Disciplinary Lenses Research Articles

A research agenda to support economic resilience in US oil and gas producing communities

Abstract Major reductions in greenhouse gas emissions will require a transition away from fossil fuels, including oil and natural gas. However, little research has examined the implications of such a transition for the workers and communities who depend on these industries to support local and regional economic wellbeing. In this perspective, we lay out a research agenda that can help inform policymakers as they seek to craft effective policies to support affected communities. We focus on the United States, the world’s largest oil and gas producer, and identify three key policy areas where new scholarship is needed to inform policymaking: economic and workforce development, public finances, and environmental remediation. Although it is not a comprehensive research agenda, we identify dozens of distinct research questions that will require a mix of methods and disciplinary lenses, including basic data gathering, community engagement, program evaluation, policy analysis, political analysis, and more. The goal of this article is to encourage scholars to take up these topics and expand them in the years ahead to ensure that oil and gas communities become more economically resilient in the face of deep uncertainty over the future of the domestic and global energy system.

The invisible city: The mundane biogeographies of urban microbial ecologies

AbstractMore‐than‐human, multispecies and animal geographic accounts of the city have tended to focus on large, charismatic and wild organisms, to the detriment of spatially invisible other‐than‐humans that are central to urban reproduction. At the same time, urban microbial geographies have foregrounded embodied interactions between humans and microorganisms, whether they are symbiotic or pathogenic, often marginalising the material contributions of extracorporeal microbiomes to the urban fabric. Building from these two blindspots, this article focuses on microbial ecologies that live constitutively outside of (other‐than‐)human bodies and which are intimately caught up in the metabolic intensities and infrastructural environments of the urban realm. There are two key aims: (1) to explore different forms of urban microbial ecologies and (2) to examine their relationships with urban infrastructures and reproduction. My disciplinary lenses are animal geography, microbe studies and urban ecology and my case studies are focused on urban water metabolism. Thus, based on empirical fieldwork on the urban River Lea in East London and supplemented by scientific literature and technical documents, I analyse three urban microbial ecologies that correspond to the urban realms’ ‘extended microbiomes’: those involved in slow sand filtration for the treatment of drinkable water, those involved in sewage treatment via the activated sludge process and those emerging and evolving in disused urban canal infrastructure. These processes spatially manage microbial growth and modulate the distribution of different forms of microbial agency with important effects for the smooth functioning of urban water metabolism. I suggest these ecologies correspond to the ‘spaces' of microbes in the city, and characterise a mundane system of repetition and regulation. However, microbes continue to assert their agency within the spaces of urban water metabolism, create their own places and worlds and highlight a more‐than‐human contingency and indeterminacy at the heart of urban reproduction.

Modern Eğitim Örgütlerinin İhtiyaç Analizi Değerlendirmelerinde Açık Sistem Modelinin İncelenmesi

Studies related to needs analysis in modern educational organizations are important for the development of a reliable, holistic model to determine which competence area needs training in order to train and train school administrators as a professional professional group, using business and human resource management fields, in addition to the school/education lens, so that school administrators can acquire and update professional competencies that will help them perform their duties professionally. For this reason, considering the professional training needs of school administrators from a different disciplinary lens, such as education and development in the context of business management, can make different contributions to the professional development of school administrators. It is expected to be an effective and practical solution that will also make a significant contribution to the efficiency of today's school organizations, especially with the open system model application in education management. As a result of the application of this model, the determination of undergraduate and/or postgraduate education, training, appointment, pre-service and in-service education curricula according to the professional competencies of all educational institution managers/leaders and teachers based on the professional competencies of school administrators and teachers within the Ministry of National Education and universities, effective holistic implementation of measurement and evaluation processes as a result of these trainings can be ensured. Since this model has been developed according to the educational needs analysis literature, it can be used as a practical model for all educational processes related to all kinds of professions. It can also be used for the same purpose for the training and education of teachers from all branches who will be employed or are currently employed within the Ministry of National Education. Key Words: Modern Educational Organizations, Needs Analysis, Open-System Model

A Review on Intention towards Consumption Behavior of Gastronomy in Sarawak, Malaysia

As gastronomy tourism research continues to experience exponential growth, several review articles have explored the connection between gastronomy and tourism through various thematic and disciplinary lenses. However, what is currently lacking is a comprehensive summary that encompasses the interdisciplinary aspects of this research field. Therefore, as a conceptual paper, this article uses the previous empirical data of the theory between Theory Planned Behavior (TPB) and Social Cognitive Theory (SCT) to obtain insight into the local gastronomy in Sarawak experiences through quantitative methods by using a questionnaire. The conceptual framework comprises eight factors (i.e., knowledge, experiences, cultural awareness, food safety, gastronomy image, epistemic value, and environmental factors, and willingness to pay). This study established an in-depth understanding of the consumption of local gastronomy in Sarawak.

Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies

ABSTRACT Classroom discussions of social issues, ranging from gun violence and climate change to race and gender identity, have become risky and politicised, dividing parents and educators along ideological lines and leading to censorship. Journalistic teaching and learning in secondary school English classes present one viable solution. However, few professional development opportunities exist to support teachers who lack formal professional or scholastic journalism training to integrate journalistic practices and disciplinary lens into general English language arts classrooms. This study explores teacher experiences and perspectives on student learning building on an innovative professional development and classroom curriculum. Results demonstrate strong evidence for the scalability of this networked learning professional development approach and for the teacher-generated innovations that enhanced student experiences. Teachers perceived substantial improvements in students’ core skills in journalistic learning, such as evaluating bias and credibility of sources, conducting interviews with community members, and writing. Results illustrate a timely and impactful approach to training English language arts teachers in a student-driven, culturally relevant, and practical approach to writing instruction.

Factors associated with chemistry faculty members’ cooperative adoption of evidence-based instructional practices: results from a national survey

Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors associated with faculty members’ cooperative adoption of EBIPs from five STEM disciplines including chemistry. To understand the role of these specific factors within undergraduate chemistry education across a broad set of institutions, we conducted a national survey of chemistry faculty members (n = 1105) from the United States in Spring 2023. The survey targeted constructs that may underlie the cooperative adoption of EBIPs, including faculty members’ perception of (1) using EBIPs as mutually beneficial, (2) having their success and failure intertwined, and (3) institutional climate around teaching. The survey also included items targeting teaching-specific social interactions, another potential aspect of cooperative adoption. Results from multilevel modeling suggest that EBIP adoption is associated with chemistry faculty members’ perception of using EBIPs as mutually beneficial, aligning with prior findings on STEM faculty members’ cooperative adoption of these practices. However, there is no evidence of an association between EBIP adoption and chemistry faculty members’ perception of campus climate around teaching, where prior findings indicate an inverse association among STEM faculty members. Results further indicate that EBIP adoption is associated with the number of people with whom one specifically discusses pedagogy, instruction, and assessment. Collectively, our results demonstrate that differences exist between STEM disciplines and point toward the chemistry education research community's responsibility to further explore EBIP adoption from a disciplinary lens. Our investigation also provides insight into factors associated with the cooperative adoption of EBIPs among chemistry faculty members on a national level; we identify several implications for how chemistry faculty member change agents (e.g., course coordinators, department leaders) may effectively promote EBIP adoption across the undergraduate chemistry curriculum.

Policy education in a research-focused doctoral nursing program: Power as knowing participation in change.

Nurses have moral obligations incurred by membership in the profession to participate knowingly in health policy advocacy. Many barriers have historically hindered nurses from realizing their potential to advance health policy. The contemporary political context sets additional challenges to policy work due to polarization and conflict. Nursing education can help nurses recognize their role in advancing health through political advocacy in a manner that is consistent with disciplinary knowledge and ethical responsibilities. In this paper, the authors describe an exemplar of Elizabeth Barrett's "Power as Knowing Participation in Change" theory as a disciplinary lens within a doctoral nursing health policy course. Barrett (radically) emphasizes "power as freedom" instead of "power as control." This approach is congruent with nursing disciplinary values and enhances awareness of personal freedom and building collaborative relationships in the policy process. The theory was used in concert with other traditional policy content and frameworks from nursing and other disciplines. We discuss the role of nursing ethics viewed as professional responsibility for policy action, an overview of Barrett's theory, and the design of the course. Four student reflections on how the course influenced their thinking about policy advocacy are included. While not specific to policymaking, Barrett's theory provides a disciplinary grounding to increase students' awareness of freedom and choices in political advocacy participation. Our experience suggests that Barrett's work can be fruitful for enhancing nurses' awareness of choices to participate in change across settings.

Geography's lens, landscape architecture, and the green recovery

AbstractIn this article, I expound upon the recent claim that Geography is well placed to contribute to the global ‘green recovery’ by suggesting that landscape architects have the potential to be highly effective collaborators in this endeavour. Contemporary Geography represents a diverse array of sub‐fields coalescing around scale, space and place. Altogether, Geography provides a disciplinary lens that is multi‐scalar and can focus on any number of critical environmental and cultural concerns that resonate with green recovery discourse. At various times, landscape architecture has shared Geography's multi‐scalar and multifaceted lens, and through this complementary outlook, the disciplines have collaborated within mutual spaces such as ‘geodesign’, and through a to‐and‐fro of methods of practice and disciplinary reflection. However, ongoing discourse within landscape architecture describes self‐doubt around the consistency of its agency and capacity to engage with the critical challenges of the climate crisis and social inequity. Elsewhere, this has been attributed to landscape architecture's loss of professional territory to other practices of spatial design, and a reverse into scenography. Here I articulate the concern that much landscape architectural practice appears to intermittently misplace the scale and scope that is akin to Geography's lens and that, although this has stymied the discipline, there are recent indications that landscape architecture is hungry for relevance and ready to re‐engage with the necessary space, place, and scale. This article, then, looks to provide are a reminder of the potential to be found in landscape architecture and whet the appetite for green recovery collaboration.

Revisiting the concept of organized crime through the disciplinary lens of economic criminology

The lack of understanding of the boundaries of economic criminology and the little agreement on the kind of offenses or deviant acts that fall in its substantive focus have invited an evaluation of the characteristics that criminals and/or crimes have to own in order to qualify as “economic crime.” This paper aims to revisit the growing disciplinary landscape of economic criminology with a view to outlining the role of organized crime in it. The analysis aims to refine and compare the concepts of “economic crime” and “organized crime,” deliberate on the central features of both, and speculate on the floating frontiers of economic criminology. It is argued that organized crime is part and parcel of the growing field of economic criminology and deserves a niche within it.

The Weather of Anti-Blackness: Is Health Equity Enough?

Dryden (2023) highlights how the COVID-19 pandemic anchored on anti-Black racism within the Canadian healthcare system to cause disproportionate suffering and death among Black people. We extend this argument by situating both COVID-19 and healthcare within broader racialized landscapes- the weather of anti-Blackness in the US - and argue that from sports and education to healthcare, Black bodies are weathering precisely because of intentional interconnected systems of oppression grounded in white supremacy, racial capitalism and patriarchy. Because oppression does not exist in a vacuum, health equity and liberation require us to engender new lexicons that decisively expose racism to (1) evaluate data differently, relationally and more critically through different disciplinary lenses and (2) centre the liberation of those at the intersection of multiple systems of oppression, such as Black women; Black queer and transgender people; Black people with disabilities; and unhoused, unemployed, uninsured and incarcerated Black people.

Are some disciplines ‘hard to engage’? A cross-disciplinary analysis of university teachers’ approaches to internationalisation of the curriculum

ABSTRACT Internationalisation of the curriculum (IoC) as an important element of internationalisation has seen many challenges. The literature shows that successful IoC cases are rare. Drawing on the concepts of powerful knowledge and ‘knowing’, we argue that a more comprehensive understanding of knowledge engagement in the IoC process is needed. Currently, engaging knowledge appears to be a barrier to IoC, particularly in hard disciplines such as science and engineering. This study investigated how faculty members from different disciplines engaged knowledge in their approaches to IoC through semi-structured interviews with 34 faculty members based in three Hong Kong universities. The findings show that engaging knowledge is indispensable to IoC because it provides theoretical foundations for ‘being’ and substantiates discussions on global issues using disciplinary lenses. Furthermore, faculty members from all disciplines show productive ways of engaging knowledge, whilst the differences lie in the expected role of ‘knower’ and the relationship between ‘knowing’ and ‘being’. Specifically, facilitating an intimate relationship between ‘knowing’ and ‘being’ through students’ own dispositions was featured in soft disciplines, whilst taking perspectives based on scientific principles was identified in hard disciplines.

Discipline-Based Diversity Research in Chemistry.

ConspectusWe introduce the term discipline-based diversity research (DBDR) to capture the emerging field of research advancing diversity, equity, inclusion, and belonging with specificity to a given discipline. Contextualizing a human dynamic through a disciplinary lens has already given rise to discipline-based education research (DBER). The modalities through which students and practitioners think and process information are a reflection of a given discipline, and it tends to give rise to its professional practices. Through DBER, such specification is necessary in addressing evidence-based practices that are effective for teaching a particular subject. Likewise, the inequities and opportunities within a given field (and its professional culture) must be addressed within a disciplinary lens. Thus, the findings from social science in diversity in arbitrary contexts must be analyzed, interpreted, applied, and researched within a given discipline.One specific challenge to academic chemistry is the lack of inclusion in the sense that the faculties in research-active chemistry departments are far from diverse. We recapitulate the percentage of women and under-represented person of color (URPOC) professors over the past 20 years reported by us and other sources. The data admits to linear fits with high confidence. Assuming this linearity holds, the gender gap in representation would be bridged only in 2062, and the threshold of 20% of the faculty as URPOC would be reached only in 2113. While the community has actively engaged in modifying practices and procedures to redress this grim projection, it should be clear that more needs to be done.Toward this objective, we have been driven by the top-down hypothesis that solutions must be led intentionally through the top─that is, by department heads and chairs─because they are the stewards of the infrastructure. Department chairs and the chemistry community have engaged in DBDR through biennial workshops─that is, through the Open Chemistry Collaborative in Diversity Equity (OXIDE)'s National Diversity Equity Workshops (NDEWs)─to survey and evaluate existing policies and practices aimed at advancing inclusive excellence. This has led to research-based recommendations for the implementation of solutions in chemistry departments. This includes (i) engaging in community, (ii) conducting authentic and open searches, and (iii) recognizing and rewarding inclusive excellence. What makes them DBDR in chemistry is that we have to articulate and contextualize these solutions in terms of practices and procedures that we conduct in chemistry, assess their efficacy, and promote them across our discipline. Furthermore, we must offer theories of change for reforming them while offering frameworks that fit within how chemists think and practice.In this Account, we demonstrate how DBDR has taken root in chemistry, forecast where this emerging field may go, and provide a blueprint for how it might be replicated in other disciplines.

Building a Foundation for Health Informatics Content in Physical Therapy Education Through Concept Analysis and Concept Mapping.

Health informatics curricular content, while beneficial to the spectrum of education in physical therapy, is currently only required in physical therapist education programs, and even there, it is only crudely defined. The purpose of our study was to use the techniques of concept analysis and concept mapping to provide an outline of informatics content that can be the foundation for curriculum development and the construction of informatics competencies for physical therapy. There is no established consensus on the definition of health informatics. Medical and nursing informatics literature that clarifies and agrees on the attributes of health informatics is insufficient for curriculum development. Concept analysis is an approach commonly used in nursing and other health professions to analyze and deconstruct a term, in this case, health informatics, in order to provide clarity on its meaning. A total of 73 definitions of health informatics were extracted from articles that met search criteria. We used an 8-step methodology from the literature for concept analysis, which included 1) selecting a concept; 2) determining the aims of the analysis; 3) identifying uses of the concept; 4) determining the defining attributes of the concept; 5) identifying a model case; 6) identifying related and illegitimate cases; 7) identifying antecedents and consequences; and 8) defining empirical referents. In addition, concept mapping was used to develop a visual representation of the thematic attributes and the elements that make them up. We provide a visual map of the concept we now term "informatics in human health and health care" and clarify its attributes of data, disciplinary lens, multidisciplinary science, technology, and application. We also provide clarification through the presentation of a model case and a contrary case. Concept analysis and mapping of informatics in human health and health care provided clarity on content that should be addressed across the continuum of physical therapy education. The next steps from this work will be to develop competencies for all levels of physical therapy education.

Towards a master narrative for trust in autonomous systems: Trust as a distributed concern

In this paper we present findings of research into Trust, specifically within the context of Autonomous Systems. The research is based upon an exploratory workshop attended by domain experts from academia and industry. The aim of the work is to synthesise interdisciplinary and high-level understandings of pertinent issues into a singular and cohesive Master Narrative relating to Trust an Autonomous Systems. The inquiry constructs a Master Narrative that casts Trust as a notion that is necessarily constructed by complex relationships, disciplinary lenses, and multiple concurrent stakeholders. We term this ‘Trust as a Distributed Concern’. The paper describes the research and analysis which underpins the concept of Trust as a Distributed Concern and discusses how the concept may be operationalised in research and innovation contexts.

Lexical bundles in the academic writing of the Arts and Humanities: from corpus to CALL

AbstractLexical bundles are highly frequent and functionally significant in written academic discourse. Many studies have explored lexical bundles through a disciplinary lens, but their findings are not typically incorporated into published L2 teaching-learning materials. As a result, there are a number of challenges facing teachers who want to include a focus on disciplinary lexical bundles in their academic writing instruction at tertiary level. This paper describes a method for deriving a functional list of disciplinary lexical bundles from a corpus of academic writing, and then discusses the results quantitatively and qualitatively. The findings suggest that a small number of bundles (n=47) occur across genres, levels and institutions in the academic writing of the Arts and Humanities disciplines. Finally, a series of Computer-Assisted Language Learning (CALL) resources are presented, including a tool for finding the bundles in academic texts. The functional list and resources will be of interest to those involved in the teaching-learning of academic writing in the Arts and Humanities disciplines.

Theory Building as Integrated Reflection: Understanding Physician Reflection Through Human Communication Research, Medical Education, and Ethics

Grounded in a presupposition that a single explanatory framework cannot fully account for the expansive learning processes that occur during medical residency, the article examines developing physicians’ reflective writing from three disciplinary lenses. The goal is to understand how the multi-dimensional nature of medical residency translates into assembling educational experiences and constructing meaning that cannot be fully explained through a single discipline. An interdisciplinary research team across medical education, communication, and ethics qualitatively analyzed reflective entries (N=756) completed by family medicine residents (N=33) across an academic year. Results provide evidence for moving toward an integrated thematic explanation across disciplines. The authors suggest that the integration of disciplinary explanations allows for comprehensive understanding of reflection as a cornerstone in the broader formation of the physician. Examples provide evidence for an integrated understanding of a fuller human experience by considering the three thematic explanations as co-occurring, reciprocal processes.

Accounting for an encounter involving a social worker and man with learning disabilities and crafting tools for ethical social work practice

ABSTRACT This article critically reads a social encounter in which a social worker and a middle-aged man with learning disabilities are implicated. To do so, I draw upon ideas and approaches associated with anthropology and the sociology of everyday life to expose invisible, or invisibilised, dimensions of social interaction which may, otherwise, be obscured, backgrounded, and perhaps even concealed by virtue of their ‘thereness’. Through the prisms afforded by these disciplinary lenses, a seemingly ordinary, and unspectacular, social encounter may be regarded in the context of everyday life alongside learning disability, as registering/generating multiple forms of language, and as being inescapably saturated in multifaceted forms of power. Because these disciplinary tools may help map not only the particular social encounter to which this article is concerned but also social interactions more generally, they constitute useful resources, to be cultivated, or crafted, for ethical social work practice.

Editorial: theme issue on complex rheology in biological systems

Editorial: theme issue on complex rheology in biological systems

“City of districts” as state project: socioeconomic unevenness and contested power relations in establishing Wansheng in Chongqing

ABSTRACT Wansheng is a small and historically wealthy industrial territory currently under the jurisdiction of Chongqing provincial-level city as an economic and technological development district. The overlapping territorial policies through which the central government reconfigured Wansheng constituted the conflictive setting of the reform approved by the Ministry of Civil Affairs of the State Council that merged Wansheng district and Qijiang county to establish Qijiang district in December 2011. This decision immediately produced discontent and social chaos in the former Wansheng district. Four months later, the central government repealed the original merger, establishing Wansheng as an economic and technological development district. Changes in administrative borders of sub-national territories in China are complex state strategies that intrinsically involve local bureaucratic conflicts and socioeconomic contradictions. This paper analyzes, through the disciplinary lens of political geography, the Wansheng-Qijiang merger as a contested and contradictory territorial strategy whose main goal was the centralization of power relations in Chongqing city by integrating two territories with extremely different socioeconomic and administrative conditions.

Chinese medical tourism: review and research agenda

ABSTRACT Medical tourism has witnessed a phenomenal developed pace in recent years, but academic efforts continue to center on a western context and fail to shed light on other emerging medical tourism destinations. This study adopts a hybrid review approach to map out the evolution of Chinese medical tourism studies. A total of 183 articles published in both Chinese and international journals from 2000 to 2020 have been collected to delineate the evolution of Chinese medical tourism research in different dimensions (e.g., publication year, published journals, etc.); analyze the popular research topics of this domain under different disciplinary lens and further identify the research gaps. Findings suggest that existing studies are marketing-oriented and lack robust underpinning of empirical work with appropriate theories. Future research agenda for both researchers and practioners are provided in terms of the facilitation of different stakeholders’ cooperation, understanding of diaspora medical tourists, and the development of traditional Chinese medicine.