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Journal articles on the topic 'Discipline experience'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

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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6

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 > .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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McClain, Kay. "By Way of Introduction." Mathematics Teaching in the Middle School 1, no. 9 (March 1996): 682. http://dx.doi.org/10.5951/mtms.1.9.0682.

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Too often, middle-grades students view mathematics as a series of discrete topics. They are unable to understand the connected nature of the discipline because the presentation of material often focuses on isolated concepts to be mastered for the moment. Students need to experience mathematics in such a way that they begin to view it as an integrated whole, acknowledging its relevance and usefulness both in and out of school. By offering students classroom experiences that encompass topics embedded in real-world contexts, in connections with other disciplines, and in connections within mathematics, the vibrant discipline of mathematics actively engages students in their own learning.

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OMET, Ghassan, Shorouq AL-HASSAN, and Hadeel YASEEN. "MARKET DISCIPLINE IN BANKING: THE JORDANIAN EXPERIENCE." Pressacademia 4, no. 2 (June 30, 2015): 222. http://dx.doi.org/10.17261/pressacademia.2015211616.

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Minami, Hiroko. "A New Discipline Derived from Disaster Experience." TRENDS IN THE SCIENCES 11, no. 5 (2006): 76–78. http://dx.doi.org/10.5363/tits.11.5_76.

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14

Hamilton, D. Kirk. "Reflections on a Collaborative, Cross-Discipline Experience." HERD: Health Environments Research & Design Journal 11, no. 1 (January 2018): 138–40. http://dx.doi.org/10.1177/1937586718757362.

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Iris, Mark. "Police Discipline in Houston: The Arbitration Experience." Police Quarterly 5, no. 2 (June 2002): 132–51. http://dx.doi.org/10.1177/109861102129198075.

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Zhang, Xiaoni. "Emotional Discipline Leadership: An Interim Chair's Experience." Department Chair 30, no. 3 (January 2020): 16–17. http://dx.doi.org/10.1002/dch.30300.

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Cordray, Janie. "The California Experience: Malpractice, Discipline and Competence." Journal of Medical Regulation 91, no. 4 (December 1, 2005): 5–6. http://dx.doi.org/10.30770/2572-1852-91.4.5.

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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (May 17, 2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.

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Camacho, Alessandra Conceição Leite Funchal. "Building the discipline of nursing history in distance education: experience report." Revista de Enfermagem UFPE on line 5, no. 2 (February 20, 2011): 295. http://dx.doi.org/10.5205/reuol.11109-10319-1-le.0502201119.

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ABSTRACT Objective: to report the experience on the implementation of online course in the History of Nursing Distance Education undergraduate course in Nursing at the University Estácio de Sá, RJ. Method: experience report on the implementation of a distance learning course for students of nursing. Results: the construction of Nursing History was through the pursuit of interactivity in distance education aimed at the continuous planning of the virtual learning environment with the development of skills and competencies of the discipline consistent with the teaching strategy of Project Political Course. Conclusion: construction and development of the discipline is developed based on tools available in the virtual environment, and develop critical and reflective of future professional nurses through the proposed historical contents. Descriptors: education; history of nursing; education of distance.RESUMOObjetivo: relatar a experiência sobre a implantação da disciplina on-line de História da Enfermagem na Educação à Distância do curso de graduação em Enfermagem da Universidade Estácio de Sá, RJ. Método: relato de experiência sobre a implantação de uma disciplina à distância para discentes de Enfermagem. Resultados: a construção da disciplina História da Enfermagem ocorreu através da busca da interatividade na educação à distância visando o planejamento contínuo do ambiente virtual de aprendizagem com o desenvolvimento de habilidades e competências da disciplina compatíveis com a estratégia de ensino do Projeto Político Pedagógico do Curso. Conclusão: construção e o desenvolvimento da disciplina é desenvolvida com base em ferramentas disponíveis no ambiente virtual e, o desenvolvimento crítico e reflexivo do futuro profissional enfermeiro através dos conteúdos históricos propostos. Descritores: educação; história da enfermagem; educação à distância.RESUMEN Objetivo: presentar la experiencia sobre la aplicación del curso virtual de Historia de la Enfermería en el curso de educación a distancia pregrado en Enfermería de la Universidad Estácio de Sá, RJ. Método: relato de experiencia sobre la aplicación de un curso a distancia para estudiantes de enfermería. Resultados: La construcción de la Historia de la Enfermería se produjo a través de la búsqueda de la interactividad en la educación a distancia dirigidos a la planificación continua del entorno virtual de aprendizaje con el desarrollo de habilidades y competencias de la disciplina consistente con la estrategia de enseñanza del Proyecto Político del curso. Conclusión: la construcción y desarrollo de la disciplina se desarrolla con base en las herramientas disponibles en el entorno virtual, y el desarrollo crítico y reflexivo de los futuros profesionales de enfermería a través de los contenidos históricos propuestos. Descriptores: educación; historia de la enfermería; educación a distancia.

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Belardo, Christy, Andrea C. Burrows, and Lydia Dambekalns. "PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS." Problems of Education in the 21st Century 75, no. 3 (June 20, 2017): 215–34. http://dx.doi.org/10.33225/pec/17.75.215.

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Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers’ perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies. Keywords: science, art, pre-service teachers, pre-collegiate students, STEM education, STEM classrooms.

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Красногорская, N. Krasnogorskaya, Цвиленева, and N. Tsvileneva. "Experience of Training of Specialists and Bachelors in Life Safety Sphere at Ufa State Aviation Technical University." Safety in Technosphere 2, no. 2 (April 25, 2013): 71–76. http://dx.doi.org/10.12737/327.

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The analysis of requirements to the content of discipline "Life Safety" as obligatory discipline of professional cycle for various directions and specialties on which the training is conducted at Ufa State Aviation Technical University has been carried out. Comparison of requirements to discipline content minimum in the context related to the 2nd and 3d generations of State standards of higher professional education has revealed essential shortcomings of formulations of Federal state educational standard (3d generation GOSt) competences, referring to knowledge and abilities in the life safety area. The ways related to problem solution of drawing up of training programs and formation of lecture streams for discipline teaching are offered. The features of training of bachelors in “Technosphere Safety” direction, a content ratio of such obligatory disciplines as "Noksology" and "Life safety", as well as questions of graduate’s competence-based model formation are considered.

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Lee, Mark, and Elizabeth Heger Boyle. "Disciplinary practices among orphaned children in Sub-Saharan Africa." PLOS ONE 16, no. 2 (February 4, 2021): e0246578. http://dx.doi.org/10.1371/journal.pone.0246578.

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Objectives This study considers whether orphans’ experiences with physically and psychologically violent discipline differ from non-orphans in sub-Saharan Africa, and to what extent national, community, household, caretaker, and child characteristics explain those differences. Methods We use cross-sectional Multiple Indicator Cluster Surveys (MICS) administered between 2010–2017 in 14 sub-Saharan African countries. The sample included 125,197 children, of which 2,937 were maternal orphans, 9,113 were paternal orphans, and 1,858 were double orphans. We estimate the difference between orphans and non-orphans experience of harsh discipline using multivariable logistic regressions with country fixed effects and clustered standard errors. Results Findings show that orphaned children experience less harsh discipline in the home. With the exception of double orphans’ experience with physically violent discipline, these differences persisted even after controlling for a rich set of child, household, and caretaker characteristics. Conclusions We propose two alternative explanations for our surprising findings and provide a supplementary analysis to help arbitrate between them. The evidence suggests that orphaned children (especially those with a deceased mother) are less likely to experience harsh discipline because of lower caretaker investment in their upbringing. We encourage future research to draw on in-depth interviews or household surveys with discipline data from multiple children in a home to further unpack why orphans tend to experience less harsh punishment than other children.

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Hashim, Mohd Ekram AlHafis Bin, Muhammad Zaffwan Bin Idris, and Che Soh Bin Said. "The Potential of Integrating User Experience (UX) and Aesthetic Experience (AX) in Augmented Reality Comic (AR Comic)." International Journal of e-Education, e-Business, e-Management and e-Learning 11, no. 1 (2021): 34–41. http://dx.doi.org/10.17706/ijeeee.2021.11.1.34-41.

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The purpose of this paper is to explore the potential of synergising of two major theories that sprang from two entirely different disciplines, namely the human-computer interaction (HCI) and the arts. Indeed, there are vast and diverse gaps when two different theories, such as technology and art, are to be combined to develop a new element that complements to both disciplines. In this paper, the proposition is to measure the user experience when dealing with an art object that infuses with digital technology. Augmented reality (AR) derived from the HCI discipline and customarily to UX as a measurement tool. On the other hand, a comic is an aesthetic object that requires an aesthetic-friendly method as its measurement tool. Ultimately, this paper proposes an integration of the UX and AX theories to evaluate an AR comic.

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Kuhlmann, Diane Orlich, and Alexandre Ardichvili. "Becoming an expert: developing expertise in an applied discipline." European Journal of Training and Development 39, no. 4 (May 5, 2015): 262–76. http://dx.doi.org/10.1108/ejtd-08-2014-0060.

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Purpose – This paper aims to examine the development of expertise in an applied discipline by addressing the research question: How is professional expertise developed in an applied profession? Design/methodology/approach – Using a grounded theory methodology (GTM), nine technical-tax experts, and three experienced, non-expert tax professionals were interviewed regarding their experience in developing technical-tax expertise. Using GTM procedures, a core concept and variables (categories and properties of categories) were identified. A theory is advanced which explains the interaction of the core concept and the variables. Findings – This theory proposes that expertise in applied disciplines occurs through years of engaging in the high-value, non-routine work. Professionals with an intelligence matched to the discipline and willingness to work hard are more likely to be successful in this non-routine work. Professionals who find the discipline fascinating and who revel in ambiguity are likely to repeatedly seek this non-routine work. Finally, professionals in organizations with complex client issues are more likely to have opportunities to engage in non-routine work. Research limitations/implications – This study proposed a theory related to a very specific profession – tax accounting. Future research would be appropriate to determine whether other applied disciplines have a similar dynamic in developing expertise. Originality/value – Based on existing theories of expertise, this study developed a new theory of how professional expertise is developed in an applied discipline.

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Lv, Wei, and Yunhui Huang. "How Workplace Accounting Experience and Gender Affect Ethical Judgment." Social Behavior and Personality: an international journal 40, no. 9 (October 1, 2012): 1477–83. http://dx.doi.org/10.2224/sbp.2012.40.9.1477.

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We investigated how individuals' ethical intentions and moral judgments were influenced by the discipline that they were studying or practicing and by their gender. Results showed that, compared with men, women consistently viewed questionable actions as less ethical and expressed a lower likelihood that they would perform these actions. Accounting students had higher ethical intentions and stricter moral standards than either students in other disciplines or accounting practitioners. Furthermore, there were no gender differences in moral judgments among accounting practitioners.

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Lewis, Kadriye O., and Raymond C. Baker. "Teaching medical professionals online: A cross-discipline experience." Medical Teacher 32, no. 3 (January 2010): 262–64. http://dx.doi.org/10.3109/01421590903434185.

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Boe, David. "Discipline or Experience and Preparation for Higher Education." Design For Arts in Education 86, no. 5 (June 1985): 5–7. http://dx.doi.org/10.1080/07320973.1985.9938127.

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Painter, Michael. "Nonacademic Experience and Changing Views of the Discipline." NAPA Bulletin 20, no. 1 (January 8, 2008): 75–81. http://dx.doi.org/10.1525/napa.2001.20.1.75.

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Craney, Chris, Tara McKay, April Mazzeo, Janet Morris, Cheryl Prigodich, and Robert de Groot. "Cross-Discipline Perceptions of the Undergraduate Research Experience." Journal of Higher Education 82, no. 1 (January 2011): 92–113. http://dx.doi.org/10.1080/00221546.2011.11779086.

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Craney, Chris, Tara McKay, April Mazzeo, Janet Morris, Cheryl Prigodich, and Robert de Groot. "Cross-Discipline Perceptions of the Undergraduate Research Experience." Journal of Higher Education 82, no. 1 (2011): 92–113. http://dx.doi.org/10.1353/jhe.2011.0000.

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Martynovich, N. N., T. V. Barzunova, and Yu P. Semschikova. "Experience of practical training of future pediatricians in academic discipline of choice “Orfan diseases”." Pacific Medical Journal, no. 1 (March 28, 2020): 85–87. http://dx.doi.org/10.34215/1609-1175-2020-1-85-87.

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A brief overview of problem relevance of rare (orfan) diseases in pediatrics and experience of Department of Pediatrics No. 1 of Irkutsk State Medical University on implementation of academic discipline of choice “Orfan diseases” into an academic process of the specialty 31.05.02 “Pediatrics”, relating to the variable part of block 1 «Disciplines (modules)».

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MAH, HAROLD. "THE PREDICAMENT OF EXPERIENCE." Modern Intellectual History 5, no. 1 (April 2008): 97–119. http://dx.doi.org/10.1017/s1479244307001552.

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Every discipline has its foundational terms, those words that practitioners use to name what they study, or how they study, or why that study is valid. These terms often go unscrutinized when a discipline is up and running, but in the formative stages of a discipline and in periods of contention or crisis they often become subject to intensive criticism and attempts at redefinition. Challenging foundational terms is no simple task. Because they are foundational, they are difficult to do without, even by those who would reject them. They are often used or assumed by those who question them, and after intensive questioning is done they often simply recur, even in their most unquestioned, naive form. The “foundational” nature of foundational terms, one begins to see, is not just a matter of a basic organizing concept or a description of some natural process, but of a term that is invested with aspirations of different sorts. The term also offers authorization to interpret, enacts a wish, suggests a cultural utopia, or puts in place a political program. The density of functions found in foundational terms guarantees that even the most questioned term will return.

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Reis, Edivânia Cristina dos Santos, Nayara Evellyn Santos Fontes, and Rodrigo de Souza Santos. "Education, Media and Media Processes: report of a formative experience in the Fundamentals of Education discipline of PPGED/UFS." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 29, 2021): e12425. http://dx.doi.org/10.20952/jrks2112425.

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In the second term of 2020, the Education Post-Graduation Program of the Federal University of Sergipe offered a discipline called Fundamentals of Education, mandatory to the Mastership course. The purpose of the discipline was to discuss some relevant themes to the academic formation. This group chose the theme “Education, Media and Media Processes”, elaborating a presentation that constituted relevant positions and reflections for subjects involved in the discipline. Therefore, the concepts of Media-Education, Teacher Education, Emergency Remote Education were approached. Thus, the work aims to analyze the contributions of the disciplines to the use of media in education. This work was carried out with interactive media activities, oral questionnaires, writings and collective debates. After the activities in the class, it was reported that there is still an evident lack of training for teachers in the use of the media.

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Barone, T., and Beth Ritter. "Applied Anthropology and Community Service-Learning." Practicing Anthropology 32, no. 2 (March 22, 2010): 21–25. http://dx.doi.org/10.17730/praa.32.2.c19n7216230p5r5j.

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Community Service-Learning (CSL) in higher education is a pedagogical approach embraced by many disciplines as a form of experiential learning that is rewarding for students, faculty and community partners. Although applied anthropology and CSL seem natural partners, applied anthropologists have published very little on CSL experiences. In this presentation of our experience, we argue that applied anthropologists should consider participating and publishing on CSL. We believe with a little preparation applied anthropologists are ready to jump into CSL, and that this will benefit their communities, their students, their careers and the discipline.

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Lorber, Michael F., Danielle M. Mitnick, and Amy M. Smith Slep. "Parents’ experience of flooding in discipline encounters: Associations with discipline and interplay with related factors." Journal of Family Psychology 30, no. 4 (June 2016): 470–79. http://dx.doi.org/10.1037/fam0000176.

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Stieger, Mirjam, Sandro Wepfer, Dominik Rüegger, Tobias Kowatsch, Brent W. Roberts, and Mathias Allemand. "Becoming More Conscientious or More Open to Experience? Effects of a Two–Week Smartphone–Based Intervention for Personality Change." European Journal of Personality 34, no. 3 (May 2020): 345–66. http://dx.doi.org/10.1002/per.2267.

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Research indicates that it might be possible to change personality traits through intervention, but this clinical research has primarily focused on changing neuroticism. To date, there are no established, proven techniques for changing other domains of personality, such as conscientiousness and openness. This research examined the effects of a two–week smartphone–based intervention to either change one facet of conscientiousness (i.e. self–discipline) or one facet of openness to experience (i.e. openness to action). Two intervention studies (total N = 255) with two active intervention groups for mutual comparisons were conducted. Results of self–reports and observer reports showed that people who wanted to become more self–disciplined were less self–disciplined at pretest. Similarly, people who wanted to become more open to action were less open to action at pretest. The results showed that people who chose the self–discipline intervention showed greater increases in self–discipline, and people who chose the openness to action intervention showed greater increases in openness to action compared with the other group. Changes were maintained until follow–up two and six weeks after the end of the intervention. Future work is needed to examine whether these personality changes are enduring or reflect temporary accentuation as a result of participation in the intervention. © 2020 European Association of Personality Psychology

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Ritchie, S. M. "Classroom Discipline: Some Practical Suggestions for Beginning Teachers." Aboriginal Child at School 13, no. 1 (March 1985): 14–17. http://dx.doi.org/10.1017/s0310582200013596.

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My first teaching appointment to Cunnamulla Secondary Department in 1975 was indeed a humbling experience. I am constantly reminded of my frustrations experienced as a beginning teacher as I see inexperienced teachers grapple with similar problems now, at Murgon High School.Against this background, I would like to offer some suggestions for establishing and maintaining classroom discipline. Although these suggestions are specifically directed at beginning teachers in schools with significant proportions of Aboriginal students, they may also be helpful to teachers in other settings, since they are well supported in the literature (see references).

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Endang Wijayanti, Lilis, Fran Sayekti, Reschiwati, and Dyah Pratita. "THE INFLUENCE OF MOTIVATION, DISCIPLINE AND WORK EXPERIENCE ON EMPLOYEE PERFORMANCE WITH WORK ENVIRONMENT AS A MODERATION VARIABLE (A Case Study of Asn in Yogyakarta Province)." Dinasti International Journal of Education Management And Social Science 1, no. 4 (April 28, 2020): 560–71. http://dx.doi.org/10.31933/dijemss.v1i4.249.

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The aim of this study is analyzed the factors which influence the performance of the state civil servants (ASN / PNS) who work in the Regional Asset and Financial Management Agency in the Special Region of Yogyakarta. The object of this study are ASN because their performance was assumed not clearly detected. In this study their performance will be linked to work environment, motivation, discipline and work experience. The ASN who have long work experience, high motivation and high discipline resulted good performance. The study uses a moderation variable testing model. The Work Environment as a moderating variable that moderates the effect of the independent variable (motivation, discipline and work experience) on the dependent variable (performance). Work Environment is a working condition and facility faced by ASN. If the work environment is comfortable, ASN will be motivated to work well, so that performance is also high. Experienced ASNs tend to learn a lot from their experience so that their performance is higher. If the ASN is experienced and in a comfortable work environment, the performance will be higher. Likewise, if the ASN has a high level of motivation and discipline and is in a comfortable work environment, the performance will be even higher. The study was conducted by distributing questionnaires to ASN in the area of the Regional Financial and Asset Management Agency in all districts and cities of Wilayah DIY. Data obtained using multiple regression. The results of the data analysis show that the work environment has an effect on ASN performance. The work environment variable also moderates the relationship between work experience and performance.

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Anderson, David, Lorna Bell, Stuart Eno, Elizabeth Littleford, and Peter Walter. "Common ground: An experience of trans-discipline practice learning." Journal of Interprofessional Care 6, no. 3 (January 1992): 243–52. http://dx.doi.org/10.3109/13561829209014945.

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Levin, Leslie C. "Building a Better Lawyer Discipline System: The Queensland Experience." Legal Ethics 9, no. 2 (January 2006): 187–210. http://dx.doi.org/10.1080/1460728x.2006.11424261.

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Lindqvist, Svante. "How to Establish an Academic Discipline: A Swedish Experience." Technology and Culture 52, no. 2 (2011): 233–45. http://dx.doi.org/10.1353/tech.2011.0064.

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Boisvert, Mathieu. "Tempê en la demeure : Réflexions sur l'état des sciences des religions." Studies in Religion/Sciences Religieuses 27, no. 4 (December 1998): 373–85. http://dx.doi.org/10.1177/000842989802700402.

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This article first sketches the historical development of religious studies in order to question the actual situation of our discipline. The main objective is not to offer an exhaustive representation of the discipline, but rather to present some general observations and to introduce some questions that are crucial for determining our discipline's identity. I will then attempt to establish a connection between the ideas put forth in the articles in this issue of SR and my own professional experience in the field of religious studies.

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Cammarano, Cristina. "On Philosophizing as Education." Precollege Philosophy and Public Practice 3 (2021): 5–20. http://dx.doi.org/10.5840/p420214716.

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In my article I offer an argument in favor of philosophy as a practical activity that is intrinsically educative. In responding to the crisis of our discipline, I make a case for a beneficial relationship between philosophy and the community, especially from the point of view of the discipline itself. I propose that the practicality of philosophy needs to be experienced in concrete activities involving others, therefore recasting the relation of theory to practice in the modality of translation as a never-completed task to take on. I suggest that philosophizing could be characterized by a position of vulnerability, which complicates notions of inside/outside, belonging, home, and dialogue. I offer examples drawn from my experience of integrating philosophical discussion with children (inspired by P4C pedagogy) in my college courses to suggest that philosophizing with others in varied contexts should be an integral part of education. By emphasizing the benefits accruing to undergraduate students and to the discipline itself from the practice, I do not intend to downplay or marginalize the voices and experiences of the children and teachers who are such an essential part of the practice. Rather than being a zero-sum game, the engagement of philosophy with the world expands and lifts the experience of everybody involved.

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Balboni, Tracy A., Ka-Kit P. Hui, and Arif H. Kamal. "Supportive Care in Lung Cancer: Improving Value in the Era of Modern Therapies." American Society of Clinical Oncology Educational Book, no. 38 (May 2018): 716–25. http://dx.doi.org/10.1200/edbk_201369.

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Driven by a discipline-wide imperative to maximize patient centeredness and value, supportive care services have experienced remarkable growth and acceptance in oncology care. Two such services with a growing evidence base and examples of routine integration into usual oncology care are palliative care and integrative medicine. Both focus on the patient experience with cancer during and after cancer-directed treatments occur, from diagnosis through survivorship or end-of-life care. With a frame of increasing value for all in the oncology care ecosystem, we highlight the evidence for how these two disciplines can improve the experience of patients with cancer and their loved ones. We further highlight how additional focus in palliative care and integrative medicine can continue to build toward a shared vision of high-value, high-quality cancer care.

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Freeborn, Todd J., and Jada Damond. "Introducing electrical engineering through characterization of a handheld moisture meter: A research experience case study." International Journal of Electrical Engineering & Education 56, no. 1 (May 21, 2018): 24–37. http://dx.doi.org/10.1177/0020720918776420.

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Concepts from electrical engineering can be introduced to nonmajor engineering students through lectures, laboratories, or even research experiences. Often the purpose of introducing nonmajors to these concepts is to highlight that engineering problems are not limited to skills from only a single discipline as well as improve their ability to communicate and collaborate with other disciplines. This case study discusses the experience of introducing a nonmajor undergraduate student to electrical engineering through an undergraduate research project at The University of Alabama investigating the electrical properties of bamboo, which required the characterization of a portable moisture meter. These exercises were successful at improving the student’s confidence and proficiency with electrical test equipment, highlighting the limitations of test equipment, and applying concepts of resistance to a real-world application that overlaps electrical, chemical, and biological disciplines. While this exercise was a component of an undergraduate research experience, similar exercises could be easily integrated into electrical engineering laboratories for nonelectrical engineering majors to introduce and reinforce concepts from electrical engineering using a multidisciplinary application.

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Batista, Natália Lampert, Roberto Cassol, Elsbeth Léia Spode Becker, and Maurício Rizzatti. "“GEOGRAFIA E ENSINO I”: UMA EXPERIÊNCIA DE INTEGRAÇÃO UNIVERSIDADE-ESCOLA NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA / “GEOGRAPHY AND TEACHING I”: A EXPERIENCE OF UNIVERSITY-SCHOOL INTEGRATION IN TRAINING OF TEACHERS OF GEOGRAPHY." Geographia Meridionalis 3, no. 3 (January 9, 2018): 364. http://dx.doi.org/10.15210/gm.v3i3.12087.

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A docência orientada possibilita ao pós-graduando a experiência de ministrar aulas no Ensino Superior, permitindo outro olhar sobre a prática docente na Universidade. O presente relato se refere a Docência Orientada realizada na disciplina do curso de graduação em Geografia Licenciatura, Geografia e Ensino I, da Universidade Federal de Santa Maria, turma 10, do segundo semestre de 2016. Com a sistematização da disciplina no referido ano, objetivou-se desenvolver habilidades teórico-práticas para o Ensino de Cartografia no Ensino Fundamental; proporcionar aos alunos matriculados na disciplina Geografia e Ensino I um momento de vivência e de reflexão sobre o espaço escolar; e produzir e testar metodologias de Ensino de Cartografia com alunos Ensino Fundamental. A partir das oficinas desenvolvidas no espaço escolar, acredita-se que a organização da disciplina de Geografia e Ensino I, edição de 2016, contribuiu significativamente para a formação dos acadêmicos de graduação, pois integrou a teoria, referente ao Ensino de Cartografia, com as vivências no espaço escolar, que resultaram em motivação para o ser professor e reflexões sobre o ato de ensinar.Abstract:Oriented teaching enables the post-graduate student to teach classes in Higher Education, allowing another look at teaching practice at the University. The present report refers to oriented teaching carried out in the discipline of the undergraduate course in Geography Degree, Geography and Teaching I, of the Federal University of Santa Maria, class 10, of the second semester of 2016. With the systematization of the discipline in the mentioned year, the objective was to develop theoretical-practical abilities for the Teaching of Cartography in Elementary School; To provide the students enrolled in the discipline I a moment of experience and reflection on the school space; and produce and test Cartography Teaching methodologies with elementary students. From the workshops developed in the school space, it is believed that the organization of the discipline of Geography and Teaching I, edition of 2016, contributed significantly to the training of undergraduate students, since it integrated the theoretical about Cartography Teaching to experiences in space School, which resulted in motivation for being a teacher and reflections on the act of teaching.Keywords: Oriented Teaching; Teaching of Cartography; Teacher training.

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Sabirin, Sabirin, and Ilham Ilham. "Disiplin Kerja, Pengalaman Kerja Terhadap Kepuasan Kerja dan Kinerja Pengawas." Jurnal Ilmiah Manajemen dan Bisnis 21, no. 2 (April 30, 2020): 123–35. http://dx.doi.org/10.30596/jimb.v21i2.4295.

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This research aims to determine the direct and indirect influence of work discipline and work experience on job satisfaction and supervisor performance in the Education office of South Sulawesi Province. The research used is explanative with survey approach Sampling technique with simple random sampling method. The method used in this study is to use the Partial Least Square (PLS) method. From the results of the study to the direct influence shows work discipline does not affect job satisfaction, work discipline has a positive and significant effect on performance, work experience has a positive and significant effect on job satisfaction, work experience has no direct effect on performance, further influence of work discipline negatively and significantly affects performance through job satisfaction, and work experience has a positive and significant effect on performance through job satisfaction.

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Kelly, Jessica, and Claire Jamieson. "Practice, Discourse and Experience: The Relationship Between Design History and Architectural History." Journal of Design History 33, no. 1 (December 30, 2019): 1–15. http://dx.doi.org/10.1093/jdh/epz045.

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Abstract This Special Issue explores the relationship between architectural history and design history; two disciplines with close subject areas and methodological links, but which have developed distinct institutional and academic identities that often separate them. This introduction frames the articles contained in the issue—which in different ways demonstrate the compelling nature of research that straddles these disciplines—through an examination of the roots such research approaches have within the recent past of each field. Through a re-reading of key moments within the historiography of each discipline in the UK and USA since the Second World War, it is possible to understand how architectural and design history have evolved in relation to each other, and how the expansion of each into the territory of the other has emerged.

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Wilson, Edward O. "Taxonomy as a fundamental discipline." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 359, no. 1444 (April 29, 2004): 739. http://dx.doi.org/10.1098/rstb.2003.1440.

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There are at present, at rough estimate, ca. 6000 taxonomists at work worldwide on all organisms combined. That is a tiny slice of the biological community as a whole, and their discipline remains one of the weakest and most underfunded (Wilson 2002). From my own museum experience, I believe that twice this number, with several technical assistants each and the aforementioned new technologies, could move the global biodiversity survey to near completion within a single human generation.

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Blumenstein, Marion. "The generic-discipline dilemma: learning advising in quantitative literacy." International Journal for Researcher Development 6, no. 1 (May 11, 2015): 24–39. http://dx.doi.org/10.1108/ijrd-09-2014-0032.

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Purpose – This paper aims to provide insights into the experiences of and challenges confronting higher degree research students and learning advisors (LAs) regarding data analysis support. The ability to handle data and use numerical evidence systematically is an important transferable skill and essential for the successful completion of a quantitative research thesis. Design/methodology/approach – A combination of qualitative and quantitative data was used, enabling a convergence of findings: the questionnaire and one-on-one advisory sessions feedback gathered information on the student experience, while semi-structured interviews provided data on the LAs’ perspective. Findings – Phenomenographic analysis of interviews revealed many challenges associated with centralised learning support provision. Learning advisors recognised not only different disciplinary needs but also the tensions associated with working centrally and cross-disciplinary. Students identified a need for more practice-orientated training opportunities in data analysis during their postgraduate and doctoral research. Practical implications – Understanding gained from students’ and LAs’ experiences are essential for changes of university-wide teaching and learning strategies. The collection of “bottom-up” data on the student experience combined with data on learning thresholds provided by faculty and student learning support units would allow a coordinated, institution-wide approach to identified learning needs. Originality/value – Developing a community of practice concerned with quantitative literacy means that staff with expert knowledge, regardless of discipline affiliation, can provide an environment in which students are able to develop their analytical skills further and can participate in ongoing discussions on real-life research and data analysis issues.

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