Disciplinary Objectives Research Articles

The Ukraine invasion: Hierarchy, discipline and counterbalance

This article examines Russia’s 2022 military intervention in Ukraine through an eclectic theoretical framework that synthesises hierarchy theory, foreign-imposed regime change, and negative balancing strategy. We argue that Russia justified the attack as a means to protect its hierarchical objectives in the post-Soviet region against three perceived imminent threats: Ukraine’s independent trajectory, the growing alignment of certain post-Soviet states with the US-led hierarchy, and the expansion of the US-led Western hierarchy into the post-Soviet space. In response, Russia employed the hard face of its negative balancing strategy by launching an overt foreign-imposed regime change operation to replace Zelensky’s government with a pro-Moscow regime. From the outset, this operation has been tasked with two key aims: discipline and balance. The disciplinary objective has focused on ensuring Ukraine’s loyalty to Moscow and deterring other Western-leaning post-Soviet states from emulating Ukraine by sending a clear disciplinary message. The balance objective has sought to counter the negative and outbidding strategies of the US-led hierarchy, which Russia perceives as a neo-containment agenda aimed at undermining its regional influence.

Black Gravity, or a Hidden History of Empire

This essay takes this occasion—the thirtieth anniversary of the publication of Evelynn Hammonds’s germinal essay “Black (W)holes and the Geometry of Black Female Sexuality”—as an opportunity to explore the turn to spacetime and astrophysics in Black feminist writing and scholarship. This understudied tradition has unfolded concurrently alongside the rise of maritime and aquatic metaphors in Black studies. Focusing on the image of the black hole, the essay argues that this metaphor operates as a stimulus for confronting disciplinary objects of anxiety in Black studies, Caribbean studies, physics, and Black feminist studies. By analyzing origin stories that surround the moniker black hole in physics, the essay shows how imperial violence and notions of Black gender and sexual alterity suffused the term from its inception in the world of physics—a history that Black feminist theorists call to memory and challenge in their redeployment of the image.

Time, workload model and the entrepreneurial construction of the neoliberal academic

This paper analyses the workload model of a UK business school. The workload model is conceived as a time budget, allocating time units to realise academic tasks. The paper highlights how this tool participates in the government of the academic population, in tandem with an individual performance measurement system. On the one hand, the multiple and competing academic tasks are independently regulated by a series of disciplinary objectives. On the other hand, they all need to be realised within a limited timeframe. Yet the workload model estimates a quantity of time resources deemed necessary to deliver on these objectives. The whole creates an apparatus of security - an ensemble of discourses and technologies that work together to control, manage and shape a population - wherein the workload model enacts competition through time to realise a variety of highly disciplined academic tasks. Thus, the academic must make choices, including the “investment” of his/her free time. Through this process the academic is subjectivised as an entrepreneur of the self.

Challenges in Teaching Literature in EMI to EFL Speaking Students at University Level: Instructors' Perception

The study's objective was to explore the achieved challenges in the applied pedagogy practices of the English literature majors that are delivered in the English Medium of Instruction (EMI) in the context of the English foreign language (EFL) students at various Lebanese Universities. Understanding the challenges instructors are experiencing through the implementation of the English literature course work is the central focus of the study. The study aimed to highlight the practiced delivery of the academic literature course framework in the EMI and the setbacks this was having on the university instructors attempting to successfully achieve the specified disciplinary objectives within the designated time frame and in students acquiring the course content in its entirety as is experienced when applied in the English language. The study highlights students' language proficiency needed to achieve the internationalized course contents objectives. Supplementary findings from the study's questionnaire reveal that university admission can not assume students have the required skills needed to study the academic literature course work upon registration. The data further suggests that students need to have an A-level proficiency in the English language academic to ensure the taught literature course content is received in its totality, par with other internationalized literature programs. Moreover, the study encourages the need to explore current global universities in non-Anglo countries to examine how they may have successfully reformed their major literature courses delivered in EMI to EFL students.

Against Global Literary Studies

Abstract Literary studies has taken a global turn through such institutional frameworks as global romanticism, global modernism, global anglophone, global postcolonial, global settler studies, world literature, and comparative literature. Though promising an escape from parochialism, nationalism, and Eurocentrism, this turn often looks suspiciously like another version of Anglo-European imperialism. This essay argues that, rather than continue the expansionary line of recent decades, global literary studies must allow other perspectives to draw into question its concepts, practices, and theories, including those associated with the terms literature, discipline, and comparison. As a settler colonial (Pākehā) scholar in Aotearoa New Zealand, I attend particularly to Māori literary scholars from Apirana Ngata, Te Kapunga Matemoana (Koro) Dewes, and Hirini Melbourne to Alice Te Punga Somerville, Tina Makereti, and Arini Loader. Their work highlights the limitedness of global literary studies in its current disciplinary guise. Disciplines remain important when they bring recognition to something previously marginalized, as in the battle to have Māori literature recognized within Pākehā institutions. What institutionalized modes of global literary studies need, however, is not discipline but indiscipline: a recognition of the limits of dominant disciplinary objects, frameworks, and practices, and an openness to other ways of seeing the world.

Integrating polar research into undergraduate curricula using computational guided inquiry

Polar research plays a vital role in developing our understanding of Earth’s climate system. It is intrinsically interdisciplinary, lending itself to integration into existing undergraduate courses. Here we explore introducing undergraduates to polar research through computational guided inquiry (CGI) modules taught in a variety of courses and disciplines. Students apply course disciplinary techniques to analysis of polar data or research, in the context of climate change, by working through educational modules that include spreadsheets (ExcelTM) or interactive computer programing (Python in a Jupyter Notebook), over a few class or lab periods. The goals of this exploratory curriculum project are to determine instructor perceptions of effectiveness of the educational modules for teaching preexisting disciplinary course objectives, as well as student perceptions of enjoyment and learning. Evaluation consisted of a student questionnaire and interviews with instructors by an external evaluator. Students and instructors overall reported positive experiences with the modules, highlighted the importance of polar data and climate literacy, and noted increases in student understanding of course learning goals and comfort with the computational tools. Professors further reported that students found the modules motivating, fun and engaging. Taken together, this suggests that the modules are an effective means of bringing polar research into undergraduate classrooms while satisfying instructor goals for course learning objectives. Lessons learned include the importance of providing material such as videos to help transition to the topics of polar research and climate change and of supporting widely varying computational fluency.

Інтеграційна модель розвитку сфери туризму та рекреації у фокусі переваг і перспектив регіонального управління

The problem of study. According to Strategy Partners and UNWTO the tourism and recreation area is defined as a most advantageous in terms of multiplier effect for the Region economically in comparison with sectors on processing of oil products, manufacture of machinery and equipment. It needs to find ways of strengthening the link and complimentary of an enterprise tourism and recreation area to maximize of multiplier effect for the region’s economies. And, at the same time, we have identified that inherent in domestic regional management reporting lines between administration and managed by a multitude of actors, fail to generate of effects in different layer production chain from forming to realize intersectional comprehensive tourist product, and therefore fail to ensure multiplier effect. This is due to lack of integral development of tourism and recreation area. However, the nature formation, such a model had not been taken up adequately in the scientific literature. The purpose of the article is to develop patterns of integration development of tourism and recreation area in focus advantages and prospects regional office.Methods. By the study process the following general scientific and specific methods used: comparative, structural, historical, system-based review techniques, sifting and interpreting and logical. The results of the study have led to the conclusion, with regard to disabilities of sectorial basis regional management of tourism and recreation area, it is gradually being replaced by Network principle. Network principle of regional management produces cluster formation, which, at its core are networks sectorial and cross-sectorial structures. Network principle of regional management of the tourism and recreation area is described by numerous integration processes, it is addressed to: - Support and encouragement integration structures, in particular on the structure regional market; sectorial and cross-sectorial structures; - Promotion of innovative integration structure, in other words, is aimed at knowledge production and innovation implementation armed of development competitiveness of disciplinary objects at the territorial level; - Promotion of investment activity, in direction development or renewal logistical basis in tourism and recreation area and job creation; - Specificity of integration processes, which are forming taking into account more challenging regional management. Prospects for further research consist of being able incorporating the results in the process of formation of the theoretical framework of management cluster development the tourism and recreation.

АНАЛІЗ УРОКІВ – ОСНОВА УСПІШНОСТІ МЕТОДИЧНОЇ РОБОТИ ДИРЕКТОРА ПАВЛИШСЬКОЇ ШКОЛИ В.СУХОМЛИНСЬКОГО

У статті розкрито особливості методичної роботи директора Павлишської школи В.Сухомлинського у процесі творення власної педагогічної системи, зокрема – дидактики у якій урок посідав провідне місце. 
 Розробивши теоретичні засади уроку, виокремивши нові його форми проведення (уроки мислення, уроки на природі, уроки творчого розвитку і зростання), вчений весь час працював над втіленням актуальних педагогічних завдань, удосконалюючи саме класно-урочну систему навчання. Особливість його вчення полягала в єдності розв’язання на уроці як дидактичної мети так і виховної. У дослідженні акцентується увага на тому, що відвідування й аналіз уроків вчителів стали основою в управлінській та науково-методичній діяльності директора. Адже в процесі підготовки, проведення й аналізу уроку формувалася й розвивалася педагогічна майстерність вчителя.
 В аналізі уроку В.Сухомлинський виокремив такі складові: творчий характер, організації навчально-виховного процесу; залучення на уроці до повноцінного навчання кожного учня; відповідність структури, методів і засобів навчання відповідності індивідуальним та віковим особливостям дітей та інше, що дало в цілому йому створити школу – наукову лабораторію у якій кожен від директора до учня міг успішно розвиватися, творити, знаходити відповіді на актуальні життєві питання.
 У публікації підкреслено, що особливу увагу у підготовці, проведенні й аналізу уроку, В.Сухомлинський приділяв молодим вчителям. Не просто відвідував, а готувався з вчителями-початківцями до уроків, аналізував прорахунки, планував наступний урок, разом з вчителем радів зростанню педагогічної майстерності.
 В цілому, у статті утверджується думка, що урок має посідати провідне місце в управлінській діяльності директора школи, становити основу його науково-методичного та організаційно-педагогічного забезпечення і що саме цим питанням необхідно приділити належну увагу у сучасній системі підготовки вчителя і керівника школи.

Theory of digital activation. Theoretical-methodological proposal of the communicative practices of the social movements in network

The article formalizes a theoretical-methodological proposal of the communicative practices of networked social movements as a new cycle of collective action. Digital activation is proposed as an emergent and inter- disciplinary object of study, which consists of contexts and dimensions that can be studied under the light of “deep hermeneutics”, and that represents a contribution to the sub-field of political communication.

A Problem-Based Learning Approach Enhancing Students’ Awareness of Natural Risks and Hazards in Italian Schools

The goal of the present research is to contribute to spreading in Italian schools greater awareness of the dangers derived from natural phenomena, such as landslides, floods or earthquakes. The essential steps are: developing the understanding of the territory’s inevitable evolution (derived from natural geological phenomena that normally concern it); raising the awareness of dynamics regarding the territory in which one lives (through geological and historical analysis of the context); and finally recognizing the speed and frequency with which different natural phenomena occur, and the surface they might affect. Thereafter, the research’s next step is gaining the awareness that these phenomena may become actual risks and cause damage, in relation to the territory’s use and vulnerability. Finally, its last step is realizing that knowledge on such dynamics is needed for risk-prevention and reduction in vulnerable contexts. In fact, it seems that, until these natural manifestations remain far from students’ everyday lives, they are not adequately acknowledged. Moreover, since it has been proven that the usual transmissive approach to the subject is not effective, a problem-based learning approach was experimented. The path was defined through disciplinary objectives and through developing and monitoring specific skills. During experimentation, investigative and practical activities showed an interesting growth of the involved students’ skills and competences. The research’s double aim of raising greater awareness of environmental dynamics and risks, and of developing greater technical skills and sense of citizenship among students (also concerning the observation and recognition of relationships) seems to have been achieved.

Exile Experiences and the Transformations of Religious Cultures in the Sixteenth Century: Wesel, London, Emden, and Frankenthal

Abstract This essay compares the experiences of Netherlandish Protestants who fled Habsburg persecution in the late sixteenth century in their three largest exile communities – Wesel, London and Emden. Previous scholars have emphasized that exile encouraged Netherlandish Protestants to develop more confessionally Calvinist ideas and to embrace a more volunteeristic understanding of faith, which could (and should) operate independent from government oversight. Further, scholars have suggested that Calvinism flourished in exile because its strict church discipline held fractured communities together. This essay reassesses these conclusions by examining the diversity of ideas circulating in exile communities, the flexibility of migrant churches to local conditions, the continued frustrations of pastors and elders in achieving their disciplinary objectives, and the repeated assurances among exile leaders of their obedience to political authorities. It concludes by suggesting that a newly founded exile community, Frankenthal, might be the closest to the model Reformed community proposed by scholars, but notes that it only ever attracted few Netherlandish Protestants.

Significado de los componentes disciplinar y profesional en la formación de enfermería: encuentros y desencuentros

Nursing training is a complex and dynamic practice that merits constant theoretical and methodological revisions of aspects such as the disciplinary and professional aspects as it is a constitutive part of its nature, whose reflection contributes to the development of the profession and the consolidation of professional identity. Objective: To describe the meanings that the professors, students, graduates and the administration assign to the disciplinary and professional components in the training of nurses in the Nursing program at Antioquia University, Medellin, Colombia. Method: Educational evaluative investigation with ethnographic focus. Interviews, document revisions, observations and discussion groups were completed. Results: In the training of nurses, the meanings assigned to the disciplinary and professional aspects are built on agreements and disagreements in relation to intentions, concepts and actions of the participants. All are aspects that materialize in traditional educational practices framed by a morbidity-centered lesson plan with few articulations of theories and the nursing mind, which does not allow for the building of a clear care concept or the consolidation of a professional identity. Conclusion: The meanings assigned to the disciplinary and professional aspects during training are what give meaning to the concepts and practices in nursing. Its understanding contributes to the re-orientation of pedagogical actions that allow for the development of an academic program consistent with its developmental disciplinary and profesional essence and objective.

Why Would a Political Scientist Write a Biography?

Why would a political scientist write a biography of a U.S. national security advisor? Biography focuses on a single individual and has no guidelines on where or how to collect evidence or on how to organize that evidence. Nonetheless, a biography of General Brent Scowcroft, national security advisor to Presidents Gerald Ford and George H.W. Bush, allowed me to provide a broad overview of forty years of U.S. foreign policy history, to conduct an in-depth study of the personnel and organization involved in the national security decision-making, and to narrate the life of an extremely influential and interesting public figure. Biography fulfills many of political science’s disciplinary objectives, in fact: it speaks to important issues of political science, it offers thick description and facilitates the drawing of causal inferences, it addresses agency and structure, it is falsifiable, and it is able to communicate with a larger public.

Response to John Guillory

AbstractJohn Guillory’ s account of the “disciplinary object” of the humanities provides a new description of the nature of humanistic inquiry that seeks to unify the various disciplines and differentiate them from other disciplines. He suggests that a “better defense” of the humanities can be reserved for another day. But a full understanding of the implications of his “new ontology” yields the materials for such a defense, which would be grounded in concepts of freedom and accountability.

Insights from developing a multidisciplinary design and analysis environment

This paper presents technical insights gained from developing a multidisciplinary design and analysis (MDA) environment, which proficiently integrates, coordinates and controls disciplinary software packages, data sources, and human factors. The MDA environment cost-effectively boosters global optimization of product design problems by means of integrating and coordinating engineering resources, implementing optimization approaches, and reconciling contradicting disciplinary objectives. This paper begins with depicting a multidisciplinary view of a generic complex engineering system, which sets the basic tone of developments of the environment. Subsequently, this paper proceeds with descriptions of information techniques or software utilities that constitute core competencies of the MDA environment. Firstly, software components based integration techniques are implemented to enhance interoperability among heterogeneous engineering applications and data sources. The integration techniques have viably overcome engineering inefficiencies, system incongruences, and information inconsistencies caused by ‘automation islands’ problems. Secondly, project and workflow management utilities are developed to support collaborative design, which allows better utilization of engineering resources and effective coordination. Thirdly, tailored geometry modeling techniques are implemented to enable expeditious representations of shape variations in congruence with outcomes of multiphysics analyses and simulations. Fourthly, optimization strategies, sensitivity analysis, surrogate models and searching algorithms are coded to enable global engineering optimization. Finally, this paper concludes with insights gained from developments of the MDA infrastructure.

From outsider to insider status: Constructing an authentic social self

This article explores community based modes of engagement employed by a variety of support workers providing, amongst other things, employment advice and guidance to marginalised youth living within a small rural community setting. The paper sets out to demonstrate that such key workers are better able to promote understanding, transmit social norms and act as a positive role model, when they set-aside their applied disciplinary knowledge and objectives. However, since social inclusion is essentially performed, I will argue that role modelling and strong relationships with key workers, though important pre-cursors for change, are insufficient to sustain transitions to independent living, employment or training for marginalised youth. As such, key workers need to use their relationships with young people to help build social and cultural capital and, moreover, identify activities that make a meaningful contribution to identifiable social group objectives, since this leads to peer recognition and the development of an authentic social self.

Discursive Resilience

Discursive Resilience

Una didáctica situada de la filosofía: dispositivo para acompañar el extrañamiento docente

<p>La formación de docentes de filosofía, en los marcos de un curriculum deductivo, genera la extrañeza al volver a la escuela en quienes transitan su residencia y sus primeras prácticas laborales. ¿Cómo acompañar este extrañamiento desde una didáctica específica de la filosofía sin negar la tensión entre los planos técnico, práctico y experiencial? Proponemos para ello un dispositivo que hemos denominado didáctica específica situada de la filosofía. Ella tiene a la base, además de la consideración de que la educación está constituida por la tensión de los planos referidos, una concepción de filosofía denominada filosofía filosofante. Esta última considera tanto al sujeto de la actividad filosófica como al objeto disciplinar y se opone al academicismo desde una perspectiva que abreva en el pensamiento situado como categoría filosófica y la experiencia en el sentido de transformación del sujeto. Por esto el dispositivo didáctico mentado rompe con la explicación como eje de la enseñanza universitaria y se apoya en la narración como punto de contacto entre quienes están en la formación de formadores y aquellos que se inician en la enseñanza de la filosofía.</p>

Translation and interpretation on the Araucanian Frontier (seventeenth—nineteenth c.): an interdisciplinary view

In proposing a ‘translation turn’ in cultural studies in 1998, Bassnett and Lefevere suggested the possibility of reversing the course of intellectual curiosity. If translation studies had been seeking frameworks and concepts in other disciplines, why couldn't they in turn find something in translation studies that could be useful for their own development? In this spirit, this paper presents some findings of a three-year interdisciplinary research project on linguistic mediation (both oral and written) along the southernmost frontier of the Spanish colonial empire. We examined the mediation processes taking place within this historical context – a setting characterized by a dynamic of inter-ethnic border tensions – from an interdisciplinary perspective (historical anthropology, philosophy, and translation studies). Exchanging disciplinary practices and knowledge rewarded us with a clearer picture of the object of study. For translation studies, this dialogue has resulted in a better understanding of the dynamics of the social, ethical, and political dimensions of oral mediation, as well as an opportunity to remove the barrier that traditionally separates translation from interpretation as disciplinary objects. Furthermore, thanks to this interdisciplinary contribution, we believe we can draw new conclusions about the significance of oral and written mediation in the history of a bilingual society.

Understanding the Proceeds of Crime Act 2002: Cash Seizure and Frontline Policing

AbstractRecent shifts in modes of criminal justice have precipitated a startling expansion of police powers in England and Wales (Brownlee 1998; Reiner 2007). The Proceeds of Crime Act 2002 (POCA) (as amended) is an example of a growing trend towards the use of hybrid civil‐criminal legislation. The Act can be situated within a criminal justice paradigm, often referred to as the ‘new penology’ of risk, or ‘actuarial justice’ (Feeley and Simon 1992, p.449). Part 8 provides frontline police officers with additional, extensive and far‐reaching cash seizure powers for the disruption and frustration of serious, often organised, acquisitive crime. Though laudable in its aims, the legislation is susceptible to manipulation by officers wanting to secure broader social and disciplinary objectives, often pertaining to the organisational subcultural norms of rank‐and‐file police officers. Its provisions have become part of mainstream policing powers. An exploration of the broader implications of mainstreaming the cash seizure powers into frontline policing has, therefore, become timely. In this article, I conduct such an examination, concluding by setting out an agenda for more critical research than has been undertaken to date.