Introduction: Embracing Interdisciplinary Approaches to Better Understand the Challenges Facing Migrations and Diasporas

The article examines the peculiarities of future ship engineers and electricians education by means of competence, communicative and interdisciplinary approaches; emphasis is placed on the interdisciplinary connections of the disciplines of different cycles of training; it is underlined that the process of future seafarers education should be based on a competent, communicative and interdisciplinary approach, which will provide future specialists with efficiency in acquiring knowledge, skills and abilities. The important competencies are defined in research by the educational goals of the competency-based approach that include knowledge and understanding (theoretical knowledge of an academic discipline, the ability to know and understand); knowledge of how to act (practical or operational application of knowledge in certain situations); knowledge of how to live (values as an integral element of perception and coexistence with others in a social context). The interdisciplinary approach is an interdisciplinary movement of knowledge towards integrity, which involves a systematic study of the object and is a logical result of changes in each of the interacting knowledge systems, and is the source of the emergence of new trends towards their integration. The study notes that the use of competency-based and interdisciplinary approaches contributes to the effective planning of professional training of a specialist; the analysis of the situation with the influence of interdisciplinary and competence approaches on the sequence of presentation of educational material when studying the disciplines of different training cycles allows to say that the use of these approaches contributes both to the in-depth assimilation of knowledge and skills by cadets and enriches their horizons allowing to establish relationships and interdependencies in the process of their education. Attention is drawn to the fact that the communicative approach in studying the disciplines of the cycle of humanitarian and socio-economic education will contribute not only to communicative knowledge and skills (frequency, accuracy in formulating statements, the correct use of existing samples and the construction of one's own), but will also produce such universal skills as teamwork, creativity, flexibility, etc. It has been proven that there is a need to apply the principles of interdisciplinary and competency-based approaches in educational and professional programs, training programs, curricula for more effective mastery of the future profession by ship engineers and electricians

Objective: To compare multi- and interdisciplinary team approaches concerning team process (teamwork) and team effectiveness (team performance and staff satisfaction) in German medical rehabilitation clinics. Design: A cross-sectional study with a descriptive—explorative design. Setting: Eighteen medical rehabilitation clinics divided into two groups (somatic and psychosomatic indication fields). Subjects: The 18 head physicians or psychotherapists in the clinics and their complete rehabilitation teams (n = 824). Main measures: An interview guide was designed to determine the team approach in a telephone interview. A staff questionnaire for team members measured teamwork and team effectiveness with psychometrically validated questionnaires and self-administered items. Results: All 18 head physicians took part in the telephone interview. The response rate of the employee attitude survey averaged 46% (n = 378). Eight teams were categorized as multidisciplinary and seven teams as interdisciplinary. In three cases the results were ambiguous. These teams were not considered in the further study. As expected, the interdisciplinary team approach showed significantly better results for nearly all aspects of teamwork and team effectiveness in comparison with the multidisciplinary team approach. The differences between multi- and interdisciplinary approach concerning teamwork and team effectiveness were higher in the somatic (8 teams, n = 183) than in the psychosomatic indication fields (7 teams, n = 195). Conclusions: Teamwork and team effectiveness are higher in teams working with the interdisciplinary team approach. Therefore the interdisciplinary approach can be recommended, particularly for clinics in the somatic indication field. Team development can help to move from the multidisciplinary to the interdisciplinary approach.

Background. This scientific paper examines marriage dispensation in Islam through an interdisciplinary approach that combines the perspectives of religion, law, sociology, psychology, and health. Marriage dispensation, as a form of legal exception in early marriage, is often understood narrowly only from the religious normative side. In fact, in the contemporary social and scientific context, this practice has multidimensional implications that require a more holistic analysis. By examining the sharia arguments and the maqashid al-syari'ah framework. Aim. The findings show a gap between the understanding of dogma and scientific reality that should complement each other. Therefore, a contextual reinterpretation of Islamic teachings is needed that takes into account scientific and humanitarian dimensions. This study recommends the integration of revelation and science as a basis for formulating a just and sustainable marriage dispensation policy. Thus, an interdisciplinary approach becomes an important tool in exploring the scientific truth of religious dogma wisely and responsibly. Methods. The research method in the study that you have compiled is an interdisciplinary qualitative approach with a case study strategy and empirical data analysis. The following is a complete description of the interdisciplinary qualitative approach. This study uses a qualitative approach because it aims to understand the meaning, views, and social impacts of the practice of marriage dispensation, not to test hypotheses statistically. This approach is interdisciplinary because it combines perspectives from its purpose is to produce a comprehensive and contextual understanding of the issue of marriage dispensation and this strategy was chosen to examine several concrete cases of marriage dispensation in Indonesia, including data from religious courts and interviews available in reports from official institutions such as UNICEF, National Commission on Violence Against Women, and Indonesian Child Protection Commission. Case studies allow for in-depth analysis of the social and religious dynamics behind the practice. Results. This study recommends the integration of revelation and science as a basis for formulating a just and sustainable marriage dispensation policy. Thus, an interdisciplinary approach becomes an important tool in exploring scientific truth from religious dogma wisely and responsibly.

This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.

New directions in incidence–dose modeling

Reinvent Yourself

The article examines the problem of training a future specialist in the food industry in the system of higher education institutions, and in particular focuses on the formation of technical competence. The relevance of this problem and the main approaches to the problem of the formation of technical competence among future specialists in the food industry in the process of obtaining the “bachelorʼs” level are highlighted and characterized. It is highlighted that the formation of technical competence among future specialists in the food industry is possible when mastering professional and free-choice disciplines with the implementation of competence-based, interdisciplinary and interdisciplinary pedagogical approaches. It has been proven that a successful solution to this problem is possible through the establishment of effective pedagogical conditions and the use of active learning methods for the formation of technical competence in future specialists in the food industry. The formation of technical competence in the future specialist of the food industry, as the main component of professional competence, in the education system of higher education institutions, is possible thanks to the separation of pedagogical conditions and the introduction of an interdisciplinary, interdisciplinary and competence approach. Having analyzed research, scientific literature and the main aspects of the educational process of training future specialists in the specialty 015.37 Professional education, we were able to establish the relevance of the formation of technical competence. The formation of technical competence in the future specialist of the food industry, as the main component of professional competence, in the education system of higher education institutions, is possible thanks to the separation of pedagogical conditions and the introduction of an interdisciplinary, interdisciplinary and competence approach. This pedagogical approach will be a full-fledged guarantee of mastering all components of the professional-pedagogical system and involves mastering technical knowledge, technical concepts, technical understanding and development of technical abilities to perform professional activities. Keywords: specialist; professional competence; technical competence; educational process; acquirer; institution of higher education; interdisciplinary approach; interdisciplinary approach; competence approach; active methods.

BACKGROUND: A potential complication of extensive injuries is an episode of fat embolism, also referred to as fat embolism syndrome. The main causes of fat embolism include long bone and pelvic fractures. Symptoms of fat embolism may also develop after elective orthopedic surgery, removal of subcutaneous fat tissue, multiple rib fractures, acute pancreatitis, or parenteral nutrition with fat-containing products.Most of the possible clinical signs are non-specific. The triad of clinical signs including gas exchange disorders in the lungs, central nervous system disorders, and bloody petechiae on the skin makes fat embolism syndrome diagnosis much easier. However, the final diagnosis is based on meeting one large criterion, four small criteria, and one laboratory criterion in accordance with Gurd’s assumptions. METHODS : Manuscript description a case of 44-year-old woman with a multiple injury following a traffic accident. Computed tomography revealed a extensive head injury, numerous fractures of ribs, transverse processes of thoracic vertebrae and right scapula. As a result of the injuries developed full-blown fat embolism syndrome. CONCLUSIONS: This case highlights the importance of appropriate knowledge of the pathomechanism and clinical presentation of fat embolism syndrome and interdisciplinary therapeutic team approach. A quick correct diagnosis is crucial to improve treatment results. Access to laboratory and imaging tests considerably facilitates the diagnostic process, which should be followed by optimal therapeutic management. The lack of a golden standard of treatment necessitates a flexible and interdisciplinary therapeutic approach.

Multi-, inter- and transdisciplinary approaches function as the key to adapt to the new challenges of our continuously changing world. Despite the deepening gap and the unequal fight between soft and hard sciences, the former have not lost their importance in interdisciplinary approaches. In this respect, Edwin A. Abbott’s Flatland (2003) becomes particularly revealing. Passed into oblivion shortly after its publication, the novel was rediscovered after Einstein’s demonstration of the theory of relativity and following the development of scientific research involving quantum mechanics. As a teacher of mathematics and a theologian, the author of Flatland was a keen observer of Victorian society, which he transposed in Euclidean geometry. This type of exercise allowed him to underline the positive and negative traits of Victorian mentalities. We are therefore dealing with a world in two dimensions in the diversity of its manifestations – social organization, inhabitants, behaviour, education – in an interesting intermingling of geometric demonstrations and political, cultural and religious interpretations. Thus the inconveniences and the advantages of this system and subsequently their level of reality can be viewed parallel to other levels of reality represented by the world of the Point, the world in one dimension or even the world in three dimensions. The goal is to underline the importance of interdisciplinary and transdisciplinary approaches, which are able to offer a better and more coherent understanding of our own level of reality.

The foreign language communicative competence of high school students is formed within the framework of an interdisciplinary educational approach, the main principle of which is the principle of integration. The methodological justification for solving the research problem is the interaction of sociocultural, communicative-activity, personality-oriented, cognitive approaches with the dominance of an interdisciplinary approach. This research defines the importance of developing foreign language communicative competence among high school students on the basis of an interdisciplinary approach, presents pedagogical conditions that contribute to the process of forming a foreign language communicative competence of high school students based on an interdisciplinary approach, identifies criteria and determines the levels of development of foreign language communicative competence among high school students based on an interdisciplinary approach. approach. The results obtained in the form of lesson plans and conclusions regarding the effectiveness of the interdisciplinary approach in English lessons in a general education school, aimed at the formation of foreign language communicative competence, can serve as the basis for identifying the level of formation of foreign language communicative competence of students, as well as creating teaching aids based on interdisciplinary approach in teaching foreign languages. We describe the effectiveness of integrated lessons, the stages of work for developing a lesson, the essence of which is the implementation of interdisciplinary connections.

Individuals differ considerably in their social behaviour. Recently, various behavioural sciences have begun to acknowledge the systematic nature and high relevance of this individuality, but approaches from different disciplines are currently isolated from each other. We propose an integrative, interdisciplinary approach for a more comprehensive understanding of individuality in social behaviour, considering (1) features ('What kinds of individual differences exist?'), (2) sources ('How do these differences emerge within individuals' social environments?'), and (3) outcomes ('What are the consequences of these differences, and how can relevant outcomes be changed through tailored interventions?'). We highlight common insights across disciplines, key challenges stemming from discipline-specific approaches, and new potentials enabled through the interdisciplinary approach. By allowing comparative analyses across species, groups of individuals, and contexts, our approach promises to uncover the shared and unique nature of individuality in human social behaviour. We offer concrete recommendations to guide the implementation of the interdisciplinary approach.

This study focused on the effect of science integration approaches in enhancing the basic science process skills and scientific attitudes of junior high school lifelong learners in the Alternative Learning System. A pretest-posttest experimental design was employed to collect the data from 60 junior high school learners using researcher-made science process skills tests and a scientific attitudinal survey. Findings revealed that there is a significant difference in the pre-test and post-test scores of respondents exposed to science intradisciplinary integration and that of those exposed to the science interdisciplinary integration approach. Furthermore, both groups of respondents have the same level of scientific skills before being exposed to science integration approaches. The post-test results of the two groups were significantly different, indicating that the interdisciplinary integration approach better enhanced the basic science process skills of the students. In addition, it was found that learners have the same level of scientific attitude even after being exposed to science integration approaches. In the profile of respondents, the findings also revealed that there is a significant difference in the students’ science process skills in terms of observing and communicating when grouped according to age. Moreover, it was confirmed in the study that there is no significant difference in the level of science process skills except for communicating and the level of scientific attitude except for open-mindedness when grouped according to marital status. It was also confirmed that sex and employment status are not significant factors in the enhancement of scientific skills and attitudes of ALS learners. Science integration approaches are crucial in enhancing the basic science process skills and scientific attitudes of learners. Thus, the implementation of intradisciplinary and interdisciplinary approaches in teaching science could be recommended. Keywords: basic science process skills, intradisciplinary, interdisciplinary, scientific attitude, science integration

PurposeThis study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs).Design/methodology/approachThis qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability.FindingsThe findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies.Practical implicationsThe pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI.Originality/valueThe pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.

Sjogren’s syndrome (SS) is a chronic autoimmune disease with a prevalence of 1%, characterized by inflammation of the exocrine glands, especially the salivary and lacrimal glands, leading to the sicca syndrome and systemic manifestations. Oral manifestations are encountered with high frequency in chronic autoimmune diseases like SS and are often the first clinical signs or symptoms leading to the diagnosis of the systemic disease. Xerostomia, gingivitis, rampant dental caries, tongue depapillation, dry cracked lips, oral candidiasis, and salivary gland enlargement are the common oral manifestations of SS. These oral lesions should be systematically managed using a holistic approach to improve the quality of life of the patient. In this paper, we are presenting a case of primary SS in a young female patient managed using an interdisciplinary approach with a focus on the management of oral conditions. In this case, we used transcutaneous electrical nerve stimulation (TENS) therapy to stimulate the salivary glands. At the end of the 14th appointment of TENS, the salivary flow rate was increased to 0.3 mL/min from 0.1 mL/min with symptomatic relief. In this case, we found an increase in the salivary flow rate at the end of TENS therapy, suggesting that it may be useful as an effective supportive treatment modality in SS patients. It is a noninvasive and painless mode of therapy. Early diagnosis and intervention of autoimmune diseases leads to decreased morbidity and improved quality of life of the patient. The reader should understand that an interdisciplinary approach is to be followed for the overall management of the disease with the involvement of primary care doctors, rheumatologists, ophthalmologists, and experts in oral medicine.

In this study, the effect of teaching the subject of proteins with an interdisciplinary approach on students' cognitive structures was investigated. For this purpose, it was examined whether a course taught with an interdisciplinary approach effectively develops different perspectives and establishes relationships between concepts belonging to different disciplines. The study group in this research, which used a quasi-experimental design, was composed of 28 high school students (14 of whom were assigned to the experimental group and 14 to the control group). The subject of proteins was taught to the control group in a disciplinary approach while to the experimental group in an interdisciplinary approach. The effects of the approaches on students' cognitive structures were determined using a word association test. The answers obtained from the word association test were analyzed by qualitative content analysis. As a result of the analysis, models were created that show the change in the student's cognitive structures. As a result of the research, it was observed that the interdisciplinary approach increased the students' ability to think in the framework of different disciplines.