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1
Gough-Brady, Catherine. "The methodology behind digital papers." Alphaville: Journal of Film and Screen Media, no. 17 (July 1, 2019): 179–87. http://dx.doi.org/10.33178/alpha.17.12.
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In 2015 Ross Gibson wrote about the need in the academy for “linguistic explication” of the artwork and creative process, in particular to encourage debate on knowledge that arises from the work. I began my creative practice PhD after spending twenty years as a successful documentary practitioner. When it was time to start writing about my research and the new knowledge, instead of using text I turned to the audiovisual medium as my method of communication. I created “Filming” (2017), which combines the theory-rich mode of academic papers with the audio-visual form of my art, documentary. I called it a “digital paper”. The digital paper form has become an integral part of my PhD. This hybrid creative practice uses my artform medium as my method of communicating Gibson’s “linguistic explication”, rather than using text alone. This report will locate the digital paper within my PhD practice.
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Lyall, Mark. "Method emerging: a statement of poetics for a project-based PhD." Qualitative Research Journal 14, no. 2 (July 8, 2014): 134–49. http://dx.doi.org/10.1108/qrj-05-2013-0035.
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Purpose – The purpose of this paper is to give an account of the methods used for the author's project-based doctoral thesis, Hatred and History. The methodology is offered not as an exemplar, but rather as a case study of an integrated approach where exegesis and creative work are conceived as intertwining explorations of the same research materials. Design/methodology/approach – Hatred and History creatively explores the idea that science and intuition frame our experience of the world in distinct ways, and is expressed across an audio production and a written exegesis. The dyad of scientific and intuitive knowledge is embedded deeply within the production, from the initial choice of subject through the structuring and writing of the script to the techniques employed to write the music. This paper traces the transformation of the dyad from academic construct to creative construct, and should therefore be considered a statement of poetics. Findings – The creative exploration of science and intuition encouraged me to consider the “double articulation” of theory and practice, where poetics ceases to be merely a theory of rhetorical design and is assimilated into a theory of self-knowledge. Originality/value – This paper is offered in the hope that it will be of value to commencing PhD candidates in the creative arts who must navigate the waters between exegesis and creative output for themselves.
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Van Galen, Louise, and Joyce Wachelder. "Cruising through the journey without getting drowned: The saga of a PhD student in the Netherlands." Acute Medicine Journal 16, no. 1 (January 1, 2017): 43–45. http://dx.doi.org/10.52964/amja.0652.
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Young medical trainees all over the world are encouraged to investigate unknown areas of medicine that need clarification. This often leads them to undertake a PhD (Doctor of Philosophy). Being curious, critical, and creative are necessary competences which enable us to engender scientific research within acute (internal) medicine. Worldwide, huge numbers of professionals are pursuing a PhD, with the aim of receiving a ‘Doctor’-title. These PhD trajectories vary distinctly between countries. Since the distances in the scientific world are getting smaller and it is becoming more easy to work with each other across borders, it might be interesting to know what it requires to become an academic ‘doctor’ overseas. Hereby, we provide a concise insight in to the differences between doing PhD in (acute) medicine in the Netherlands and in the UK
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Jarldorn, Michele. "Picturing creative approaches to social work research: Using photography to promote social change." Aotearoa New Zealand Social Work 28, no. 4 (December 23, 2016): 5–16. http://dx.doi.org/10.11157/anzswj-vol28iss4id293.
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INTRODUCTION: This article argues for the benefits of employing the arts-based method known as photovoice. Drawn from a social work PhD project with 12 South Australian exprisoners, this research aimed to better understand the post-release experiences within the context of a rising prison population and high recidivism rates.METHODS: Participants were given a single-use camera and the research question if you had 15 minutes with a policy maker or politician, what would you want to tell them about your experience? Later, the participants’ narratives were combined with the photographs and used to create an art exhibition with the rationale that images are more likely to resonate with people than words alone.FINDINGS: Using photovoice in this way has the potential to create new knowledge through the process of participants constructing and retelling accounts of their experiences via the medium of photography.CONCLUSION: I propose that the process of turning research into praxis through participatory action-based methods such as photovoice can be a positive, empowering experience for the participants and researchers.
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Hunter, Victoria. "Embodying the Site: the Here and Now in Site-Specific Dance Performance." New Theatre Quarterly 21, no. 4 (October 19, 2005): 367–81. http://dx.doi.org/10.1017/s0266464x05000230.
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In this article, Victoria Hunter explores the concept of the ‘here and now’ in the creation of site-specific dance performance, in response to Doreen Massey's questioning of the fixity of the concept of the ‘here and now’ during the recent RESCEN seminar on ‘Making Space’, in which she challenged the concept of a singular fixed ‘present’, suggesting instead that we exist in a constant production of ‘here and nows’ akin to ‘being in the moment’. Here the concept is applied to an analysis of the author's recent performance work created as part of a PhD investigation into the relationship between the site and the creative process in site-specific dance performance. In this context the notion of the ‘here and now’ is discussed in relation to the concept of dance embodiment informed by the site and the genius loci, or ‘spirit of place’. Victoria Hunter is a Lecturer in Dance at the University of Leeds, who is currently researching a PhD in site-specific dance performance.
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Nurgali, Kh, and V. Siryachenko. "CHEKHOV’S PRINCIPLES OF ARTISTIC ORGANIZATION IN THE CREATIVE WORK OF G. MUSREPOV." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 3 (September 15, 2022): 154–62. http://dx.doi.org/10.55808/1999-4214.2022-3.15.
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This article explores the principles of artistic organization of A. Chekhov's text and their influence on the creative work of the famous Kazakh writer G. Musrepov. The authors of the article identify the main features of the principles of the artistic organization of the text of A. Chekhov’s creative works. Additionally, the main features of the principles of the artistic organization of the text, inherent in the works of G. Musrepov are considered. The article provides a semantic and comparative analysis of the works of the two writers, on the basis of which the authors identify the main “parallels” in the works of writers. The authors, referring to the notion of artistic organization of the text, examine such categories as the main features of the writers' artistic world, plot composition of their works, the use of lexical and semantic, graphic and expressive means, as well as the specificity of spatial and temporal organization of artistic texts. The mentioned categories make up the internal form of the artistic whole of the work. The research methodology is based on the comparative and comparative-typological, as well as semantic methods of research. The authors of the article touch upon the problem of reception of A. Chekhov's work in Kazakhstan. To date little research has been devoted to this topic, so this problem requires comprehensive study and analysis. Reception of creative work from the point of view of bearers of another culture, in comparison with the national literature of Kazakhstan, will highlight and explore new facets of the Russian writer's work. The uniqueness of this study lies in a systematic analysis of the principles of artistic organization of the texts of A. Chekhov and G. Musrepov. The results obtained will be used in the framework of the PhD thesis “Reception of A. Chekhov's Creativity in Kazakhstan”.
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Silberschatz, Marc. "Creative State / Flow State: Flow Theory in Stanislavsky's Practice." New Theatre Quarterly 29, no. 1 (February 2013): 13–23. http://dx.doi.org/10.1017/s0266464x1300002x.
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Nearly seventy-five years after his death, Konstantin Stanislavsky remains a toweringly influential figure, and many fundamental ideas about acting can be traced back to his practice. In this article, Marc Silberschatz examines the correspondences with, and divergences from, flow theory – the theory surrounding the psychological state associated with ‘being in the zone’ – in Stanislavsky's practice. Although separated by vast differences in social, cultural, and historical context, some significant and increasing correspondences between flow theory and Stanislavsky's practice are revealed and examined. Additionally, divergences from flow theory are identified and interrogated, suggesting that Stanislavsky's reliance on fixed, repeatable performance scores and divided consciousness are direct impediments to the achievement of flow. Marc Silberschatz is a PhD candidate at the Royal Conservatoire of Scotland. He is also a professional theatre director whose work has been seen in both the United States and Scotland.
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Ivanovic, Lidija, Bojana Dimic Surla, Dusan Surla, Dragan Ivanovic, Zora Konjovic, and Gordana Rudic. "Improving the discoverability of PhD student work through a CRIS system." Electronic Library 36, no. 3 (June 4, 2018): 471–86. http://dx.doi.org/10.1108/el-05-2016-0104.
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Purpose Dissertations from the University of Novi Sad (UNS) are integrated with the research information system called the current research information system (CRIS) UNS. This paper aims to present a proposal for an extension of this system to enable the storage of student papers as prescribed by PhD study exam obligations. The proposed extension enables preservation and improves discoverability of scientific and technical works produced by students during their PhD studies. Design/methodology/approach An analysis of examination modes in accredited PhD study programs has been conducted. It was noted that students in examination modes verify the obtained results in the form of scientific and technical work. The main idea of this paper is to enable the preservation of those student results and to implement electronic services for retrieving those results by current and future PhD students to empower the development of science. Findings The proposal includes an extension of the CRIS UNS to store and publish student papers as prescribed as a PhD study exam obligation; an extension of the CERIF data model to enable storing of student papers; cataloguing student papers in the MARC 21 format; and a way to represent student papers in the Dublin Core format. Practical implications This paper can be a starting point for initiatives for the creation of institutional, regional, national and international Web portals for searching and browsing papers by PhD students. Social implications This system offers the improvement of cooperation between PhD students from different institutions and countries. Originality/value The paper presents an extension of institutional, national and international current research information system (CRIS) systems which will enable the preservation and improve discoverability of student papers produced during PhD studies. The proposed extension has been verified by its implementation within the CRIS UNS system, which also supports monitoring of the scientific competencies of students based on an automatic evaluation of published scientific results.
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Pyatikrestovsky, Konstantin P., Nataliya V. Fedorova, and Vitaly I. Kolchunov. "Scientific and creative heritage of Georgy Aleksandrovich Geniev." Structural Mechanics of Engineering Constructions and Buildings 18, no. 4 (November 30, 2022): 351–74. http://dx.doi.org/10.22363/1815-5235-2022-18-4-351-374.
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G.A. Geniev, the founder of a scientific school in the field of continuum mechanics, structural mechanics, the theory of elasticity and creep, and the theory of the movement of a granular medium, is presented in an analysis of publications from the galaxy of remarkable Soviet and Russian scientists of the second half of the twentieth century. The author's scientific publications are systematized by research areas, and cover more than 50 years of his scientific work. The analysis covers his research from his PhD thesis on the load-carrying capacity of eccentrically compressed rods made of elastoplastic materials to his doctoral dissertation on the dynamics of bulk media, revealing this major scientist's multifaceted talent. The analysis of G.A. Geniev's scientific publications is based on the method of formalized description of the facts that determine the current development of scientific research in the field under consideration, comparison, and systematization of the facts under study.
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Boichenko, Maryna. "RESEARCH MOTIVATION OF PHD STUDENTS UNDER MARTIAL LAW: CHALLENGES AND WAYS OF IMPROVEMENT." Порівняльно-педагогічні студії, no. 2 (December 30, 2022): 5–11. http://dx.doi.org/10.31499/2306-5532.2.2022.270856.
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The article presents research results on exploring the impact of martial law on research motivation of PhD students of Sumy State Pedagogical University named after A.S. Makarenko majoring in specialty 011 Educational, Pedagogical Sciences. The study was conducted among the first-fourth year PhD students of the 2018-2021 years of admission and involved 22 participants. The results of conducted surveys, observations and interviews proved significant decrease in PhD students’ motivation for research caused by war in Ukraine. These findings were confirmed by the annual report of postgraduate students at the meeting of the Chair of Pedagogy, which demonstrated a significant decrease in their research activity for the second half of the 2021-2022 academic year. The problems affecting research motivation were identified: emotional state deterioration; slow Internet connection; difficulties with research organization (lack of a computer, laptop; impossibility to engage in research work due to lack of necessary living conditions; lack of scientific events in which it would be possible to present the results of one’s research; impossibility of conducting the experiment; destruction of archives; loss of collected material). The ways to improve PhD students’ motivation for research are proposed: strengthening consulting, informational, psychological support for PhD students; involving psychological service in providing PhD students with psychological support; organization of scientific events for approbation of postgraduate students’ research results and providing them with opportunities for creative self-realization; continuing the practice of holding scientific schools for PhD students; changing research topics and research supervisors and so on.
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Neubauer, Jane. "Leader Interview: Self-Development and the Arts." Creative Nursing 6, no. 4 (January 2000): 5–14. http://dx.doi.org/10.1891/1078-4535.6.4.5.
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This Leader Interview is with Jane Neubauer, RN, MS. She does personal and organizational development through her consulting business, The Creative Leadership Retreat. She did similar work with the British National Health Service at the King’s Fund, a foundation in London. She had been an executive and educator at the University of Wyoming, University of Colorado Health Sciences Center, Mercy Medical Center, Denver, and University of Cincinnati Health Sciences Center. Carol Lindeman, RN, PhD, FAAN, conducted the interview.
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Pripachkin, Pavel V. "A hero of his time(in remembrance of Valentin Andreevich Pripachkin)." Transaction Kola Science Centre 11, no. 6-2020 (December 25, 2020): 137–53. http://dx.doi.org/10.37614/2307-5252.2020.6.19.011.
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Valentin Andreevich Pripachkin came to work at the Geological Institute of the Kola Branch of the USSR Academy of Sciencesin the early 60s of the twentieth century. He made a successful career in science —he defended his PhD thesis, was the head of the laboratory, scientific secretary and deputy director of the Geological Institute, deputy head of the Department of Geology of the Apatity branch of the Murmansk State Technical University. However, the article is devoted to what Valentin Pripachkin and his peers were outside of their main work —on sports grounds, in amateur groups and informal creative unions.
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King, Fiona. "Cartooning and Mind Mapping in the Doctoral Journey." Video Journal of Education and Pedagogy 4, no. 2 (March 26, 2020): 164–83. http://dx.doi.org/10.1163/23644583-bja10002.
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This article is a commentary of the author’s experiences with visual representation as a doctoral candidate. It is an autobiographical reflection of her doctoral journey towards a PhD in education, a mixed methods study which explored teaching for creativity and creative processes for music educators. The author reflects on the experience of engaging with her own work visually via cartooning and mind mapping, and what this meant for her studies and her experience as a research student. The author hopes that this can offer a scope for reflection to readers who are doing similar types of studies or intend to engage more creatively with their doctoral studies. The article aims to demonstrate the benefit of cartooning as a self-expressive tool for the PhD candidate and to show the value of visual representation through mind mapping in the process of data analysis.
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Collins, Jo. "Validation in Doctoral Education: Exploring PhD Students’ Perceptions of Belonging to Scaffold Doctoral Identity Work." International Journal of Doctoral Studies 16 (2021): 715–35. http://dx.doi.org/10.28945/4876.
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Aim/Purpose: The aim of this article is to make a case of the role of validation in doctoral education. The purpose is to detail findings from three studies which explore PhD students’ experiences and perceptions of belonging in one UK university-ty, in order to hypothesise how validation and self-validation could make a difference in doctoral education, and what practices might support this. Background: The article draws on research into doctoral identity and work on ‘doctoral capital’ to explore how PhD students’ perceptions and experiences of not belonging to doctoral communities negatively impacts on their wellbeing. It extends this research by incorporating theories from Education and Psychology to build a theory of validation in doctoral education. Methodology: The article reports on three studies on PhD journeys and communities undertaken at one UK university. It draws on interview data from thirty doctoral candidates, which was thematically analysed using NVivo 12. Taking a qualitative approach to provide a rich and holistic focus on participant ‘meaning making’, the studies explore how PhD students understand belonging, where they receive validation and feel they need validation, and where self-validation can make a difference to their positivity about the PhD. Taking this approach to understand processes of ‘meaning-making’ paves the way to scaffold solutions through ‘reframing’ processes such as coaching and mentoring. Contribution: Thinking about PhD students’ belonging through the dimension of validation allows for practical support for developing belonging to be scaffolded, specifically through creating spaces to draw coaching skills into supervisory training and PhD student support (e.g., peer mentoring). This is significant as scholarship has shown that coaching has positive effects on wellbeing. This article contributes to understanding of where and how validation and self-validation manifest in doctoral education for PhD students. This contribution identifies ways in which external validation can help to scaffold internal self-validation; thus, offering a way of potentially mitigating risk factors to PhD students’ wellbeing. Specifically, validation can be understood as a ‘reserve’ that can be drawn on for ‘self-validation’. Validation is a solutions-focused theory. As a conceptual apparatus to understand doctoral students’ perceptions, validation theory also provides a frame for scaffolding practical ways for PhD students to build doctoral identity. Findings: The article focuses on challenges to PhD students building communities, supervisory relations and self-validation. It finds that supervisory feedback is a key area where PhD students seek validation. Two arguments are offered. First, that validation is a crucial process in (positive) doctoral identity work. Second, the argument is offered that making spaces for coaching skills to support PhD students can increase opportunities for validation (e.g., via supervisory training) and self-validation (e.g., via peer mentoring). Recommendations for Practitioners: Those who support doctoral researchers can potentially support the development of validation skills and self-validation skills. Some recommendations are included around supporting supervisory training in feedback and listening skills, peer mentoring as a way to foster a transition between external validation and internal self-validation for PhD students, and a worksheet for students’ self-validation is included as an appendix. Recommendation for Researchers: This article extends existing literature on PhD students’ emotion work by offering a new dimension to understand how belonging is developed amongst PhD students. Thinking about belonging through the dimension of validation shifts work on belonging towards possibilities of practical support. Impact on Society: Whilst the term ‘validation’ has been used in undergraduate educational research, and in Psychology (in theory and in clinical contexts) drawing these terms together to create a theory to understand doctoral identity work in higher education has larger potential applications. ‘Validation’ could potentially prove useful within doctoral education context to understand and scaffold PhD students’ development as they navigate transitioning identity positions during candidature. Thus, although the studies are limited in scope to the UK context, the findings could be more widely applied to other higher education contexts. Future Research: Two areas for future research are identified. First, to understand whether and how different groups of doctoral candidates (e.g., such as international students, LGBTQ+ students, etc.) have different validation needs and priorities in their doctoral identity work. The second is to understand the possible impact of using coaching with PhDs in different contexts (e.g., through peer mentoring schemes, supervision, and self-validation).
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Harvey, William S., and Navdeep K. Arora. "Educating Incarcerated Professionals: Challenges and Lessons from an Extreme PhD Context." Journal of Management Inquiry 30, no. 4 (April 15, 2021): 461–67. http://dx.doi.org/10.1177/10564926211007204.
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This essay outlines a unique set of challenges that we confronted as a PhD supervisor and candidate, drawing on a research project within a United States Federal Prison. We elicit the challenges that can be faced at different stages before, during, and after fieldwork, and share three lessons for others. First, exploring unique phenomena and processes often requires conducting research in extreme empirical contexts, which while challenging, helps to establish the boundaries within which other archetypes can be studied. Second, educating incarcerated individuals is a challenge and an opportunity, and requires creative approaches that can transcend work, family, and social boundaries. Finally, while it is tempting for supervisors and candidates to embark on PhDs for instrumental purposes, helping to support and develop each other should be the core motivation. We hope that others can learn from our experience and reflect on and share more widely their own experiences and practices.
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Dencer-Brown, Amrit Melissa. "From isolation to cross-cultural collaboration: My international PhD journey as tō iwi." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 228. http://dx.doi.org/10.36615/sotls.v4i2.142.
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This reflective piece is about my journey as an international PhD candidate from the UK to Aotearoa (New Zealand). I speak about my search to try and find a sense of belonging as an outsider and some of the challenges in doing community-focused research as an early career researcher from elsewhere. This piece includes key challenges of building networks, collaboration and overcoming the death of my father, half-way through my PhD. I speak about a toolkit of strength and resilience I had to create and now use in the support of my students and peers as a lecturer in education during the pandemic. This piece is about finding kindness and compassion in myself and receiving it from others to help with isolation in difficult times.
Keywords: Reflection, Resilience, Compassion, Kindness, Networks, Community, IsolationHow to cite this article:Dencer-Brown, A.M. 2020. From isolation to cross-cultural collaboration: My international PhD journey as tō iwi. Scholarship of Teaching and Learning in the South. 4(2): 228-234. https://doi.org/10.36615/sotls.v4i2.142.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Editorial Collective, UnderCurrents. "Contributors." UnderCurrents: Journal of Critical Environmental Studies 18 (April 27, 2014): 60. http://dx.doi.org/10.25071/2292-4736/38554.
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Omer Aijazi is a PhD candidate in the Department of Educational Studies, University of British Columbia. His research examines place based, community led micro processes of social repair after natural disasters. His research destabilizes dominant narratives of humanitarian response and disaster recovery and offers an alternate dialogue based on structural change.Jessica Marion Barr is a Toronto artist, educator, and PhD candidate in Cultural Studies at Queen’s University. Her interdisciplinary practice includes installation, found-object assemblage, drawing, painting, collage, and poetry, focusing on forging links between visual art, elegy, ecology, ethics, and sustainability. "In October 2013, Jessica curated and exhibited work in Indicator, an independent project for Toronto's Nuit Blanche.Gary Barwin is a poet, fiction writer, composer, visual artist, and performer. His music and writing have been published, performed, and broadcast in Canada, the US, and elsewhere. He received a PhD in Music Composition from SUNY at Buffalo and holds three degrees from York University: a B.F.A. in music, a B.A. in English, and a B.Ed.O.J. Cade is a PhD candidate in science communication at the University of Otago, New Zealand. In her spare time she writes speculative fiction, and her short stories and poems can be found in places like Strange Horizons, Cosmos Magazine, and Abyss and Apex. Her first book, Trading Rosemary, was published in January of 2014 by Masque Books.Kayla Flinn is a recent graduate from the Masters in Environmental Studies program, with a Diploma in Environmental and Sustainable Education from York University. Originally from Nova Scotia, Kayla is both an artist and athlete, spending majority of her time either surfing or trying to reconnect people to nature/animals through art she produces.Frank Frances is a playwright, poet, music programmer, artistic director, community arts and social justice activist, former jazz club owner, and believer of dreams of a greater humanity. Frank majored in English, creative writing, post colonial literature and theory, drama and theatre, and is a graduate of York University.Sarah Nolan is a PhD candidate at the University of Nevada, Reno, where she studies twentieth and twenty-first century American poetry. Her dissertation considers developing conceptions of ecopoetics and how those ideas contribute to poetry that is not often recognized as environmental.Darren Patrick is an ecologically minded queer who lives in a city. He is also a PhD candidate in the Faculty of Environmental Studies at York University in Toronto, Ontario.Portia Priegert is a writer and visual artist based in Kelowna, B.C. She completed her MFA in Creative Writing at UBC Okanagan in 2012, with funding from the Social Sciences and Humanities Research Council of Canada.Elana Santana is a recent graduate of the Masters in Environment Studies program at York University. Her research focuses on the intersections of feminist, queer, posthumanist studies and the environment. Her academic work informs her creative pursuits a great deal, particularly in her attempts to photograph the non-human world in all its agential glory. Conrad Scott is a PhD candidate in the University of Alberta’s Department of English and Film Studies. His project examines the interconnection between place, culture, and literature in a study of dystopia in contemporary North American eco-apocalyptic fiction.Joel Weishaus has published books, book reviews, essays, poems, art and literary critiques. He is presently Artist-in-Residence at Pacifica Graduate Institute, Carpinteria, CA. Much of his work is archived on the Internet: http://www.cddc.vt.edu/host/weishaus/index.htmMichael Young is presently the University and Schools advisor for Operation Wallacea Canada, a branch of a UK based biodiversity research organization. He is a recent graduate of the Masters in Environmental Studies program at York University (MES), where his culminating portfolio examined apocalyptic narratives and popular environmental discourse. He is presently in the process of developing an original television pilot, which he began writing as a part of his master’s portfolio.
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Peacock, Susi. "The PhD by Publication." International Journal of Doctoral Studies 12 (2017): 123–35. http://dx.doi.org/10.28945/3781.
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Aim/Purpose: The purpose of this work is to develop more nuanced understandings of the PhD by publication, particularly raising awareness of the retrospective PhD by publication. The article aims to contribute to contemporary debates about the differing pathways to the attainment of doctoral study completion and the artifacts submitted for that purpose. It also seeks to support prospective graduate students and supervisors who are embarking upon alternative routes to doctoral accreditation. Background: The PhD is considered the pinnacle of academic study – highly cherished, and replete with deeply held beliefs. In response to changes in job markets, developments in the disciplines, and more varied student cohorts, diverse pathways to completion of this award have emerged, such as the PhD by publication (PhDP). A PhDP may either be prospective or retrospective. For the former, publications are planned and created with their contributions to the PhDP in mind. The retrospective PhD is assembled after some, or most, of the publications have been completed. The artifact submitted for examination in this case consists of a series of peer-reviewed academic papers, books, chapters, or equivalents that have been published or accepted for publication, accompanied by an over-arching narrative. The retrospective route is particularly attractive for professionals who are research-active but lack formal academic accreditation at the highest level. Methodology: This article calls upon a literature review pertaining to the award of PhDP combined with the work of authors who offer their personal experiences of the award. The author also refers to her candidature as a Scottish doctoral student whilst studying for the award of PhD by publication. Contribution: This work raises awareness of the PhDP as a credible and comparable pathway for graduate students. The article focuses upon the retrospective PhDP which, as with all routes to doctoral accreditation, has both benefits and issues for the candidate, discipline, and institution. Findings: The literature review identifies a lack of critical research into the PhDP, which mirrors the embryonic stage of the award’s development. Two specific anxieties are noted throughout the literature pertaining to the retrospective PhDP: first, issues for the candidate when creating and presenting an artifact submitted for examination; and, second, the diverse, and sometimes conflicting, advantages and challenges for the candidate, the subject specialism, and the institution of this pathway to doctoral accreditation. Recommendations for Practitioners: The advantages and challenges of the retrospective PhDP, for candidates, disciplines, and institutions are summarized especially pertaining to the artifact for submission, to guide conversations between supervisors and potential doctoral candidates. Impact on Society: It is hoped that this work will inform on-going conversations about pathways to PhD accreditation. Future Research: The article closes by proposing an emergent typology of the PhDP and by posing questions for those working in the area of doctoral study. Both seek to progress conversations about routes to doctoral accreditation.
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Davis, Tom. "Complexity as Practice: A Reflection on the Creative Outcomes of a Sustained Engagement with Complexity." Leonardo 45, no. 2 (April 2012): 106–12. http://dx.doi.org/10.1162/leon_a_00275.
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This article presents a reflection on a body of creative work carried out during four years of Ph.D. research that explored the relationship between complexity theory and music. The article highlights conceptual problems that arose during the creation of the work, especially those associated with the exploration of scientific models for the creation of art. The author does not attempt to offer any final solutions but rather presents the journey undertaken through the combined artistic and research practice as a way of documenting the strategies he developed during this period of creative practice.
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Strokova, T. А. "BUILDING RESEARCH COMPETENCE OF PHD STUDENTS: AN ANALYSIS OF EXPERIENCE OF A PHD SCHOOL." Education and science journal 20, no. 10 (December 31, 2018): 9–30. http://dx.doi.org/10.17853/1994-5639-2018-10-9-30.
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Introduction.Postgraduate education of the Russian higher school is traditionally considered as a strategic reserve, which provides the continuity of academic and teaching personnel and the efficiency of education of future experts. However, the total number of this key resource of the higher education system, which guarantees its stable functioning and further forward development, has been reduced in recent years. Postgraduate admission has decreased, in particular, pedagogical training programmes. What is most important, the PhD student quality has substantially dropped.Theaimof the present publication was to identify the level of research skills of PhD students of pedagogical specialisation and present the most productive ways for the formation of skills to carry out research activities.Methodology and research methods.The study was based on the ideas of systemic-activity approach, competency-based approach and major provisions of the theory of action. Scientific publications on research projects of PhD students and the concept of “new” post graduate school in the Russian education were analysed. Online survey and questionnaire survey of PhD students, their supervisors and members of dissertation boards were conducted. The assessment of results of research conducted by PhD students, synthesis and description of productive teaching practices and positive pedagogical experience gained at Tyumen State University (TSU) were applied.Results and scientific novelty.Based on the classical interpretation of nature and contents of human activity, a definition of research activity is formulated. It constitutes as the grounds for development of the contents and procedure for the list of research tasks for PhD students to master in order to successfully complete their PhD studies (as yet, the similar register has been compiled and scientifically based only for a bachelor degree). Insufficient competence of many PhD students to organise and conduct an independent scientific and pedagogical search is proved. Unstable components of their research competence are revealed: inability to use the most important elements of the methodology corpus and problems in writing scientific texts. Practically verified methods and means to develop the research competence of PhD students, doctoral candidates, applicants on academic degrees and their research supervisors are described: methodological seminars of the education department, a group analysis of scientific texts for publication, group visits and discussion of open lectures and seminars for teachers of the education department and PhD students, role mini-plays, public preliminary dissertation defense, participation in the events held by the department, etc.Practical significance.Knowledge of the gaps in research competence of PhD students will allow their supervisors to selectively improve the students’ skills, which are necessary for writing and defending the dissertation. Creative application and systematically scientific-pedagogical work will help achieve a significant improvement in building PhD student competence for scientific and teaching activities.
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Pop, Rucsandra, and Alexandru Iorga. "Making the Documents Speak—A Creative Exploration of the Mihai Pop Fonds." Martor. The Museum of the Romanian Peasant Anthropology Review 24 (November 15, 2019): 151–70. http://dx.doi.org/10.57225/martor.2019.24.11.
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In 2016, the Mihai Pop Fonds was established as part of the Image Archive at the Romanian Peasant Museum, and this past year has seen a real effort to organize the documents left behind by the scholar. The Fonds brings together key documents: a rich correspondence with Romanian and foreign research¬ers; Mihai Pop’s field notes from the sociological research campaigns; his PhD thesis, which has yet to be published; documents related to his participation in national and international congresses; his notes for the folklore lectures he gave at the University; and many other documents. The paper aims to present how an interdisciplinary team of ten researchers and artists organized various types of documents from the personal archive of Mi¬hai Pop in order to make it accessible to both specialists interested in the topic and the general public. The paper highlights the contents of the Fonds and focuses on the difficulties involved in organizing a personal archive. The paper will show not only how the Mihai Pop Fonds was shaped in the process, but how the network of people interested in his work has grown and come together in this process, generating new knowledge and new perspectives.
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Goktas, Denizalp. "An Algorithmic Theory of Markets and Their Application to Decentralized Markets." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 11 (June 28, 2022): 12878–79. http://dx.doi.org/10.1609/aaai.v36i11.21576.
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Broadly speaking, I hope to dedicate my PhD to improving our understanding of algorithmic economics with the ultimate goal of building welfare improving decentralized technology for markets. In the following pages, I describe how my past work has built on the existing literature to get closer to the goal of creating such technologies, and describe what research paths this work opens up for the rest of my PhD. I believe that my research has the potential to provide algorithmic solutions to problems in machine learning, optimization, and game theory, and can be used to improve the efficiency of online marketplaces.
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Botushanskyi, Vasyl. "Years of creative growth of O.V. Dobrzhanskyi." Науковий вісник Чернівецького національного університету імені Юрія Федьковича. Історія 1, no. 49 (June 30, 2019): 11–26. http://dx.doi.org/10.31861/hj2019.49.11-26.
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The life course and major milestones of the scientific activity of the famous Ukrainian historian, doctor of historical sciences, professor, dean of the faculty of history, political science and international relations of the Yuriy Fedkovych Chernivtsi National University – Oleksandr Volodymyrovych Dobrzhanskyi are revealed in the article.
It is emphasized that under the influence of his father, Oleksandr chose to be a historian. Having a desire for historical and local lore, interest in historical studies, he entered postgraduate study (correspondence form of study), and since 1982 he went to work at Chernivtsi University as an assistant at the then Department of History of the Soviet Union and Ukrainian Soviet Socialist Republic of History Faculty. In 1986 he defended his PhD thesis (on the history of economic cooperation of the Soviet Ukraine with the Baltic republics), since 1990 – an associate professor, since 1993 – at the Department of History of Ukraine (created in 1990). Since 1999 – professor.
In 1999, O.V. Dobrzhanskyi published a monograph entitled “The National Movement of Bukovyna Ukrainians in the Second Half of the XIXth – Beginning of the XXth Century”, in which he thoroughly revealed the socio-economic, political, legal, national and religious status of Bukovyna Ukrainians, their cultural and educational level.
Important place in the historical studies of O.V. Dobrzanskyi is occupied by the problem of the struggle of Ukrainians of Bukovyna, as well as of Galicia and Transcarpathia, and of the strengthening of their own state in the conditions of the First World War and the collapse of the Austro-Hungarian Empire.
The article analyzes the scientific achievements of O.V. Dobrzhanskyi, which has over 240 published scientific articles and 9 monographs on current issues of Ukrainian history. And it is also noted that O.V. Dobrzhanskyi is a well-known organizer of historical science in the western region of Ukraine.
Keywords: Oleksandr Volodymyrovych Dobrzhanskyi, Yuriy Fedkovych Chernivtsi National University, scientific publication
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Musayeva, Ayten Ayat. "Literary Laughter in the Creative Work of Jalil Mammedguluzadeh and O. Henry." Philological Sciences. Scientific Essays of Higher Education, no. 6 (June 2017): 93–100. http://dx.doi.org/10.20339/phs.6-17.093.
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Bezliudniy, Oleksandr, Oksana Kravchenko, Natalia Koliada, and Oleksandr Safin. "RESEARCH COMPONENT IN THE PREPARATION OF PHD-APPLICANTS." Social work and social education, no. 1 (8) (May 27, 2022): 241–54. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262728.
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The article summarizes the practical experience of the Pavlo Tychyna Uman State Pedagogical University on the creation of organizational and technological conditions for the formation of research competencies in PhD-applicants.In accordance with the content of educational and scientific programs and curricula, the preparation of doctors of philosophy includes theoretical study, practical training, conducting their own scientific research, and also provides for the involvement of graduate students in research activities in a higher education institution and the creation of favorable conditions for its implementation. The Faculty of Social and Psychological Education of the Pavlo Tychyna Uman State Pedagogical University implements three educational and scientific programs (ESPs), the applicants of which join the work of scientific structural units of the faculty, providing both research and organization of the educational process of professional competencies and outcomes of the educational and scientific programs. At the faculty, attention is paid to holding conferences and seminars of various levels. Such events are a classic form of providing opportunities for young scientists to test the results of their research, present in the scientific community through speeches, and expand the boundaries of scientific communication. An important area that ensures the combination of training with scientific research during the implementation of the Educational Program (EP) is the development of scientific research topics, the development and implementation of research projects within the framework of grant funding.Participation in the work of the Scientific Society of Students and Postgraduates of the Faculty and the Council of Young Scientists contributes to the development of scientific interests of applicants for higher education.Along with the adherence to principles of combining education with scientific research, the principles of student-centered learning, academic freedom, in particular in the choice of research topics, scientific supervisors, important attention is paid to the practices of observing academic integrity in the scientific activities of graduate students and their supervisors, teachers.
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Hunter, Victoria. "Spatial Translation and ‘Present-ness’ in Site-Specific Dance Performance." New Theatre Quarterly 27, no. 1 (February 2011): 28–40. http://dx.doi.org/10.1017/s0266464x11000030.
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In this article Victoria Hunter considers notions of spatial translation, ‘present-ness’, and ‘embodied reflexivity’ within site-specific dance performance. Through a discussion of the author's site-specific dance installation entitled Project 3, she explores choreographic processes that aimed to facilitate, transform, and heighten the lived experience of site by the performer and the audience through phenomenologically informed movement inquiry. Forming part of the author's practice-led PhD investigation into the relationship between the site and the creative process, the performance was the third in a trilogy of site-specific works exploring the potential for site-specific dance performance to ‘reveal’ the site through movement, challenging both performers and audience members to engage with new ways of experiencing the site-world. Victoria Hunter is a practitioner-researcher and lecturer in dance at the University of Leeds. Her research is practice-led and is concerned with the nature of dance-making processes within site-specific choreography. She completed her PhD in site-specific dance performance in December 2009.
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Largajolli, Anna, Nele Plock, Bhargava Kandala, Akshita Chawla, Seth H. Robey, Kenny Watson, Raj Thatavarti, et al. "1010. Cross-Species Translation of Correlates of Protection for COVID-19 Vaccine Candidates Using Quantitative Tools." Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S595—S596. http://dx.doi.org/10.1093/ofid/ofab466.1204.
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Abstract Background Several COVID-19 vaccines have been authorized, and the need for rapid, further modification is anticipated. This work uses a Model-Based Meta-Analysis (MBMA) to relate, across species, immunogenicity to peak viral load (VL) after challenge and to clinical efficacy. Together with non-clinical and/or early clinical immunogenicity data (ECID), this enables prediction of a candidate vaccine’s clinical efficacy. The goal of this work was to enable the accelerated development of vaccine candidates by supporting Go/No-Go and study design decisions, and the resulting MBMA can be instrumental in decisions not to progress candidates to late stage development. Methods A literature review with pre-specified inclusion/exclusion criteria enabled creation of a database including nonclinical serum neutralizing titers (SN), peak VL after challenge with SARS-CoV-2 (VL), along with data from several clinical vaccine candidates. Rhesus Macaque (RM) and golden hamster (GH) were selected (due to availability and consistency of data) for MBMA modeling. For both RM and GH, peak post-challenge VL in lung and nasal tissues were used as surrogates for clinical disease and were related to pre-challenge SN via the MBMA. The VL predictions from the RM MBMA were scaled to incidence rates in humans, with a scaling factor between RM and human SN estimated using early Phase 3 efficacy data. This enabled clinical efficacy predictions based on ECID. To qualify the model’s predictive power, efficacies of COVID-19 vaccine candidates were compared to those predicted from the MBMA and their respective Ph1/2 SN data. More recently available clinical data enable building a clinical MBMA; comparing this to the RM MBMA further supports SN as predictive. Results The MBMA analyses identified a sigmoidal decrease in VL (increasing protection) with increase in SN in all three species, with more SN needed (in both RM and GH) for protection in nasal swabs than in BAL (see figure). The comparison between predicted and reported clinical efficacies demonstrated the model’s predictive power across vaccine platforms. RM and GH MBMA Protection Models and Translational Prediction with Observed Efficacies Sizes of circles indicate relative weight of the data in the respective quantitative model. Model and data visualizations have been harmonized (across tissue-types) separately for each of RM and GH using VACHER (Lommerse, et al., CPT:PSP, in press). Conclusion By quantifying adjustments needed between species and assays, translational MBMA can inform development decisions by using nonclinical SN and VL, and ECID to predict protection from COVID-19. Disclosures Anna Largajolli, PhD, Certara (Employee) Nele Plock, PhD, Certara (Employee, Shareholder)Merck & Co., Inc. (Independent Contractor) Bhargava Kandala, PhD, Merck & Co., Inc. (Employee, Shareholder) Akshita Chawla, PhD, Merck & Co., Inc. (Employee, Shareholder) Seth H. Robey, PhD, Merck & Co., Inc. (Employee, Shareholder) Kenny Watson, PhD, Certara (Employee, Shareholder) Raj Thatavarti, MS, Certara (Employee, Shareholder) Sheri Dubey, PhD, Merck & Co., Inc. (Employee, Shareholder) S. Y. Amy Cheung, PhD, Certara (Employee, Shareholder) Rik de Greef, MSc, Certara (Employee, Shareholder) Jeffrey R. Sachs, PhD, Merck & Co., Inc. (Employee, Shareholder)
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Alvim, Diogo. "As the World Leaks into the Work: Composition and architecture." Organised Sound 23, no. 1 (December 26, 2017): 51–60. http://dx.doi.org/10.1017/s1355771817000279.
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This article proposes a framework as a contribution to the expansion of compositional practice. It analyses and problematises different dimensions of architectural thinking and practice, and transposes them to the field of music. This way it suggests and develops compositional strategies that are more deeply engaged with the several spatialities of music creation, performance and listening.Material,site,drawing,programmeanduseoperate as conceptual tools to articulate music and architecture in a discussion towards a more comprehensive understanding of music composition. This was the theoretical ground of a practice-based PhD research in which I developed a portfolio of works. I will describe some of these to contextualise and demonstrate the contemporary relevance of this framework.
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Bakashova, Jyldyz K. "Problems of the interaction of reality and fiction in Russian literature in the 20s of the XX century." Philological Sciences. Scientific Essays of Higher Education, no. 1 (January 2021): 119–24. http://dx.doi.org/10.20339/phs.1-21.119.
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The article is devoted to one of the important problems of literature at the end of the nineteenth and the first half of the twentieth century — documentary artistic creation. Writers, and later filmmakers, introduce real materials into their works that create a historical narration. Writers of different creative orientations are united in their attitude to the documentary trend. The article examines the actual problem of using prototypes by Russian writers when they create works of art. The views of Russian writers on the problem of interaction between reality and fiction in their work are considered on the example of the statements of L.N. Tolstoy, N.K. Hudzia, F.M. Dostoevsky, N.V. Gogol, V.G. Belinsky, A. Serafimovich, A. Todorsky, A. Blok. Russian writers believed that artistic truth is inseparable from the truth of life, real reality is the basis that feeds art. But no less significant is the creative understanding of the facts of life. The path from the prototype to the artistic image created by the writer in the work is closely connected with the figurative vision of the world, with generalization and individualization, with the aesthetic comprehension of real facts, there is a dialectical connection between art and life. Adequate reconstruction of events presupposes their aesthetic comprehension by the writer.
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Selimov, Mazay G. "Influence of neo-Сonfucian views of Kaibara Ekiken on Tanizaki Jun’ichiro’s creative work." Philological Sciences. Scientific Essays of Higher Education, no. 4 (July 2022): 124–31. http://dx.doi.org/10.20339/phs.4-22.124.
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This article is devoted to the gender issue of the early 1930s, which was reflected in the works of Japanese writer Tanizaki Jun’ichirō, who was very sensitive to needs of the Era. Under the influence of popular treatises “Precepts for Children” (和俗童子訓, Wazoku dōjikun, 1711) and “The Great Learning for Women” (女大学, Onna daigaku, с. 1711–1714) of the Confucian scholar of the late XVII century Kaibara Ekiken. Tanizaki Jun’ichirō created the image of a submissive woman, that was demanded by new time. The writer, who in the early 1920s was interested of erotic images of women freed from shackles of the past, together with a whole Japan made a sharp turn towards traditional views of life: he began to form the image of faithful wives and wise mothers, joining the general flow ‘returning to the roots’ of that time. However, almost immediately after the collapse of the militaristic regime, the writer turned away from the traditional Confucian thought of Kaibara Ekiken, reviving his favorite motif — the image of the ‘femme fatale’. Nevertheless, Tanizaki Jun’ichirō retained a special Japanese aesthetic, which he came to the early 1930s: the Japanese woman was still dressed in a kimono, but the evolution of morals and the lack of unspoken requirements for participation in the formation and strengthening of certain ideological standards, which the national state indulged, allowed Tanizaki Jun’ichirō to say that the traditional Japanese woman can be not only a faithful wife and a wise mother, but also an infernal woman who destroys men and instills voluptuous thoughts in minds of her children. After the Second World War, there was a new stage in the development of Tanizaki Jun’ichirō’s creative work.
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Grimm, Katharina. "Assessing the industrial PhD: Stakeholder insights." Journal of Technology and Science Education 8, no. 4 (June 20, 2018): 214. http://dx.doi.org/10.3926/jotse.320.
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Research and practice have called for a change in engineering education towards a more practice-oriented curricula to provide engineers with the skills they need for creating solutions for future challenges. While most studies address undergraduate programs, only little attention has been paid to graduate and post-graduate education. The Industrial PhD is expected to give PhD students on-the-job training to gain practically relevant and professional tacit knowledge and to enhance their set of soft skills. However, the training of practice-relevant methods and knowledge has so far been covered by alternative programs (e.g. traineeships), exclusively organized, financed and conducted by firms, and did not involve the responsibility of universities. Therefore, for the I.PhD, conflict between involved firms and universities can be expected.In order to analyze the potential of the Industrial PhD as an answer to the question of how to effectively make engineering education more practice-oriented, the present study analyses qualitative data on the experience of both industry and university actors with I.PhD programs. Questions on a) the motives and b) the perceived challenges allow valuable insights in the functionality of the I.PhD in terms of its success in its practical conduction. The study results indicate a divergence in the perception of the general value of I.PhD program among both stakeholder groups. Major challenges can be identified, while existing work on PhD training and university-industry research cooperation (UIRC) allow the deduction of success-supporting factors, which can be believed to enhance the effectiveness of I.PhD programs for all parties.
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Filicheva, Vera V. "Readers-“plagiarists”: Ways to work with other people’s texts in F. Sologub’s works." Philological Sciences. Scientific Essays of Higher Education, no. 6 (November 2020): 128–34. http://dx.doi.org/10.20339/phs.6-20.128.
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F. Sologub had accused of plagiarism several times. He proclaimed borrowings into the principle of his work and formulated for himself the principle “I take my own wherever I find it”. In an attempt to protect himself from accusations, the writer chose the strategy of pointing to the sources of his borrowings – in notes to texts, afterwords, etc. To his characters, often endowed with autobiographical features, Sologub transmitted the same property — processing, re-interpreting other people’s works, both poetic and prose. The article analyzes the cases of pointing to the source in the stories “Dream on Stones” (“Mechta na kamnyah”), “The Tale of the Undertaker’s Daughter” (“Skazka grobovshchikovoj docheri”), and the novels “Sweeter than Poison” (“Slashche yada”) and “Created Legend” (“Tvorimaya legenda”), which emphasize the creative attitude of the writer to other people’s texts and projects the position that was not formulated and expressed in any Declaration, but stated in correspondence and personal conversations.
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Spiridon, Simona. "The symphonic music of the national schools in 20th century Europe in the repertoire of the Philharmonic of Cluj (1955-1989). Creative perspectives of C. Silvestri’s Chants Nostalgiques op. 27 no. 1." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 143–52. http://dx.doi.org/10.15503/jecs20151.143.152.
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The present work focuses on the national cultures of the early 20th century in several European countries, such as Czechoslovakia, Poland, Hungary, Spain, Russia and Romania. Since my PhD thesis analyses the evolution of the Philharmonic “Transilvania”of Cluj between 1955-1989, there will be a thorough statistic of the concerts which were held during that period in which the orchestra performed musical pieces of the composers mentioned in this essay. For some concerts, there will also be stated the date when the concert took place, as well as the conductor who was invited to Cluj. There will also be an analysis of a piano work of the Romanian composer Constantin Silvestri (Chants Nostalgiques op. 27 no. 1) which I personally played a few years ago. The study will contain a musical bibliography, as well as several footnotes stating the documents found in the archives of the Philharmonic of Cluj.
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Badilescu, Simona, and Muthukumaran Packirisamy. "Diversity Unlocks Creativity and Innovation." Electrochemical Society Interface 31, no. 1 (March 1, 2022): 57–59. http://dx.doi.org/10.1149/2.f12221if.
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A research lab where international students are working toward their PhD and Master’s degrees along with senior researchers is like a unit cell in the body of the university. What better model can be available for analyzing the success of research by providing a supportive and inclusive work environment that welcomes and encourages students, coming from a diversity of countries, languages, religious and socioeconomic backgrounds? This paper presents the mechanism that was instrumental in making the women researchers as well as the international students feel comfortable and helped them to explore and contribute to the multidisciplinary aspects of our lab.We highlight the important milestones in our lab work environment over the last fifteen years, with a focus on diversity, and we stress the beneficial role of the direction of the lab and the diversifying faculty in providing critically needed role models to our students. We emphasize the strength of diversity that unlocks imagination and intellectual curiosity. The paper includes stories showing the building of strong and creative lab culture.
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Lubicz-Nawrocka, Tanya Michelle, and Hermina Simoni. "Co-researching co-creation of the curriculum: Reflections on arts-based methods in education and connections to healthcare co-production." International Journal for Students as Partners 2, no. 2 (December 4, 2018): 157–65. http://dx.doi.org/10.15173/ijsap.v2i2.3427.
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Learning through experience is an important, creative, and fulfilling way to apply theory to practice. In this essay, we explore our experiences of co-researching how students and staff conceptualise co-creation of the curriculum. We each have multi-faceted roles in higher education as we study, work, and contribute to formal student representation processes. At the time of this project, I (Tanya) was working at the Edinburgh University Students’ Association, supporting student representation, and I (Hermina) was a first-year student representative from the School of Health in Social Science. It was through a University of Edinburgh Innovative Initiative Grant project related to Tanya’s PhD research (focusing on co-creation of the curriculum) that we began to work together closely. We are both passionate about becoming involved in collaborative initiatives that improve the student experience and the wider university community. We were interested in exploring how our individual experiences as co-researchers could bridge boundaries between the traditional roles of postgraduate and undergraduate students, staff and students, and researchers and participants. Our aim was to blur the lines between these roles by working collaboratively with students-as-partners, facilitating open dialogue about best practices in learning and teaching, and redistributing power to create new synergies. Below, we focus on these topics and the little-explored connections between our academic disciplines in which co-creation of higher education curricula and co-production of health care are each beginning to play important roles. We reflect on our experiences of engaging in collaborative research using deliberative-democratic and arts-based methods, and we aim to provide an informative account of our experiences while drawing new connections.
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Hillbrink, Alessa, and Regina Jucks. "‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students." Studies in Graduate and Postdoctoral Education 10, no. 2 (July 1, 2019): 109–25. http://dx.doi.org/10.1108/sgpe-03-2019-0031.
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Purpose Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated? Design/methodology/approach In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity. Findings As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions. Practical implications As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching. Originality/value Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.
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Mendes, Sandra. "Formação doutoral em Serviço Social. Contributos para a construção de ciência a partir da análise socio-histórica no caso de Portugal e dos Estados Unidos da América." Sociologia: Revista da Faculdade de Letras da Universidade do Porto 40 (2020): 95–122. http://dx.doi.org/10.21747/08723419/soc40a8.
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This paper addresses the creation of the Social Work scientific project based on the sociohistorical analysis of its emergence at the university, in Portugal and in the USA. Its central themes are the institutionalization of Social Work in graduate training as well as the creation and development of the PhD as advanced training. To this end, we explore the institutional determinants guiding the American case and the implementation of the same for the Portuguese case, based on documental analysis of the reports produced by the Agency for Evaluation and Accreditation of Higher Education (A3ES).
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Mongaba, Bienvenu Sene. "Le lingála dans l’enseignement des sciences dans les écoles de Kinshasa. Une approche socioterminologique." Afrika Focus 26, no. 2 (February 26, 2013): 142–50. http://dx.doi.org/10.1163/2031356x-02602009.
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In most African countries, former colonial languages are still used as languages of instruction in the school system, especially for science courses in secondary schools and in universities, although, ironically, proficiency in former colonial languages is dwindling. At the same time, however, African languages lack in specialized terminology to accommodate teaching. Empowering African languages is therefore becoming urgent, so that teachers can use them efficiently as languages of instruction. My PhD work strives to provide a solution to that problem by finding tools for the empowerment of the vocabulary and scientific discourse of Lingála, as well as its validation and diffusion among teachers and students of Kinshasa. This is why my PhD work aims at analyzing morpho-semantics of derivatives (verbs, deverbal nouns, nominals), since in Bantu languages, as widely established, derivation and compounding are very productive. I have systematically extracted general meanings from each combination of affixes (nominal prefix-verbal extension-final vowel). While doing so, I have created a derivative generator, i.e. a table where, by replacing a certain verbal stem, a list of nouns and verbs candidates is generated, alongside a brief definition allowing a terminologist to link a certain term to a certain scientific concept the specific definition of which best fits the general definition. The ultimate goal is the coinage of scientific terms. Creating specialty terms is useful, but fining those terms in a discourse also needs characterization of the language syntax requirements and limits. Therefore, I have then moved on to analyzing and describing noun phrases and verb phrases structures. Following that, I have then worked on verifying if the terms coined really fit in natural Lingála language, through tests designed to identify and distinguish verb and sentence complements. Having theorized the morpho-semantics and the syntax of Lingála, I have applied it in writing chemistry text in Lingála. I have conducted all of my PhD work in Lingála, which means I have conceived and written my PhD work in Lingála. Doing so has also allowed me to coin linguistics terms and discourse in Lingála.
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Lamb, Carolyn. "Crowdsourced Social Media Poetry." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 13, no. 1 (June 25, 2021): 295–97. http://dx.doi.org/10.1609/aiide.v13i1.12910.
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We describe our program of PhD work in which a computer program creates topical poems out of text found on Twitter. These poems are made using a combination of natural language processing and crowdsourcing and are part of a general research plan involving the creation and evaluation of computer-generated poetry, grounded in domain-specific research on human creativity.
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Pozhydaieva, Oksana. "Preparation of PhD in Social Work for teaching (the case of the Academy of Labour, Social Relations and Tourism)." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 116–23. http://dx.doi.org/10.24195/2617-6688-2020-3-13.
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The modernization of legal regulations, adoption of standards for professional training of social workers, professional autonomy in the implementation of academic research actualize the necessity for seeking solutions to the problems of staffing the higher education institutions with scientific and pedagogical workers in the field of social work. This, in turn, requires analysis of experience in developing and implementing PhD programmes in social work that are intended to prepare doctoral students for teaching. The aim of the study was to analyze the experience of arranging the process of the PhD Programme in the specialty 231 "Social Work at the Academy of Labor, Social Relations and Tourism (Kyiv) with the focus on teaching skills development. The study objectives were to reveal the general provisions of the educational program; substantiate the content of the component of the educational program, which is focused on the formation of applicants for teaching competencies; describe the process and features of the formation of pedagogical competencies of future doctors of philosophy in the social work, namely professional knowledge, pedagogical skills of a University teacher. The research employed the method of analysis of normative documents, curriculum programs and assistant (pedagogical) practice, as well as the method of included observation was used. It was revealed that the educational program aims to train qualified scientists who are able to solve complex problems in the field of social work through research, based on a deep rethinking of existing and the creation of new holistic knowledge and / or innovative modification of professional practice. It is noted that an important educational component of the PhD program is the academic course "Innovative methods of teaching social work" and assistant (pedagogical) practice, the content of which is developed in accordance with international recommendations. The paper presents the purpose, program results, content, specified discipline and programs of assisting (pedagogical) practice. The peculiarities of implementation of these programs in the preparation of applicants are discussed.
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Kwiatkowski, Ariel. "Creating Interactive Crowds with Reinforcement Learning." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 11 (June 28, 2022): 12886–87. http://dx.doi.org/10.1609/aaai.v36i11.21580.
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The entertainment industry, as well as the field of Computer Graphics, frequently faces the issue of creating large virtual crowds that would populate a scene. One of the ways to achieve that, particularly with modern rendering techniques, is by using simulation -- this, however, is nontrivial to design and control. The main goal of my PhD work is working towards the creation of a tool enabling the creation of virtual crowds that one can interact with, and we believe the best way to that is through Multiagent Reinforcement Learning techniques. These animated crowds can then be used both in movies and video games. Especially for the latter, it is highly desirable that both the crowd as a whole, as well as the individual characters, can react to the user's input in real time.
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Apele, Diāna. "THE CREATIVE INFLUENCE OF PABLO PICASSO ON THE WORKS OF LATVIAN ARTISTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2017): 15. http://dx.doi.org/10.17770/sie2017vol4.2417.
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Pablo Picasso is one of the Western modern culture creators of the first part of the 20th century. Picasso has influenced numerous artists directly or indirectly – both the followers of Western school and artists here, in Latvia. The main topic of this research is Pablo Picasso's influence on Latvian artists, specifically – Visvaldis Ziediņš, Rūdolfs Pinnis and Aleksandrs Dembo. Picasso stands out for exceptionally virtuosic style – it was characteristic of him to begin each new work as an individual wholeness, experimenting with graphic forms, colours, textures, lines, volumes, playing with relations of dark and light and work's emotional atmosphere. Similarly, in the works of all three artists, the experiments with graphic forms and textures and virtuosic plays with relations of dark and lights and emotions are perceptible. Sharp sense of epoch, refined means of expression, depth of thinking, pictoriality, freedom of inspiration, nonconformity, intellectually difficult practice, lyrism, lightness and looseness, expressivity, spirituality – this is the common denominator of the artists – V. Ziediņš, R. Pinnis and A. Dembo. For all these prominent artists, Picasso’s creative work was not an object of imitation, but rather a launch pad to start acquiring the experience they were fascinated by. Research aim: to characterize creative work of the great Spanish artist Pablo Picasso and analyse his creative influence in the works of Latvian artists. Research methods: theoretical: the analysis of the study fields literature and internet resources.
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Zhatkin, Dmitry N., and Nikolay L. Vasilyev . "A forgotten poem by I.A. Bunin." Philological Sciences. Scientific Essays of Higher Education, no. 1 (January 2021): 133–37. http://dx.doi.org/10.20339/phs.1-21.133.
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The article introduces into scientific circulation a poem which was not included into the collected works of I.A. Bunin (1870–1953) and in the reference and bibliographic literature about the writer’s creative work: “Deaf Anxiety — how hard you hurt me!..”, published under his name on July 2, 1896 in the newspaper “Odessa news” — among two other well-known works of the poet: “The Tide (Dedicated to. A.M. Fedorov)”, “From Petrarch”. This poem was probably written in Odessa, where Bunin stayed for a few days at the dacha of his friend, the poet, translator, and journalist A.M. Fyodorov (1868– 1949), who helped to published Bunin's poems in three issues of the “Odessa news” (1896. June 16, 23, and July, 2). Both writers were fascinated at this time by the creative works of the Italian poet A. Nеgri (1870–1945) and tried to translate them with the help of their friends who knew Italian. However, there are no direct comparisons with the poetry of A. Nеgri in Bunin’s poem. Nevertheless, understanding of the poetics of the forgotten classic poet helps to clarify the evolution of Bunin’s creative works, in particular to see elements of elegiac romanticism and presymbolism in his earlypoetry.
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Klim-Klimaszewska, Anna. "INTERNATIONAL SCIENTIFIC CONFERENCE ON LIFELONG LEARNING IN POLAND." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 1 (June 25, 2018): 47–53. http://dx.doi.org/10.48127/spvk-epmq/18.10.47.
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On 11-13 June 2018 at House of Creative Work "Reymontówka" in Chlewiska near Siedlce, XVI International Scientific Conference was organized by the Institute of Education of University of Natural Sciences and Humanities in Siedlce. This year's conference stayed under „Lifelong learning – the present and the future” motto. The conference was funded from the Minister's of Science and Higher Education, the wherewithal alloted to promulgating education – the number of indenture is 893/P-DUN/2018. The conference co-organizers were: Faculty of Education of the University of Presov (Slovakia), Faculty of Pedagogy and Psychology of the University of Bialystok (Poland), International Higher Education Academy of Sciences in Moscow (Russia), Siedlce Scientific Society in Siedlce (Poland), Polish Committee World Organisation for Early Childhood Education and Care OMEP (Organisation Mondiale pour l’Education Préscolaire). The conference was held under the auspices of the Rector of the University of Natural Sciences and Humanities in Siedlce prof. dr hab. Tamara Zacharuk and Vice-Rector for Science, Art, Sport and Accreditation of the University of Presov prof. PhDr. Milan Portik, PhD.
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Childs, Peter, Ji Han, Liuqing Chen, Pingfei Jiang, Pan Wang, Dongmyung Park, Yuan Yin, Elena Dieckmann, and Ignacio Vilanova. "The Creativity Diamond—A Framework to Aid Creativity." Journal of Intelligence 10, no. 4 (September 22, 2022): 73. http://dx.doi.org/10.3390/jintelligence10040073.
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There are many facets to creativity, and the topic has a profound impact on society. Substantial and sustained study on creativity has been undertaken, and much is now known about the fundamentals and how creativity can be augmented. To draw these elements together, a framework was developed called the creativity diamond, formulated on the basis of reviews of prior work, as well as the consideration of 20 PhD studies on the topics of creativity, design, innovation, and product development. The framework embodies the principles that quantity of ideas breeds quality through selection, and that a range of creativity tools can provoke additional ideas to augment our innate creativity. The creativity diamond proposed is a tool consisting of a divergent phase associated with the development of many distinctive ideas and a convergent phase associated with the refinement of ideas. The creativity diamond framework can be used to prompt and help select which tool or approach to use in a creative environment for innovative tasks. The framework has now been used by many students and professionals in diverse contexts.
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Casado-Gual, Núria. "Pre-dicting the Past, Re-membering the Present: Theorizing Memory in Complicite's Mnemonic." New Theatre Quarterly 28, no. 2 (May 2012): 182–88. http://dx.doi.org/10.1017/s0266464x12000267.
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In Mnemonic, a play conceived and directed by Simon McBurney and devised by Theatre de Complicite, words are not only time capsules in which different fictionalized memories are preserved, but also mnemonic objects in their own right. The playtext they conform acts, of course, as a reminder of the show that this British company created in 1999 for the Salzburg Festival, and that toured internationally again in 2002: at the same time, the published text of the work contains the perspectives and potential techniques from which the notion of memory – and of individual and collective forms of remembrance associated with it – can be explored and semiotized. Núria Casado-Gual's article looks at the dramaturgical strategies and theatrical techniques used by the company in their particular theatricalization of memory. Mnemonic, she contends, is not only relevant as an outstanding piece of contemporary theatre, but also as a ‘memorable’ text that helps us decipher our enigmatic selves in apparently oblivious and eroding postmodern times. Núria Casado-Gual lectures in English language, literature, and theatre at the University of Lleida, Catalonia, Spain. She is author of a PhD thesis on the the Caribbean playwright Edgar Nkosi White, and combines her academic work with creative theatrical projects as both playwright and performer with the company Nurosfera.
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Kuryanova, Valeriya V. "Myth of L.N. Tolstoy in the creative mind of M.A. Voloshin." Philological Sciences. Scientific Essays of Higher Education, no. 3 (May 2021): 68–75. http://dx.doi.org/10.20339/phs.3-21.068.
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The article, based on the material of M.A. Voloshin’s work, examines the elements of Tolstoy’s myth. The biographical myth of L.N. Tolstoy, which has been actively developing for a century and a half until today, but at the beginning of the 20th century, when Tolstoy’s departure from his own home became popular, it became especially relevant. The structure of the Tolstoy’s myth is analyzed, the mythologies associated with it (mythologized constant representations) created and reproduced by M.A. Voloshin in accordance with his own poetic worldview, personal attitude to the work and personality of L.N. Tolstoy. In the light of the problem posed, the author examines the poet's books “The Burning Bush” and “The Ways of Cain”. Attention is focused on the originality of Tolstoy’s text in the creative heritage of Voloshin, based on the proximity of worldviews, the sacralization of the image of the great writer. The poet interprets Tolstoy's mythologem about non-resistance to evil by violence in a completely new way. In the attempts of the great artist to protect himself and others from evil, Voloshin sees the reason for his tragic departure from Yasnaya Polyana. The question is raised about the features of the perception of this myth in the culture and literature of the first third of the XX century.
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Kecskemethy, Thomas A. "The Spencer Research Training Grant at the Penn Graduate School of Education: Implementation and Effects." Teachers College Record: The Voice of Scholarship in Education 110, no. 7 (July 2008): 1397–423. http://dx.doi.org/10.1177/016146810811000705.
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Background/Context The Research Training Grant (RTG) program at the University of Pennsylvania's Graduate School of Education aimed to create strong research training experiences for predissertation fellows through generous financial aid, mentored research apprenticeships, and cocurricular experiences. Collectively these offerings sought to broaden knowledge of urban education and exposure to diverse research methods. Initiated in a context of significant institutional growth and change, the RTG also sought to improve the research training experiences of PhD students outside the RTG program, making broader discussions of urban education, educational research, and social research more integral to the general PhD student experience and to the life of the school. This was attempted with the launch of a schoolwide seminar series on educational research, the introduction of an annual student research symposium administered by the RTG fellows, and continuing faculty attention to policies affecting doctoral student mentoring and research training. Purpose/Objective/Research Question/Focus of Study The article describes the aims and organization of the program and discusses strengths and challenges identified by students and faculty. Research Design This is a qualitative case study. Conclusions/Recommendations The operation of the RTG program at Penn offers several insights into how education schools might get the most out of their investments in doctoral students and doctoral education: (1) Its support of rigorous, discipline-based research training complemented by opportunities for interdisciplinary exposure seems to be important. Further, such initiatives are systematically supported with investments by the faculty and the administration. (2) The opportunity for students to approach research and problems of practice from multiple disciplinary perspectives was a significant perceived benefit of the RTG program's operation at Penn. (3) A flexible model of research apprenticeship, creative seminars, and symposia all helped to illuminate the strengths and limitations of discipline-based research. (4) Penn GSE PhD students who engaged in discussions that promoted epistemological diversity were better off for it. This sort of work is unlikely to occur at the level of the individual degree program, so engagement and support from the whole faculty are implied. (5) “Institutionalizing” these sorts of experiences and opportunities for students may mean consideration of structures and supports for doctoral student training that are unconventional, multidisciplinary, and collaborative.
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Serdiuk, Oleksandr. "Karol Szymanowski and multiculturalism." Aspects of Historical Musicology 19, no. 19 (February 7, 2020): 206–29. http://dx.doi.org/10.34064/khnum2-19.12.
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Background. The problem of self-determination of an artist who apprehends oneself as a representative of a certain nation, but is forced to selfactualize in the cultural space of a multinational empire, remained relevant for a long period for the majority of representatives of the Polish creative intelligentsia. Among them, it is appropriate to recall, in first, Karol Szymanowski, whose creative development took place in a multicultural environment. The outstanding musician was feeling his involvement not only in the European tradition in general, but also in the Antique, Eastern, Polish, Russian, and, especially, Ukrainian culture, because his life for 36 years was related with Ukraine. The temporal distance that has formed between the eras, the changes in cultural paradigms that have now taken place, encourage us to rethink the approaches to the various cultural-creating activities of artists in past eras, to evaluate them from modern positions. If we consider multiculturalism in a positive sense – as a phenomenon of social life characterized by coexistence and active interaction within one society of many cultures, then the analysis of Szymanowski’s creative evolution in this context looks relevant for modern cultural figures. At the same time, in Ukraine, there has not yet been a steady interest of scientists in the work by K. Szymanowski, although certain steps are being taken in this direction: PhD theses by Anatolii Kalynychenko, Hanna Seredenko, Oleksandr Serdiuk, Dmitriy Poliachok have appeared that explore some aspects of the Polish artist’s creativity, taking into account modern methodological tools. An important function of stimulating interest in the creative figure of Szymanowski is performed, in particular, by the “Kropyvnytskyi Museum of Musical Culture named after K. Szymanowski” (headed by Olexandr Polyachok) that initiates various projects related to the popularization of Shimanovsky’s creative heritage, including holding scientific conferences and publishing. A significant contribution to the study of various aspects of the K. Szymanowski’s creative activity was made by Polish scientists, in particular, Malgorzata Komorowska, Zofia Helman, Teresa Chilińska, but their works are in a greater degree focused on the analysis of the musician’s creativity in the Polish cultural context. Objectives of the study. This article is destined to examine the creative personality of the Polish artist in a new problematic field. The purpose of the study is to identify the features of the creative formation and growth of K. Szymanowski in the context of multiculturalism. The object of analysis is the creative activity of K. Szymanowski; the subject, on which the attention is focused, is the peculiarities of cultural and creative attitudes formation, the principles of artistic activity, the means of cultural communication of K. Szymanowski in the conditions of multiculturalism. Research results. The scientific novelty of the research consists in the identification of little-known facts of the creative biography of K. Szymanowski and their new interpretation, the formation of new ideas about the specifics of his creative approaches both in composing and literary work. The important role of self-education in his creative development, the ability for self-development, conscious cultural pluralism formed in the context of multicultural conditions, a tendency to innovate (for example, intense interest in new artistic and stylistic trends) are emphasized. Attention is drawn to the originality of Szymanowski’s relationships with various cultural environments, with which he was closely linked by fate. After all, his formation as a personality took place under the influence of several cultures, the features of which were intertwined, coexisting in the everyday life of his family estate in the Ukrainian village Timoshivka and Elisavetgrad, the city of his childhood and youth. The significant influence of regular visits to European cultural centers and travels to the countries of the Arab East on the formation of the cultural identity of the artist is also noted. The analysis of archival materials, in particular, comments in the margins of the pages of books from the family library, showed the enormous influence of literary texts on the composer’s cultural identity. Szymanowski carefully read, thought over and discussed with his close ones literary works, various works of philosophers and art historians. Szymanowski’s archives contain notes on the history of art of Ancient Greece in French, the history of the culture of Ancient Rome in German and Russian, extracts from the history of the origins of Christianity, the culture of Sicily and the life of King Roger II, notes from the letters by Seneca, Leonardo da Vinci, Machiavelli, works of Novalis, studies on oriental culture, etc. The composer was fascinated by the ideas of the synthesis of cultures (Ancient Greek, Ancient Roman, Byzantine, Arabic, Proto-Slavic), of religious syncretism in various forms (Christian modernism, paneroticism, etc.). Embodying his creative intentions, Szymanowski went through a fascination with a wide variety of aesthetic ideas. In the process of realizing artistic synthesis, along with the idea of cultural syncretism, signs of aesthetics of romanticism and impressionism, symbolism and modernism, expressionism and neo-folkloric trend often coexisted and intersected in his works. As a conclusion, we note: the creative formation and evolution of K. Szymanowski took place in multicultural conditions. Realizing himself a descendant of the Polish gentry family, he was at the same time a citizen of the Russian Empire and was formed as a person under the influence of many cultures, which were intricately intertwined in the space where the formation of his individuality took place, which, eventually, determined the multicultural profile of his artistic work. Szymanowski’s cultural positioning we propose to consider, to a certain extent, according to the formula: “one of our own among strangers, a stranger among our own”, because his creative searches, in which the polylogue of cultures acquired signs of multiculturalism, were not always perceived adequately by his contemporaries, especially in those cultural centers, where the traditional values of the national culture were considered priority. The artistic, aesthetic and cultural paradigms of the 21st century turn out to be largely consonant with those that determined the creative preferences of the Polish artist, which leads to the actualization of the creativity of the latter in the conditions of the dominance of the postmodern situation in the contemporary cultural space.
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Roderick, Gareth Lloyd. "Kyffin Williams online: creating a digital resource for an art collection at the National Library of Wales." Art Libraries Journal 39, no. 1 (2014): 5–9. http://dx.doi.org/10.1017/s0307472200018113.
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When Sir Kyffin Williams, RA died in 2006 he bequeathed a large section of his estate to the National Library of Wales (NLW) – an institution with which the artist, most known for his landscape paintings of north-west Wales, had a long association. Combined with material already in the NLW’s collections, there are now over 200 works in oil, over 1200 works on paper and a comprehensive archive held at Aberystwyth. The collection’s presence in a library rather than museum or gallery raises questions of how the work can be displayed or exhibited. In this essay I will give some background to this collection and the wider art holdings of the National Library of Wales before discussing how geo-spatial approaches are being used to display this collection digitally. This work is being completed as a collaborative Knowledge Economy Skills Scholarship (KESS) PhD project between Aberystwyth University School of Art and the National Library of Wales. KESS is part-funded by the European Social Fund (ESF) through the European Union’s Convergence Programme (West Wales and the Valleys) administered by the Welsh Government.