Academic Disciplines Research Articles

L1-Didactics and the global pressure from Anglo-Saxon New Literacies

Within Scandinavian teacher education L1-didactics and literacy have, since the 1990s, developed from delimited areas of knowledge to full academic disciplines. This scientific essay asks whether achieved L1-didactic disciplinarity is at risk encountering increased influence of New Literacies. Historical roots and further development of L1 and L1-didactics in Norway and Scandinavia, are outlined, extracted from other resources. Further relevant disciplinary concepts are problematised, in two ways, firstly facing the challenge of mediating between languages and secondly searching possible epistemological processes behind increased academisation of L1-didactics in teacher education. Four processes are discussed in detail: Literacification, referring to increased political dissemination of and research on literacies. Disciplinarisation, concerning processes of generating school subjects and academic disciplines. Didactisation, integrating knowledge of both learners and subject matter. Internationalisation, referring to application of international political, linguistic, and academic policies, pedagogies, and practices. Finally epistemological and methodological challenges are discussed in light of a possible tension between L1-didactics and New Literacies, especially whether competence-based (new) literacies may obstruct Bildung-oriented L1 and L1-didactics. In case, clarification of curricular means-and-ends are disrupted and both L1-didactics and New Literacy research challenged. Although final answers are not given, the study has offered extended epistemological contexts for further discussions.

Human Quantum Mechanics and Human Entanglement Theory: A New Paradigm for Social Sciences and Beyond

This article catches up with the latest trend in social sciences that has silently spread out across a larger spectrum of academic disciplines, which is quantum-inspired theory building. The method applied is theory building, and the theory built is a metatheory that encompasses all forms of human communication. The theory works with the least common denominators of communication, with words, and anything that is constructed using words or that can be expressed in words (including thoughts and feelings). The author has set up a general theory of human communication, and hence human action, integrating not only Michel Foucault’s theory of power relations but also other main social theories that corroborate one another. The key to the new metatheory of human entanglement are the hidden forces that prevent, impede, encourage, and bring about new thoughts and new words uttered, and hence new human decision-making and action. There are many dimensions of human entanglements that specific disciplines need to get hold of and investigate further. This article merely provides a springboard for future research investigations, including further theory construction in all disciplines and topics related to interpersonal and intrapersonal human communication, and human action.

Scientific identity and epistemology of movement, exercise, and sport sciences through the analysis of scientific production of Italian full professors

This study addresses the epistemological and identity challenges encountered by Movement, Exercise, and Sport Sciences (MEaSS) in Italy, particularly concerning the organization of scientific knowledge within academic contexts. MEaSS struggles to define its scientific identity and address epistemological concerns due to the concurrent operation of its academic scientific disciplines (ASD) within both biomedical and pedagogical domains. This situation raises questions about the classification of knowledge within MEaSS and its distinctiveness within the Italian academic community. The study aims to analyze the scientific production of Italian full professors in two ASDs of MEaSS and determine its relevance to biomedical, pedagogical, psychological, or sports domains. It also intends to investigate the alignment of Italian academic structures with international standards, particularly the European Research Council (ERC) model. Each full professor’s top 20 scientific products, ranked by the highest number of citations within the Google Scholar database, were analyzed. The analysis of scientific production among Italian full professors in the two ASDs of Movement, Exercise, and Sport Sciences (MEaSS) revealed significant findings. In the ASD of M-EDF/01, 58.5% of publications were attributed to the biomedical domain, followed by 32.7% in the sports domain, 6.9% in the pedagogical domain, and 1.9% in the psychological domain. For the ASD of M-EDF/02, 47.5% of publications were in the biomedical domain, 25% in the sports domain, 18.1% in the pedagogical domain, and 9.4% in the psychological domain. The prevalence of biomedical-focused research within both ASDs of MEaSS highlights a notable deviation from the intended disciplinary boundaries, raising concerns regarding the loss of scientific identity and epistemological coherence. These results emphasize the urgent need for alignment with international standards to ensure clarity of scientific identity and promote interdisciplinary research in MEaSS.

ORGANIC FARMING: DEVELOPMENT PROSPECTS IN RUSSIA, TAKING INTO ACCOUNT THE INTERNATIONAL MARKET

The production of organic agriculture products has become one of the most growing areas of economic activity, with projected annual growth of 10-12%. At the same time, the demand for organic products significantly exceeds the supply, which is largely due to the lack of land that can be allocated for this production. Russia, which has significant areas of virtually unused land on which mineral fertilizers and pesticides have not been used for a long time, reaching 19.7 million. ha, has a significant potential for development in this direction. At the same time, considering that a significant part of unused territories is located within the zone of risky agriculture, and also has soils with a low level of natural fertility, degraded, arid, waterlogged, etc., the actual amount of land resources that can be involved in organic agriculture is significantly less. For the most complete introduction into circulation of unused agricultural lands, it is necessary to increase the knowledge intensity and manufacturability of organic agriculture, for which research work in the following areas is highly relevant: 1) optimization of the balance of humus and nutrients in soils, 2) breeding and seed production of crops for organic agriculture, 3) development of biological products for disease and pest control, 4) development of optimal farming systems taking into account local soil and climatic conditions, 5) optimization of agricultural landscapes based on increasing the diversity of agricultural land use. Along with the involvement of unused lands in the organic production system, the development of the industry largely depends on the system of training qualified personnel in this area, which should take into account the specifics of the technologies used, which differ significantly from traditional farming systems. To do this, it is necessary to update existing professional standards, which should include generalized labor functions related to the development and implementation of organic farming technologies, as well as knowledge and skills in organizing organic production. On the basis of updated professional standards, universities should form new professional competencies and a corresponding set of academic disciplines. The personnel training system for the industry should include various levels of training: agricultural classes, higher education, additional professional education.

Politics Rules Everything Around Me? A Review of Pandemic Politics

Politics Rules Everything Around Me? A Review of <i>Pandemic Politics</i>

A survey on students’ use of AI at a technical university

We report the results of a 4800-respondent survey among students at a technical university regarding their usage of artificial intelligence tools, as well as their expectations and attitudes about these tools. We find that many students have come to differentiated and thoughtful views and decisions regarding the use of artificial intelligence. The majority of students wishes AI to be integrated into their studies, and several wish that the university would provide tools that are based on reliable, university-level materials. We find that acceptance of and attitudes about artificial intelligence vary across academic disciplines. We also find gender differences in the responses, which however are smaller the closer the student’s major is to informatics (computer science).

Toward a Genealogy of Certification

For about 25 years now, I’ve been researching the shape, style and function of graphic signs connected with the production and reproduction of printed money. The research grew out of my visual arts practice and despite being consolidated as a university doctorate, it has mostly been pursued outside or across established academic disciplines, never having found easy accommodation in any one of them. Among other things this has resulted in a hybrid terminology defining its aims and scope. What began as an etymology of monetary signification (an early attempt to tie it to the field of linguistics and semiotics) now seems better expressed as a genealogy of certification, which represents a much broader field of investigation and reduces the risk of it being seen as a strictly numismatic study. The following paper summarises this genealogy and describes how monetary designs are adapted for different purposes and contexts, while showing some examples of their foundation in experimental and creative invention. I should firstly mention that the designs themselves communicate all kinds of meanings beyond the monetary: not just claims of authority and authenticity usually associated with banknotes, but also declarations of contractual certainty, social obligation, affection, prestige, satire, accreditation and so on. Even so, printed money remains at the heart of this research as an exemplary graphic statement articulated from within the nexus of mechanisation, global economics and modernist abstraction.

Bioethicists Today: Results of the Views in Bioethics Survey

Bioethicists influence practices and policies in medicine, science, and public health. However, little is known about bioethicists’ views. We recently surveyed 824 U.S. bioethicists on a wide range of ethical issues, including topics related to abortion, medical aid in dying, and resource allocation, among others. We also asked bioethicists about their demographic, religious, academic, and professional backgrounds. We find that bioethicists’ normative commitments predict their views on bioethical issues. We also find that, in important ways, bioethicists’ views do not align with those of the U.S. public: for instance, bioethicists are more likely than members of the public to think abortion is ethically permissible but are less likely to believe compensating organ donors is. Our demographic results indicate the field of bioethics is far less diverse than the U.S. population—less diverse even than other academic disciplines—suggesting far more work needs to be done to build an inclusive field.

Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering

AbstractBackgroundBelonging in their academic discipline affects students' participation and retention in engineering. While prior studies have conceptualized belonging as a predictor of outcomes, this study examines belonging as an outcome that depends on interpersonal and intrapersonal variables.PurposeThis quantitative study tested a conceptual model of academic belonging for undergraduate engineering students that hypothesized how intrapersonal and interpersonal variables predict belonging in engineering. The model proposed that engineering students' satisfaction with and valuing of their academic discipline mediate these predictors' effects on belonging.Design/MethodsThis study sampled undergraduate engineering students (n = 849) across six universities and used structural equation modeling to examine the direct and indirect effects of four exogenous variables (achievement striving, grit, peer interaction, faculty interaction) on one endogenous variable (academic belonging). The model included satisfaction with and valuing of their academic discipline as mediator variables.ResultsThe direct effects of peer interaction, faculty interaction, as well as passion and perseverance (sub‐constructs of grit) on academic belonging were significant. The direct effects of achievement striving on predicting academic belonging were not significant. Satisfaction mediated the effects of the predictors on students' sense of belonging in engineering.ConclusionsPeer interaction was the most robust contributor to belonging, while faculty interaction and the value that students ascribe to their academic discipline predicted their sense of belonging in engineering. This work provides a novel model of belonging in engineering and its interpersonal and intrapersonal antecedents with educational, policy, and research implications to improve engineering students' belonging within their academic discipline.

Comparing and assessing four AI chatbots' competence in economics.

Artificial Intelligence (AI) chatbots have emerged as powerful tools in modern academic endeavors, presenting both opportunities and challenges in the learning landscape. They can provide content information and analysis across most academic disciplines, but significant differences exist in terms of response accuracy for conclusions and explanations, as well as word counts. This study explores four distinct AI chatbots, GPT-3.5, GPT-4, Bard, and LLaMA 2, for accuracy of conclusions and quality of explanations in the context of university-level economics. Leveraging Bloom's taxonomy of cognitive learning complexity as a guiding framework, the study confronts the four AI chatbots with a standard test for university-level understanding of economics, as well as more advanced economics problems. The null hypothesis that all AI chatbots perform equally well on prompts that explore understanding of economics is rejected. The results are that significant differences are observed across the four AI chatbots, and these differences are exacerbated as the complexity of the economics-related prompts increased. These findings are relevant to both students and educators; students can choose the most appropriate chatbots to better understand economics concepts and thought processes, while educators can design their instruction and assessment while recognizing the support and resources students have access to through AI chatbot platforms.

The transition of general practice into an academic discipline: tracing the origins through the first four professors in general practice/family medicine

Being the ‘mother’ of most clinical specialties, general practice is as old as medicine itself. However, as a recognized academic discipline within medical schools, general practice has a relatively short life span. A decisive step forward was taken in 1956 when the University of Edinburgh established its Department of General Practice, and appointed the world’s inaugural professor in the field in 1963. During the 1960s, the pioneering move in Edinburgh was followed by universities in the Netherlands (University of Utrecht), Canada (Western University, Ontario), and Norway (University of Oslo), marking the beginning of global academic recognition for general practice/family medicine. Despite its critical role in healthcare, the academic evolution of general practice has been sparingly documented, with a notable absence of comprehensive accounts detailing its integration into medical schools as an independent discipline with university departments and academic professors. Last year (2023) marked the 60th anniversary of Dr. Richard Scott’s historic appointment as the first professor of General Practice/Family Medicine. Through the lens of the first four professors appointed between 1963 and 1969, we explore the ‘birth’ of general practice to become an academic discipline. In most western countries of today, general practice has become a recognized medical discipline and an important part of the medical education. But many places, this development is lagging behind. The global shaping of general practice into an academic discipline is therefore definitively not completed.

Translation Theory: A Historical-Thematic Account

The main function of Translation Studies is to study issues of translation production and propose solutions for translation problems. Today, Translation Studies is an academic discipline that is gaining more recognition in the academic community. More than that many scholars of different backgrounds and fields of study like literature, history, anthropology, semiotics, and philosophy have been attracted by translation studies. This article is divided into three sections. The first section presents a brief history of Translation Studies. The second section discusses definitions and meanings of the word 'translation'. The third section analyses different theories of translation.

PROVIDING NECESSARY RESOURCES FOR HIGHER EDUCATION ACQUISITIONS WHEN STUDYING PSYCHOLOGY IN THE CONDITIONS OF MARTIAL STATE

PROVIDING NECESSARY RESOURCES FOR HIGHER EDUCATION ACQUISITIONS WHEN STUDYING PSYCHOLOGY IN THE CONDITIONS OF MARTIAL STATE

Henry Hun and his family: Three foundational stories in the history of nineteenth-century American neurology, Part I. Thomas Hun (1808–1896): Nineteenth-century patriarch, neurophilosopher, and proto-neurologist

ABSTRACT Thomas Hun (1808–1896)—along with his sons Edward (1842–1880) and Henry (1854–1924)—were prime movers in establishing the clinical practice and academic discipline of neurology in the Hudson River Valley of New York in the ninteenth and early-twentieth centuries. This article outlines the life of the family’s semi-aristocratic patriarch, beginning with Thomas’s unusual educational background and his six-year post-graduate hiatus in Paris of the 1830s, where he came under the influence of P. C. A. Louis (1787–1872). It lays out his subsequent career as professor of the Institutes of Medicine and ultimately as dean of an American medical school that was not situated in a major metropolis. It also will demonstrate how Thomas Hun’s career as a medical practitioner, academician, neurophilosopher, and “proto-neurologist” recapitulates the evolution of clinical and academic neurology in nineteenth-century America.

Contemporary Magic’s Reflection of Religion in Garth Nix's Sabriel

Since the late nineteenth century, with the formalization of religious studies as an academic discipline, the notion of "magic" has assumed a pivotal role in delineating the outlines of religion. Eminent scholars in these fields have engaged in rigorous debates concerning the intricate interplay between magic and religion. Nevertheless, endeavors to establish precise distinctions between these domains have proven to be remarkably unpredictable, subject to persistent scrutiny and deconstruction. The concept of magic has obstinately retained its elusive and enigmatic character. This paper aims at analyzing Garth Nix’s Sabriel as a contemporary work of fantasy, published in 1995. Nix’s intention to incorporate religious elements into the novel was to reflect on the world people live in by including a coherent magical system. He was able to step beyond the novel’s direct meaning to convey what his symbolic elements connote. In this paper, the main characteristics of high fantasy are presented and thoroughly explained. The magical system in the novel takes the spotlight with a descriptive and analytic approach tackling its significance and specifications with regards to the religious roots that it stems from. The religious elements including baptism, sacrifice, Dante’s inferno and the gates of death, bells, and charter stones are also introduced with their defining qualifications compared to the elements in Sabriel.

Is international student mobility still a distinctive strategy? A study of upper milieu students in Germany

ABSTRACT Drawing on Bourdieu’s theory of social reproduction, the article examines whether international student mobility (ISM) is still a distinctive educational strategy of upper-milieu students in the 21st century. As a result of the Bologna process, ISM has become widespread in Europe. Does this also mean that international mobility loses its distinctive character? Based on current studies that point to a differentiation within ISM, we investigate to what extent students from upper milieus may strive to re-establish the ‘structure of distances’ - as Bourdieu puts it – in the field of higher education. Our research design consists of 95 qualitative interviews with Master’s students in Germany. The study conducts a comparative analysis to differentiate between lower, middle and upper milieus (vertical axis), with the main focus of the research being directed towards the upper milieus. In addition, the differences within upper milieus (horizontal axis) are examined by including three academic disciplines in the research design: management/business administration, medicine, and musicology. The results of our study suggest that, even within the context of a knowledge society, characterised by an increased participation in higher education, there remain numerous symbolic, spatial, and cultural opportunities for students from upper milieus to distinguish their educational paths in distinct ways, e.g. the destinations chosen, the rhetorical framing of international mobility experiences, and the integration with work-related practices beyond the course of study.

Contrasting the awareness and attitude of French university teachers towards open educational resources sharing across academic fields

ABSTRACT This study examines the disparities in open educational resource sharing among various academic disciplines in French universities. Conducted shortly after the COVID-19 pandemic, it involved an online survey with 947 participants. The findings reveal significant differences in knowledge sharing practices across academic fields. For example, computer science instructors demonstrated greater familiarity with Creative Commons (CC) licences. However, awareness of these licences did not always translate into a willingness to use them. In contrast, law professors, despite being aware of CC licences, were less inclined to share their course materials. The study found that faculty in the hard sciences, as classified by the Becher-Biglan framework, were more inclined to share their resources. These observations highlight the need to consider the academic discipline of instructors when exploring their attitudes towards open education and in formulating policies to enhance the availability of resources on the internet.

Facilitating inclusive education: Assessing faculty awareness and attitudes towards students with special educational needs at Qatar university

IntroductionAn increasing number of students with special educational needs (SEN) are attending higher education institutions. Faculty members are key players in the implementation of inclusive policies, the success of which depends on their attitudes and awareness to help students with SEN. PurposeThe aim of this study was to assess faculty attitudes toward SEN students and awareness of the support provided by the university for SEN students. MethodsThis was a cross-sectional study of Qatar University (QU) faculty conducted via an online survey. Demographic data such as gender, years of experience, and academic discipline were collected and associated with previous exposure to SEN students and survey responses using SPSS. ResultsThree hundred and thirty-one QU faculty responded out of 1107 registered faculty in 2022, a 30 % response rate. About a third of respondents did not know about available support services for SEN students, and only half of those with awareness of the services attended. After controlling for sociodemographic variables, previous contact with SEN students had a significant effect on attitudes, such that faculty with no previous contact with SEN students (M = 1.47, SD = 0.62) had higher positive attitudes towards SEN students relative to faculty with previous contact with SEN students (M = 1.31, SD = 0.47). However, faculty with contact with SEN students were more likely to report awareness of the availability of workshops and were more likely to be aware of assistive technology compared to being unsure, while those with no previous contact with SEN students were more uncertain about the availability of workshops and assistive technology. ConclusionThe findings suggest a need for targeted interventions to improve faculty awareness of support services and attitudes towards students with SEN in higher education, highlighting the importance of professional development and training initiatives to promote inclusivity in the classroom. Faculty members need to be aware of existing support services for SEN students.

EMPOWERING THE NEXT GENERATION: TRANSFORMATIVE IMPACT OF FACULTY DEVELOPMENT PROGRAMS IN CONSTRUCTION MANAGEMENT AND ENGINEERING

The ongoing improvement of teaching abilities among faculty is recognized as essential across various academic disciplines. Within the Construction Management and Engineering (CME) field, there's a notable need for such professional development. Our study looks into a specific program designed to bolster the teaching capacities of new faculty in foundational construction topics. The central aim was to understand the opinions of CME faculty regarding these development initiatives and their potential benefits. During the summer of 2022, we introduced the program to 15 early-career faculty members. These individuals participated in educational sessions led by experienced construction educators. To gather feedback, we collected personal reflections and insights from participants, aiming to understand their perceptions and the impact on their teaching and mentoring skills. The feedback highlighted areas for improvement in current CME teaching practices and affirmed the value of such development programs. This research provides guidance for those in CME looking to design educational tools to better prepare graduate students for academic roles.

STUDENTS' PERSPECTIVES ON CHATGPT: AN EXPLORATION OF PERCEPTIONS

This master's thesis represents a meticulous scholarly endeavor meticulously crafted to illuminate the multifaceted perspectives of Indian students enrolled in MBA, B.Tech, BBA, and B.Com programs regarding the integration of ChatGPT within the academic landscape. Positioned at the intersection of technology and education, this research aims to provide a comprehensive understanding of students' viewpoints, experiences, and perceptions concerning ChatGPT—an advanced language model renowned for its potential to revolutionize learning environments. Adopting a meticulous mixed-methods research approach, this study embarks on a journey to delve into the intricate nuances of students' interactions with ChatGPT, encompassing facets such as usability, impact on learning experiences, and overall satisfaction. Through meticulously structured surveys and in-depth interviews meticulously tailored to capture the diverse array of perspectives held by students, the research methodically collects and analyzes data to unveil the underlying factors shaping students' perceptions. By rigorously examining the data gleaned from these methodologies, the study aspires to unravel the complexities inherent in students' engagement with ChatGPT, thereby offering invaluable insights into the implications of its integration into the Indian higher education landscape. As such, this thesis serves as a pivotal contribution to the scholarly discourse surrounding the responsible adoption and implementation of advanced language models in educational settings. In essence, this research endeavors to inform decision-makers, educators, and stakeholders about the transformative potential of ChatGPT within the realm of higher education. Through its meticulous examination of students' perspectives, the thesis seeks to facilitate informed decision- making, foster meaningful dialogue, and ultimately drive positive change in educational practices, leading to enhanced learning experiences and academic outcomes for students across diverse academic disciplines. Moreover, this study recognizes the evolving nature of educational practices in the digital age and the imperative to adapt to emerging technologies. By shedding light on students' perceptions of ChatGPT, the research not only provides insights into the current state of technological integration in education but also paves the way for future advancements and innovations in pedagogical approaches. As such, this thesis contributes to the ongoing dialogue on the intersection of technology and education, shaping the trajectory of educational practices in the digital era. Furthermore, the comprehensive nature of this research underscores its significance as a foundational resource for policymakers, educators, and researchers seeking to navigate the complex landscape of technology-enhanced learning. By synthesizing diverse perspectives and offering actionable insights, this thesis lays the groundwork for informed decision-making and strategic planning in the integration of advanced language models like ChatGPT into educational settings. In doing so, it fosters a culture of evidence-based practice and continuous improvement, driving positive change and innovation in higher education.