monitoring mechanisms were also included. This interdisciplinary approach was adopted in a Computer Science major course during 2015 and 2016. The results reveal positive impacts in motivation, as well as in learning aspects of the involved students.
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Kosvyra, Alexandra, Dimitris Filos, Nicola Mountford, Tara Cusack, Minna Isomursu, and Ioanna Chouvarda. "PhD courses and the intersectoral experience: a comprehensive survey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12978.

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It has been found that most PhD graduates (&gt;85%) do not achieve a long-term academic career and thus there is a growing need to re-imagine PhD education that incentivizes doctoral students to engage with research consumers, not only within their discipline, but also, across other disciplines and sectors to have real social impact for an improved society. The aim of this work is to identify intersectoral/interdisciplinary courses that are considered to broaden student career outside and inside academia. For this purpose, a survey was designed to identify modules which lead to the improvement of students' skills while an analysis of their attributes was also performed. Two target groups have been considered: (a) young researchers and (b) program directors each of which can provide different information regarding the courses of interest. 52 students and 11 directors from 5 European Universities, participated in the study. An absence of such courses in the standard PhD program was observed, while any intersectoral/interdisciplinary activities were conducted outside the PhD program, and organized by collaboration of academia and other organizations. The survey findings reveal the need to restructure the PhD programs.
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Peters, Anne-Kathrin, Anders Berglund, Anna Eckerdal, and Arnold Pears. "First Year Computer Science and IT Students' Experience of Participation in the Discipline." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.9.

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Peters, Anne-Kathrin, Anders Berglund, Anna Eckerdal, and Arnold Pears. "Second year computer science and IT students' experience of participation in the discipline." In Koli Calling '15: 15th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2828959.2828962.

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Caceres Azambuja, Marcos Jolbert, and Jose Aquiles Baesso Grimoni. "Active Methodologies in the discipline Electrical Installations I of Electrical Engineering: An Experience Report." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629711.

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Vakrilov, Nikolay, Nadezhda Kafadarova, and Diana Stoyanova. "OUR EXPERIENCE IN STUDENTS TRAINING IN THE ENGINEERING DISCIPLINE "THERMAL DESIGN OF ELECTRONIC EQUIPMENT" UNDER LOCKDOWN." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1959.

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Sztajnbok, Ernani L., Luiz Antonio Vaz Pinto, Arcanjo Lenzi, Fernando Pedrosa Guedes, and Regina Ce´lia Vieira de Assis. "Diagnosis of the Noise Discipline in Petrobras Offshore Units Projects." In ASME 2004 23rd International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/omae2004-51179.

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Health, comfort and the job efficiency of the crew of offshore platforms are factors deeply related to the acoustic quality of the places. The acoustic project of platforms include the noise prediction. It is a complex problem, because it involves several noise sources and receptors. Numeric methods such as Boundary Element Method and Finite Element Method are not still fully satisfactory for use in complex acoustic problems. This way, semi-empiric formulas and statistics methods are used in the prediction calculations. This paper describes some aspects of the Petrobras experience, along the years, in the performance of acoustic projects in offshore platforms. Finally, in this work, some important decisions are discussed for improvement of the acoustic quality of those operational units.
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Olewnik, Andrew, Randy Yerrick, Amanda Simmons, and Yonghee Lee. "Dichotomy of Design Experience: A Case Study of One Student’s Experience With Problem Typology and His Perceptions of Design." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22667.

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Abstract This paper presents a case study of Jeff, a mechanical engineering senior, and his experience with design in two different contexts — one in the classroom and one extracurricular. After a year-long study of undergraduate engineers, Jeff revealed marked differences in his uptake of design principles and reflexivity toward his thinking within the discipline. We explored with Jeff the critical differences and experiences that led to his changes once we had completed data collection with his peer cohort of undergraduates. We explored Jeff’s interpretation of the differences he considered as positive changes, the attributes of applying principles of problem typology, and the requisite context required to achieve these changes as a student. Through qualitative analysis four assertions are examined — improved approach to design problem solving, broadened view of design, engineering as multiple types of problems, and relevance to the profession — and validated through a member check. Potential implications for engineering education, especially as it pertains to design education are briefly described.
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Sokolova, G. V. "Stakeholder Theory and Determination of Strategic Change Vector companies - practical experience in the discipline of "Marketing Management"." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-02-2019-27.

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Reports on the topic "Discipline experience"

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Crispin, Darla. Artistic Research as a Process of Unfolding. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.503395.

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As artistic research work in various disciplines and national contexts continues to develop, the diversity of approaches to the field becomes ever more apparent. This is to be welcomed, because it keeps alive ideas of plurality and complexity at a particular time in history when the gross oversimplifications and obfuscations of political discourses are compromising the nature of language itself, leading to what several commentators have already called ‘a post-truth’ world. In this brutal environment where ‘information’ is uncoupled from reality and validated only by how loudly and often it is voiced, the artist researcher has a responsibility that goes beyond the confines of our discipline to articulate the truth-content of his or her artistic practice. To do this, they must embrace daring and risk-taking, finding ways of communicating that flow against the current norms. In artistic research, the empathic communication of information and experience – and not merely the ‘verbally empathic’ – is a sign of research transferability, a marker for research content. But this, in some circles, is still a heretical point of view. Research, in its more traditional manifestations mistrusts empathy and individually-incarnated human experience; the researcher, although a sentient being in the world, is expected to behave dispassionately in their professional discourse, and with a distrust for insights that come primarily from instinct. For the construction of empathic systems in which to study and research, our structures still need to change. So, we need to work toward a new world (one that is still not our idea), a world that is symptomatic of what we might like artistic research to be. Risk is one of the elements that helps us to make the conceptual twist that turns subjective, reflexive experience into transpersonal, empathic communication and/or scientifically-viable modes of exchange. It gives us something to work with in engaging with debates because it means that something is at stake. To propose a space where such risks may be taken, I shall revisit Gillian Rose’s metaphor of ‘the fold’ that I analysed in the first Symposium presented by the Arne Nordheim Centre for Artistic Research (NordART) at the Norwegian Academy of Music in November 2015. I shall deepen the exploration of the process of ‘unfolding’, elaborating on my belief in its appropriateness for artistic research work; I shall further suggest that Rose’s metaphor provides a way to bridge some of the gaps of understanding that have already developed between those undertaking artistic research and those working in the more established music disciplines.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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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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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, April 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.
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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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Teams of healthcare professionals from a wide range of disciplines and pay grades are most effective at delivering improvements in patients’ experiences. National Institute for Health Research, September 2020. http://dx.doi.org/10.3310/alert_40934.

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