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Journal articles on the topic 'Multidisciplinary learning'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Gonçalves, Jaqueline Batista Diniz, Fabiane Nascimento de Oliveira, Geovania Carla Araújo, and Ana Letícia Alves Porto Eustáquio. "Relato de experiência: intervenção multidisciplinar em grupos terapêuticos para crianças e adolescentes com transtornos do neurodesenvolvimento e transtornos de aprendizagem." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 10, no. 16 (2025): 111–15. https://doi.org/10.24281/rremecs2025.10.16.111.

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Este artigo tem o objetivo de apresentar a prática de um Programa de Intervenção Multidisciplinar em Grupos destinados a Crianças e adolescentes com Transtornos do Neurodesenvolvimento e Transtornos de Aprendizagem no município de Betim MG, no espaço da Associação dos Servidores Municipais de Betim (ASMUBE), executado pela equipe técnica na Clínica Moendy Multidisciplinar em colaboração com a equipe da ASMUBE. As intervenções multidisciplinares são realizadas mediante organização de Grupos Terapêuticos (GTs), voltado para a estimulação de habilidades e enfrentamento de dificuldades com os pare

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2

Rogers, Jacqui, and Beryl Ann Badger. "Learning inside Multidisciplinary Project Teams." International Journal of Interdisciplinary Social Sciences: Annual Review 6, no. 4 (2012): 197–210. http://dx.doi.org/10.18848/1833-1882/cgp/v06i04/52054.

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3

Kessler, Gary C., Robert Simpson, and James Fry. "Multidisciplinary learning using mock trials." International Journal of Electronic Security and Digital Forensics 2, no. 2 (2009): 141. http://dx.doi.org/10.1504/ijesdf.2009.024899.

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4

Harrison, Anna. "Learning from the multidisciplinary team." Clinical Teacher 13, no. 4 (2015): 303–4. http://dx.doi.org/10.1111/tct.12427.

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Riuttanen, Laura, and Taina Ruuskanen. "Multidisciplinary GLOBE environmental learning program." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (2013): 367–70. http://dx.doi.org/10.31129/lumat.v1i4.1095.

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GLOBE is a hands-on environmental science and education program in which students, teachers, and researchers from around the world study the environment on local and global level. The aim of GLOBE program is to raise environmental awareness everywhere in the world, contribute to the dissemination of scientific knowledge on Earth and improve the standard of science and mathematics education. GLOBE is suitable for levels of education from primary to secondary school.

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Hulse, Daniel, Kagan Tumer, Christopher Hoyle, and Irem Tumer. "Modeling multidisciplinary design with multiagent learning." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 33, no. 1 (2018): 85–99. http://dx.doi.org/10.1017/s0890060418000161.

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AbstractComplex engineered systems design is a collaborative activity. To design a system, experts from the relevant disciplines must work together to create the best overall system from their individual components. This situation is analogous to a multiagent system in which agents solve individual parts of a larger problem in a coordinated way. Current multiagent models of design teams, however, do not capture this distributed aspect of design teams – instead either representing designers as agents which control all variables, measuring organizational outcomes instead of design outcomes, or r

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Baraitser, Paula, Mary Herns, and Sarah Webb. "Multidisciplinary learning in family planning clinics." Journal of Family Planning and Reproductive Health Care 26, no. 2 (2000): 107–8. http://dx.doi.org/10.1783/147118900101194175.

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8

Graff, Daniel. "Learning through Analogy in Multidisciplinary Teams." Academy of Management Proceedings 2015, no. 1 (2015): 14834. http://dx.doi.org/10.5465/ambpp.2015.14834abstract.

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Kamble, Dr. Kamlesh R. "Nep 2020: Multidisciplinary Learning in Geography." International Journal of Advance and Applied Research 6, no. 20 (2025): 73–76. https://doi.org/10.5281/zenodo.15348369.

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This paper explores strategies for integrating multidisciplinary learning within Geography education, emphasizing the importance of a holistic approach to understanding complex spatial phenomena. By incorporating insights from fields such as history, sociology, environmental science and economics, Geography educators can foster a more comprehensive and contextualized learning experience. The study highlights successful case studies, pedagogical frameworks, and collaborative projects that enhance critical thinking and problem-solving skills among students. Key findings suggest that interdiscipl

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Ubaidah, Akmal, Dinda Rahma Kartika, Nur Laili, and Khofifatu Rohmah Adi. "Encouraging learning difficulties in social studies by multidisciplinary learning models." Jurnal Teori dan Praksis Pembelajaran IPS 8, no. 1 (2023): 34. http://dx.doi.org/10.17977/um022v8i12023p34.

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Learning activity distributes knowledge from educators to students to develop abilities and shape character, essential in improving student learning outcomes. However, there are still many learning activities that are less exciting or tend to be monotonous, which makes students quickly bored. This study aims to explore the learning difficulties in social studies learning by implementing a multidiscipline learning model. A conventional literature review and Jacobs' theory of a multidisciplinary integrated learning model were used to analyze the data. This study found that applying multidiscipli

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Syed, Khamruddin, Vijayalakshmi M, Rohit Kandakatla, and Soumya Narayanan. "Inculcating Multidisciplinary Learning in Electrical Engineering Undergraduate Curriculum through Problem-Based Learning." Journal of Engineering Education Transformations 38, is1 (2024): 210–15. https://doi.org/10.16920/jeet/2024/v38is1/24234.

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Abstract— Recently, the multidisciplinary engineering education has been growing rapidly reflecting current technological concern. Engineering graduates from cross domains like mechanical engineering, computer science and engineering, electronics engineering in current market are in great demand. The National Education Policy NEP-2020 supports learning from multidiscipline in developing curriculum which is integrated and flexible in various learning environments. The goal of the multidisciplinary approach is to produce new age engineers who can become changemakers in dynamically changing indus

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12

Beaupre, Charles Paul. "A Multidisciplinary Approach to Transformative Higher Learning." Journal of the World Universities Forum 4, no. 1 (2011): 81–92. http://dx.doi.org/10.18848/1835-2030/cgp/v04i01/56733.

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13

Hulse, Anna Louise. "A multidisciplinary learning approach: a narrative review." British Journal of Nursing 31, no. 7 (2022): 364–70. http://dx.doi.org/10.12968/bjon.2022.31.7.364.

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Advanced nursing/clinical practice has emerged worldwide in response to the demands of changing complex healthcare needs and ageing populations, and the need to improve services and outcomes, decrease waiting times and reduce overall healthcare cost. A reduction in medical practitioners' working hours has meant other healthcare disciplines have to develop medical skills. Evidence suggests there are global differences in the advanced nursing/clinical practice role definition, expectations and scope of practice. Education and training for role development varies around the world. Part 1 of this

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14

Glennie, Sara, and John Cosier. "Collaborative inquiry: developing multidisciplinary learning and action." Journal of Interprofessional Care 8, no. 3 (1994): 255–63. http://dx.doi.org/10.3109/13561829409010426.

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15

Garvey, M. Thérèse, Michael O'Sullivan, and Marielle Blake. "Multidisciplinary case-based learning for undergraduate students." European Journal of Dental Education 4, no. 4 (2000): 165–68. http://dx.doi.org/10.1034/j.1600-0579.2000.040404.x.

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Rowbotham, David J. "Multidisciplinary working and learning- the way forward." British Journal of Anaesthetic and Recovery Nursing 1, no. 4 (2000): 2–3. http://dx.doi.org/10.1017/s1742645600000309.

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After organising, chairing and teaching on a recent multidisciplinary workshop on postoperative pain in Munich, I was to attend a Beer Hall in the centre of this fine city. As I sat there, sipping the occasional aliquot of fine German lager, I found myself pondering over many things. As a result of tiredness and intellectual exhaustion, my recollection of my thoughts at that time is not complete.

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Hasna, Abdallah M. "Multidisciplinary integrative learning in undergraduate design projects." International Journal of Continuing Engineering Education and Life-Long Learning 20, no. 6 (2010): 495. http://dx.doi.org/10.1504/ijceell.2010.037789.

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18

Wiggins, Marcie B., Emma Heath, and Jocelyn Alcántara-García. "Multidisciplinary Learning: Redox Chemistry and Pigment History." Journal of Chemical Education 96, no. 2 (2018): 317–22. http://dx.doi.org/10.1021/acs.jchemed.8b00358.

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Campos-Roca, Yolanda. "Multidisciplinary Project-Based Learning: Improving Student Motivation for Learning Signal Processing." IEEE Signal Processing Magazine 38, no. 3 (2021): 62–72. http://dx.doi.org/10.1109/msp.2021.3053538.

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20

Inventado, Paul Salvador, and Peter Scupelli. "An Online Learning Collaboratory to Address Multidisciplinary Learning Challenges at Scale." Interaction Design and Architecture(s), no. 33 (June 20, 2017): 11–32. http://dx.doi.org/10.55612/s-5002-033-001.

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“Ensuring inclusive and quality education for all to promote lifelong learning” is among the United Nations’ global time-critical sustainable development challenges. Massive open online courses and other online learning systems can potentially address this challenge by fostering high quality online learning at scale. However, online learning introduces complex challenges that involve multiple disciplines, varied learning contexts, and diverse learner backgrounds. There are plenty of research initiatives that try to address this problem, but they are fragmented efforts that could benefit from a

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21

Dascalu, Maria-Iuliana, Constanta-Nicoleta Bodea, Miltiadis Lytras, Patricia Ordoñez de Pablos, and Alexandru Burlacu. "Improving e-learning communities through optimal composition of multidisciplinary learning groups." Computers in Human Behavior 30 (January 2014): 362–71. http://dx.doi.org/10.1016/j.chb.2013.01.022.

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22

Meister, Eduardo Kaehler, Isac Bruck, Sérgio Antônio Antoniuk, et al. "Learning disabilities: analysis of 69 children." Arquivos de Neuro-Psiquiatria 59, no. 2B (2001): 338–41. http://dx.doi.org/10.1590/s0004-282x2001000300005.

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With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures) evaluation. The incidence was higher in boys (84,1%), familiar history of learning disa

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23

Bingöl, Rahime Hülya, Fatma Turna, Biljana Gagachovska, and Nese Kocabasoglu. "Multidisciplinary or Monotherapy? Effects of Multidisciplinary Approach in Sotos Syndrome." Journal of Psychology and Psychotherapy Research 1, no. 2 (2014): 43–46. http://dx.doi.org/10.12974/2313-1047.2014.01.02.1.

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Objectives: Paper presents impact of multidisciplinary approach in treatment of patients with Sotos Syndrome. Design: 36 months old female patient with Sotos syndrome was presented to us three years ago with an atypical development of communication and social interaction, inattentivity, hyperactivity and overall difficulty to manage her. She met diagnostic criteria for atipic childhood autism and specific training for autism was applied. At the age of five years and nine months Stanford Binett test was applied with a result of learning disability and the patient started receiving specific trai

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24

i, Arya1 Divya Nandan, and Prof. A. K. Kulshrestha2. "Constructivist Approach to Multidisciplinary Teaching: Integrating Multiple Disciplines through Constructivist Teaching Methods." International Journal of Advance and Applied Research 6, no. 20 (2025): 103–5. https://doi.org/10.5281/zenodo.15348963.

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The constructivist approach to multidisciplinary teaching is an innovative pedagogical methodology that fosters active learning and knowledge construction. Rooted in the theories of Piaget, Vygotsky, and Bruner, constructivism emphasizes learner engagement, critical thinking, and experiential learning. This study explores the effectiveness of constructivist teaching strategies in integrating multiple disciplines, highlighting their role in enhancing cognitive development and problem-solving skills. By analyzing both qualitative and quantitative data from educators and students, this research u

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25

Alla, Sri Sai Meghana, and Kavitha Athota. "Brain Tumor Detection Using Transfer Learning in Deep Learning." Indian Journal Of Science And Technology 15, no. 40 (2022): 2093–102. http://dx.doi.org/10.17485/ijst/v15i40.1307.

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26

DeLathouwer, Erin, Wendy Roy, Ann Martin, and Jasmine Liska. "5. Multidisciplinary Collaboration Through Learning Communities: Navigating Anxiety." Collected Essays on Learning and Teaching 5 (June 19, 2012): 27. http://dx.doi.org/10.22329/celt.v5i0.3443.

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A problem common to university faculty and students is an implicit sense of inadequacy regarding institutional hierarchies and disciplinary boundaries. Through a focus on multidisciplinarity, learning communities enable members to navigate multiple points of view within, between, and beyond apparent institutional boundaries. After having led a workshop that placed participants in the positions of both students and faculty members negotiating multidisciplinarity through learning communities, we conclude that learning communities’ methodological leveling of traditional hierarchies implicit in hi

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27

Hyams, Ross, and Fay Gertner. "Multidisciplinary clinics – broadening the outlook of clinical learning." International Journal of Clinical Legal Education 17 (July 8, 2014): 23. http://dx.doi.org/10.19164/ijcle.v17i0.43.

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<p>Students exposed to the clinical legal education environment quickly acknowledge that clients’ presentation of their legal problems is much more complicated, subtle and multifaceted than they could ever have believed was possible. They regularly report to their clinical supervisors that their classroom experience has not adequately provided them with either the practical skills or legal knowledge that they need in order to deal confidently and competently with the many factors and complexities underlying clients’ legal problems. They report feelings of inadequacy in their dealings wit

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28

Clapper, Timothy C. "Multidisciplinary Enjoyment and Learning in Simulation & Gaming." Simulation & Gaming 47, no. 4 (2016): 399–402. http://dx.doi.org/10.1177/1046878116659827.

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29

Kimmons, Janice V., and Phyllis R. Spruiell. "Using Problem-Based Learning in a Multidisciplinary Setting." Clothing and Textiles Research Journal 23, no. 4 (2005): 385–95. http://dx.doi.org/10.1177/0887302x0502300418.

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30

Hero, Laura-Maija, and Eila Lindfors. "Students’ learning experience in a multidisciplinary innovation project." Education + Training 61, no. 4 (2019): 500–522. http://dx.doi.org/10.1108/et-06-2018-0138.

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PurposeCollaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers a

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Liner, Mary Ann, and Mary Wheeler. "Shoulder Dystocia Safety Strategies: A Multidisciplinary Learning Experience." Journal of Obstetric, Gynecologic & Neonatal Nursing 40 (June 2011): S60. http://dx.doi.org/10.1111/j.1552-6909.2011.01242_83.x.

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Park, Ji-Yong, and Jeong-Bae Son. "Transitioning toward Transdisciplinary Learning in a Multidisciplinary Environment." International Journal of Pedagogies and Learning 6, no. 1 (2010): 82–93. http://dx.doi.org/10.5172/ijpl.6.1.82.

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Buffer, James J. "A multidisciplinary approach to human development and learning." Theory Into Practice 24, no. 2 (1985): 145–48. http://dx.doi.org/10.1080/00405848509543163.

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Shook, Lisa M., Christina B. Farrell, Cami Mosley, and Deidra Haygood. "Piloting a multidisciplinary virtual learning course about haemoglobinopathies." Medical Education 54, no. 11 (2020): 1070–71. http://dx.doi.org/10.1111/medu.14305.

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35

Bhandari, Alok, Say Kee Ong, and Brian L. Steward. "Student Learning in a Multidisciplinary Sustainable Engineering Course." Journal of Professional Issues in Engineering Education and Practice 137, no. 2 (2011): 86–93. http://dx.doi.org/10.1061/(asce)ei.1943-5541.0000055.

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Dillenbourg, Pierre. "A multidisciplinary viewpoint on European researchon collaborative learning." Kognitionswissenschaft 9, no. 1 (2000): 50–53. http://dx.doi.org/10.1007/s001970000030.

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37

Jahanian, S., and James M. Matthews. "Multidisciplinary Project: A Tool for Learning the Subject." Journal of Engineering Education 88, no. 2 (1999): 153–58. http://dx.doi.org/10.1002/j.2168-9830.1999.tb00427.x.

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38

Hashimoto, Shigehiro. "Multidisciplinary Learning for Multifaceted Thinking in Globalized Society." Journal of Systemics, Cybernetics and Informatics 20, no. 6 (2022): 43–48. http://dx.doi.org/10.54808/jsci.20.06.43.

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Multifaceted thinking is essential to address global proposal. Learning experience in multidisciplinary fields is useful. Following steps are important: multifaceted understanding the purpose of instructions to society, considering advantages and disadvantages, considering options, and considering relationship between individual behavior and society. As a multidisciplinary field, Biomedical Engineering has been applied to the present study. As a topic of case study, COVID-19 has been selected. While answering the questions, the students (in Japan, and in Thailand) noticed the multifaceted prob

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Hashimoto, Shigehiro. "Multidisciplinary Learning Using Online Networking in Biomedical Engineering." Journal of Systemics, Cybernetics and Informatics 20, no. 6 (2022): 7–12. http://dx.doi.org/10.54808/jsci.20.06.7.

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Multifaceted thinking is important to tackle global issues for a sustainable society. It is difficult to select useful information from big data with one-sided thinking. This article takes as an example the controversy related to "vaccines" and "masks" in pandemics. Online education is useful to help control of infectious diseases. Face-to-face group meetings make it easy to interrupt group activities for individual activities. Online meetings are considering various ideas as an alternative to face-to-face meetings. The field of biomedical engineering includes faculties and students from diver

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Bi, Wei, Wenhua Chen, and Jun Pan. "Multidisciplinary Reliability Design Considering Hybrid Uncertainty Incorporating Deep Learning." Wireless Communications and Mobile Computing 2022 (November 18, 2022): 1–11. http://dx.doi.org/10.1155/2022/5846684.

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Multidisciplinary reliability design optimization is considered an effective method for solving complex product design optimization problems under the influence of uncertainty factors; however, the high computational cost seriously affects its application in practice. As an important part of multidisciplinary reliability design optimization, multidisciplinary reliability analysis plays a direct leading role in its computational efficiency. At present, multidisciplinary reliability analysis under mixed uncertainty is still nested or sequential execution mode, which leads to the problem of poor

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ALBERDI CELAYA, ELISABETE, IRANTZU ALVAREZ GONZALEZ, MARIA ISABEL EGUIA, et al. "BUILDING SUSTAINABILITY: MULTIDISCIPLINARY CONTRIBUTION FROM THE UNIVERSITY." DYNA DYNA-ACELERADO (December 4, 2023): [ 5 pp.]. http://dx.doi.org/10.6036/11019.

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The university, due to its work in the generation and dissemination of knowledge, is a very relevant part of the development of the SDGs. The Civil Engineering and Fundamentals of Architecture degrees play a key role in contributing to sustainability through the development of skills aimed at proper environmental management and administration of natural resources in accordance with them. This article shows the development and application of an initiative to increase the mastery of competences related to sustainability in different subjects of their study plan. The approach includes a framework

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Kordova, Sigal. "Developing systems thinking in a Project-Based Learning environment." International Journal of Engineering Education 2, no. 1 (2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.

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As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on

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Hanaki, Nobuyuki. "Action learning versus strategy learning." Complexity 9, no. 5 (2004): 41–50. http://dx.doi.org/10.1002/cplx.20036.

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Vaishnavi, J., and V. Narmatha. "Novel Transfer Learning Attitude for Automatic Video Captioning Using Deep Learning Models." Indian Journal Of Science And Technology 15, no. 43 (2022): 2325–35. http://dx.doi.org/10.17485/ijst/v15i43.1846.

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Masters, Carolynn, Valerie O'Toole Baker, and Holly Jodon. "Multidisciplinary, Team-Based Learning: The Simulated Interdisciplinary to Multidisciplinary Progressive-Level Education (SIMPLE©) Approach." Clinical Simulation in Nursing 9, no. 5 (2013): e171-e178. http://dx.doi.org/10.1016/j.ecns.2011.11.007.

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La Manna, Mario. "Secure Communications Based on Cognitive Multidisciplinary Strategies." Journal of Systemics, Cybernetics and Informatics 20, no. 4 (2022): 30–33. http://dx.doi.org/10.54808/jsci.20.04.30.

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The use of cognitive multidisciplinary strategies represents a powerful tool to allow a communication system to transmit and receive data in a secure way by working in parallel with other electromagnetic devices, sharing the same frequency channels, without being affected by malfunctions caused by unintentional or intentional interferences (e.g. jammers). The cognitive operation is possible by modeling the channel behavior and predicting future channel occupancy. The model of the electromagnetic environment is based on the observation of the spectrum occupancy over time and on suitable reinfor

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Fernandes, Cláudia Santos, Marta Luzzi, Alice Barbosa do Couto, et al. "NUAR – AMBIENTE MULTIDISCIPLINAR DE ENSINO INTERATIVO PARA A APRENDIZAGEM CRIATIVA / NUAR - MULTIDISCIPLINARY INTERACTIVE TEACHING ENVIRONMENT FOR CREATIVE LEARNING." Brazilian Journal of Development 7, no. 2 (2021): 18861–74. http://dx.doi.org/10.34117/bjdv7n2-501.

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Moxham, Lorna, Christopher Patterson, Ellie Taylor, Dana Perlman, Susan Sumskis, and Renee Brighton. "A multidisciplinary learning experience contributing to mental health rehabilitation." Disability and Rehabilitation 39, no. 1 (2016): 98–103. http://dx.doi.org/10.3109/09638288.2016.1146358.

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49

Hulse, Anna Louise. "A multidisciplinary learning approach: training, preparation and role transition." British Journal of Nursing 31, no. 8 (2022): 430–40. http://dx.doi.org/10.12968/bjon.2022.31.8.430.

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The review in part 1 identified that, although studies address global differences in advanced practice roles, there is limited literature regarding training preparation and role transition, highlighting a gap in educational research. Aim: To explore trainee and qualified advanced practitioner learning experiences, how training has prepared learners for clinical practice and role transition. Evaluation of a multidisciplinary learning approach was sought, identifying its impact on developing collaborative learning and working partnerships. Design and methods: A small-scale, mixed-methods cross-s

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Signoroni, Alberto, Mattia Savardi, Annalisa Baronio, and Sergio Benini. "Deep Learning Meets Hyperspectral Image Analysis: A Multidisciplinary Review." Journal of Imaging 5, no. 5 (2019): 52. http://dx.doi.org/10.3390/jimaging5050052.

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Modern hyperspectral imaging systems produce huge datasets potentially conveying a great abundance of information; such a resource, however, poses many challenges in the analysis and interpretation of these data. Deep learning approaches certainly offer a great variety of opportunities for solving classical imaging tasks and also for approaching new stimulating problems in the spatial–spectral domain. This is fundamental in the driving sector of Remote Sensing where hyperspectral technology was born and has mostly developed, but it is perhaps even more true in the multitude of current and evol

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