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Books on the topic 'Discipline experience'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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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7

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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8

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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9

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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10

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

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11

Joan, Rasool, and Banks Caroline, eds. Reading and learning across the disciplines. Belmont, Calif: Wadsworth Pub. Co., 1993.

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12

Classical archaeology of Greece: Experiences of the discipline. London: Routledge, 1996.

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13

Huber, Jack T. Through an Eastern window: Experiences in meditation. Santa Fe, N.M: Teal Press, 1988.

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14

Feldman, Ann Merle. Writing and learning in the disciplines. New York: HarperCollins College Publishers, 1996.

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15

With unveiled faces: Experience intimacy with God through spiritual disciplines. Indianapolis, Ind: Wesleyan Pub. House, 2005.

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16

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

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17

Cheglov, Vyacheslav. Trade business. Economics and management of retail chains. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1056723.

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The textbook summarizes the author's twenty-year experience in such large network trading companies as Klass, PFC BIN, and X5 Retail Group. It is written in accordance with the curriculum and educational and methodological complex for the discipline "Economic activity of retail chains", which is part of the cycle of academic disciplines of the master's program "Organization and technology of trade business", direction "trade business". Covers a wide range of issues related to the theory and practice of network retail enterprises. Introduces readers to the forms of network business organization in retail, modern formats of retail trade, the organization of the trading process on the network principle and its features, current regulatory legal acts regulating the activities of network retail companies. Meets the requirements of Federal state educational standards of higher education of the latest generation. For students of economic and trade universities, students of universities and training centers of retail trading companies, managers engaged in retail.
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18

Indigenismo y antropología: Experiencia disciplinar y práctica social. Xalapa, Veracruz, México: Universidad Veracruzana, 2011.

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19

Gladhart, Marsha A. Learning about self-discipline: Connecting children's favorite stories to meaningful life experiences. Carthage, IL: Teaching & Learning Co., 1998.

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20

Gladhart, Marsha A. Learning about self-discipline: Connecting children's favorite stories to meaningful life experiences. Carthage, IL: Teaching & Learning Co., 1998.

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21

Dupré, Sven, Anna Harris, Julia Kursell, Patricia Lulof, and Maartje Stols-Witlox, eds. Reconstruction, Replication and Re-enactment in the Humanities and Social Sciences. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463728003.

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Performative methods are playing an increasingly prominent role in research into historical production processes, materials, bodily knowledge and sensory skills, and in forms of education and public engagement in classrooms and museums. This book offers, for the first time, sustained, interdisciplinary reflections on performative methods, variously known as Reconstruction, Replication and Re-enactment (RRR) practices across the fields of history of science, archaeology, art history, conservation, musicology and anthropology. Each of these fields has distinct histories, approaches, tools and research questions. Researchers in the historical disciplines have used reconstructions to learn about the materials and practices of the past, while anthropologists and ethnographers have more often studied the re-enactments themselves, participating in these performances as engaged observers. In this book, authors bring their experiences of RRR practices within their discipline into conversation with RRR practices in other disciplines, providing a basis for interdisciplinary cross-fertilization.
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22

Stambovsky, Phillip. The depictive image: Metaphor and literary experience. Amherst: University of Massachusetts Press, 1988.

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23

The New Graduate Experience: Post-MLS Residency Programs and Early Career Librarianship. Santa Barbara, California: Libraries Unlimited, 2011.

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24

Barnacle, Peter J. Arbitration of discharge grievances in Ontario: Outcomes and reinstatement experiences. Kingston, Ont., Canada: Industrial Relations Centre, Queen's University, 1991.

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25

D, Turman Paul, ed. Group communication pitfalls: Overcoming barriers to an effective group experience. Thousand Oaks, Calif: Sage, 2006.

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26

Burtis, John Orville. Group communication pitfalls: Overcoming barriers to an effective group experience. Thousand Oaks, Calif: Sage Publications, 2006.

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27

Cay, Dollerup, and Loddegaard Anne, eds. Teaching translation and interpreting: Training, talent, and experience. Amsterdam: J. Benjamins Pub. Co., 1992.

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28

Rauma, David. Report of a survey of United States district judges' experiences and views concerning Rule 11, Federal rules of civil procedure. [Washington, D.C.]: Federal Judicial Center, 2005.

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29

Blakemore, Richard, and James Davey, eds. The Maritime World of Early Modern Britain. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463721301.

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Britain's emergence as one of Europe's major maritime powers has all too frequently been subsumed by nationalistic narratives that focus on operations and technology. This volume, by contrast, offers a daring new take on Britain's maritime past. It brings together scholars from a range of disciplines to explore the manifold ways in which the sea shaped British history, demonstrating the number of approaches that now have a stake in defining the discipline of maritime history. The chapters analyse the economic, social, and cultural contexts in which English maritime endeavour existed, as well as discussing representations of the sea. The contributors show how people from across the British Isles increasingly engaged with the maritime world, whether through their own lived experiences or through material culture. The volume also includes essays that investigate encounters between English voyagers and indigenous peoples in Africa, and the intellectual foundations of imperial ambition.
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30

Paramahansa Yogananda as I knew him: Experiences, observations, and reflections of a disciple. New Delhi: Full Circle Pub., 2006.

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31

Dyevyatkin, Olyeg, Nina Akulenko, Svetlana Baurina, Aleksandr Bobkov, Galina Bolkina, Andrey Bystrov, Darya Bystrova, et al. Economics of the enterprise (organization, firm). ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/textbook_594d2cb99ad737.28899881.

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The publication summarizes the results of the most important long-term historical stage of research by the University's faculty and is dedicated to the 110th anniversary of the founding of the Plekhanov Russian University of Economics (REU) and the 70th anniversary of the Department of industrial Economics of REU. In preparing this textbook, the authors relied on the experience of teaching the discipline " Economics of an enterprise (organization, firm)" by the faculty of the Department of industrial Economics of PRUE and the results of many years of research by a team of scientists of the scientific school "Industrial and economic security". A distinctive feature of the textbook is a systematic approach to presenting the views of the leading scientific schools of Russia in the field of Economics and management of enterprises and production complexes. Sections of the publication are supplemented with modern material that takes into account current and future trends in the development of production, and cover current issues of industrial and economic security. Meets the requirements of the Federal state educational standard of higher education of the latest generation. For students of higher education institutions studying in the field of training (specialty) 38.03.01 Economics (bachelor's level), as well as for students of postgraduate education, researchers, and other professionals interested in studying the course of the discipline " Economics of an enterprise (organization, firm)".
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32

1961-, Taylor Shauna, ed. Downsizing in academic libraries: The Canadian experience. Toronto: University of Toronto Press, 2004.

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33

Stephen, McNair, and Great Britain. Department for Education and Employment., eds. Developing disciplines: The experience of the Discipline Networks Programme 1995-98. [Sudbury?]: DfEE, 1998.

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34

Malkiewicz, Judith A. CHILDREN'S EXPERIENCE OF PARENTAL DISCIPLINE: A PICNIC SPOILED. 1991.

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35

Liu, Lili, and Steven B. Webb. Laws for fiscal responsibility for subnational discipline: International experience. The World Bank, 2011. http://dx.doi.org/10.1596/1813-9450-5587.

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36

Webb, Steven B. Fiscal Responsibility Laws for Subnational Discipline: The Latin American Experience. The World Bank, 2004. http://dx.doi.org/10.1596/1813-9450-3309.

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37

Leading a congregation to understand and experience the spiritual discipline of fasting. 1998.

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38

Waldow, Anik. Experience Embodied. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190086114.001.0001.

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This book develops an account of embodied experience that extends from Descartes’s conception of the human body as firmly integrated into the causal play of nature to Kant’s understanding of anthropology as a discipline that provides us with guidance in our lives as embodied creatures. It defends the claim that during the early modern period, the debate on experience not only focused on questions arising from the subjectivity of our thinking and feeling, it also forcefully foregrounded the essentially embodied dimension of our lives as humans. By taking this approach, the book departs from the traditional epistemological route so dominant in treatments of early modern conceptions of experience. It shows that, far from merely raising concerns that either challenge or endorse the idea that experience is able to generate knowledge, the concept formed an essential part of a much broader debate. This debate was moral in nature and raised questions about the developmental potential of human beings and their capacity to instantiate in their lives a form of self-determined agency that allows them to act as responsible agents.
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39

Gaakeer, Jeanne. Judging from Experience. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474442480.001.0001.

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Judging from Experience forms part of Law and Literature and/or, more broadly, Law and Humanities, the interdisciplinary movement in legal theory that focuses on the various bonds of law, language and literature. The book presents a view on law as a humanistic discipline. It demonstrates the importance for academic legal theory and legal practice of a iuris prudentia as insighful knowledge of law that helps develop the practitioner’s practical wisdom. In doing so it builds on insights from philosophical hermeneutics ranging from Aristotle to Ricoeur. The building blocks it proposes for law as praxis are indicative of a methodological reflection on interdisciplinary studies in law and the humanities and of the development of legal narratology.The book engages with literary works such as Flaubert’s Bouvard and Pécuchet, Musil’s The Man without Qualities, and McEwan’s The Children Act to illuminate its arguments and offer a specific European perspective on the topics discussed. The author combines her understanding of legal theory and judicial practice in a continental-European civil-law system, and, within it, in the field of criminal law, to propose a perspective on law as part of the humanities that can inspire both legal professionals and advanced students of law. Thus the book is also a reflection of the author’s combined passions of judicial practice and Law and Literature.
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40

Larson, Colleen M. A study of the commonalities and differences of the classroom environment in whole language and judicious discipline classrooms. 1992.

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41

Witteman, Barbara Steinberger. The relationship of experience on the development of elementary teachers' attitudes toward serious student behavior problems in classrooms. 1995.

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42

Baggett, Jerome P. The Varieties of Nonreligious Experience. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479874200.001.0001.

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Based primarily on in-person, telephone-based, and e-mail interviews with more than five hundred American atheists, this book, situated within the discipline of sociology, uncovers the vast diversity of attitudes that exists among atheists today. In doing so, it shows that everyday atheists typically have more nuanced views on religion than do best-selling New Atheist authors; they rely on their feelings as well as their critical thinking when making sense of their nonbelief; and, rather than being members of various atheism-related groups and communities, they generally ground their identities as atheists by participating within an “imagined community” of putatively like-minded others. Moreover, even though atheists are typically understood by the wider public in negative terms, as people who do not believe in God, this book attempts to understand them in more positive terms. Looked at more closely, rather than simply rejecting God and religion, they are actually embracing lives marked by what they deem as integrity, open-mindedness, and progress.
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43

Hinton, Alexander Laban. Discipline (Uncle Meng and the Trials of the Foreign). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198820949.003.0009.

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“Discipline” explores how the performance of justice, with its associated aesthetics and normative codes, involves disciplines that seek to “translate” discourse, bodily movement, and subjectivity into a juridical form, one that asserts the liberal democratic, right-bearing subjectivity the transitional justice imaginary aspires to produce. Drawing in part on translation theory, this chapter notes that such translation involves power, discourse, control, and a sort of exile as speech and actions are shaped into a form according with juridical order. These attempts to realize the transitional justice imaginary, however, are unable to contain an excess—a surplus of meanings creating cracks in the justice facade—that emerges from the lived experience and understandings of particular actors. These juridical disciplines were manifest at a 2008 Reenactment described in the section preamble, as the victims and defendants were invested with rights and agency that enabled (and constrained) their actions within this juridical performance. They were also evident in the testimony given by another S-21 artist and survivor, Bou Meng, who participated as a civil party in Duch’s trial and is the focus of Chapter 6. In particular, the chapter explores how the court disciplined Bou Meng, “translating” what he said, how he felt, and even how he moved his body into a legalistic form. Despite this juridical canalization, an excess of meaning was evident throughout Bou Meng’s testimony, as illustrated by his invocation of Buddhist understandings and spirit beliefs, including the soul of his wife. This “bushy undergrowth” of meaning is largely occluded by the justice facade even as it remains central to lived experience and practice.
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44

No Quarter: Unlawful Killing and Surrender in the Australian War Experience 1915-18. Not Avail, 2005.

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45

Wenzel, Amy. Introduction. Edited by Amy Wenzel. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199778072.013.32.

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Childbearing women experience a host of emotional experiences and demands for adjustment. The past two decades have witnessed an abundance of research on pregnancy, lactation, and the transition to parenthood. This research cuts across many disciplines and often requires an understanding of biological and psychosocial processes outside the typical training for professionals in any one discipline. The Handbook of Perinatal Psychology was compiled to provide a comprehensive overview and evaluation of literature in the field, written by experts in a number of these disciplines to illustrate both typical and atypical experiences associated with childbirth. This Handbook includes chapters on typical psychological, biological, relational, and developmental experiences in women and newborns; an array of mental health problems associated with the transition to parenthood; approaches for screening, assessing, and treating adjustment problems in the transition to parenthood; other problems associated with childbearing; and special issues associated with childbearing.
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46

A Survey of the Representation of Prisoners in the United States: Discipline and Photographs--The Prison Experience (Studies in the Photographic Arts, V. 3). Edwin Mellen Press, 1999.

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47

Smith, Richard Cándida. Case Study: What is it That University-Based Oral History Can Do? The Berkeley Experience. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0029.

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University-based oral history needs to undergo a transformation. The process of going out and interviewing people for first-hand knowledge of historical events is as old as the historical discipline itself. This article focuses on a case study on what university-based oral history can do when it comes to the study of oral history. Interviews continued to be one of the most important tools for historians studying recent topics, but oral history as practiced today had its beginnings in the early nineteenth century when researchers began compiling and preserving stenographic records of the interviews they carried out. Modern oral history has centered on making the words of the historical informants accessible, so that narrators can continue to speak of their experiences to subsequent generations. Oral sources have been an important part of scholarly life for the past two centuries because they have made visible forms of collective life that are difficult to document in other ways.
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48

Miller, Peggy J., and Grace E. Cho. Discipline. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199959723.003.0006.

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Chapter 6, “Discipline,” describes how discipline was practiced in Centerville families, and includes illustrative vignettes from recorded observations. Discipline was a delicate matter within the social imaginary of childrearing and self-esteem because negative feedback was construed as damaging children’s self-esteem if not handled adroitly. Although parents believed that discipline was important, they did not want to be too harsh or discipline in the wrong way. They sometimes cast children’s misdeeds as preferences or self-expression, thereby sidestepping the need for discipline. And when parents resorted to punishment, they often used humor, endearments, or expressions of love to soften their criticism and mitigate the psychological impact on the child. The most negative messages directed at the focal children came from their siblings. This chapter also describes variability across families; parents often drew on their own personal experiences and considered their child’s individual temperament when disciplining. Stressful life conditions posed additional challenges.
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49

Classical Archaeology of Greece: Experiences of the Discipline (Experiences of Archaeology). Routledge, 1997.

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50

Rossi, Irene, and Annamaria De Santis. Crossing Experiences in Digital Epigraphy: From Practice to Discipline. De Gruyter, Inc., 2018.

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