Sort Of Discipline Research Articles

La planeación estratégica y la calidad docente en la Universidad

Independientemente del tipo de disciplina o especialidad, las universidades deben formar en sus estudiantes un pensamiento de alto nivel y convertirlos en aprendices autónomos.
 Se define enseñanza de calidad como la que consigue alcanzar las metas de enseñanza, mismas que se distinguen por su ambición y complejidad como buscar que los alumnos logren un pensamiento crítico, sean creativos y desarrollen habilidades cognitivas complejas. Sin embargo, de acuerdo con la información disponible, la mayoría de los estudiantes de este nivel no alcanzan esas metas. Se reconoce el papel central que tiene el docente para conseguirlo.
 La evaluación educativa y en particular, la del aprendizaje de los estudiantes, constituye en este contexto un tema de singular interés, por su importancia, complejidad y por la vigencia de numerosos problemas pendientes de solución.
 La búsqueda de la excelencia en la educación superior es una exigencia actual que compromete a todos aquellos implicados en las tareas educativas y a todos los ámbitos, facetas y componentes del proceso de formación de los futuros profesionales. En nuestro país esa búsqueda se manifiesta en la voluntad de un perfeccionamiento continuo de la enseñanza universitaria sobre bases científicas, que sustenta las decisiones y el quehacer cotidiano de las instituciones educativas e impulsa, a la vez, el desarrollo de la investigación pedagógica como necesidad del propio perfeccionamiento.
 La planificación estratégica en una institución de educación superior, es un proceso continuo, técnico-político, sistemático, reflexivo, participativo, crítico y autocrítico, instructivo, flexible, integral y orientador, que promueve el cambio, y precede y preside la acción para la toma de decisiones.

The Young Pioneers and the Rituals of Citizenship in Revolutionary Zanzibar

Inspired by Eastern European precedents, Zanzibar's revolutionary regime in the 1960s and 1970s established the Young Pioneers as an institution through which to inculcate the sort of discipline perceived as necessary for nation building. I argue that through an emphasis on Pioneer parades, revolutionary elites allowed themselves to be persuaded by forms and appearances. They prized marching bodies of young men and women more for their visual effect than for the discipline they produced. Parades provided periodic evidence of good citizenship and conformity; they functioned as a strategy of display and a ritual of citizenship, more than as a discipline in the Foucauldian sense. This distinction explains how a rare accumulation of power on the part of a postcolonial elite in Africa could be both spectacular and ephemeral at the sametime.

Geography: a different sort of discipline?

Debate continues about the inter‐relationships between human and physical geography and their different research and publication practices. Relatively little data about these are available, however. Using an analysis of all publications submitted by UK geographers to the 2001 Research Assessment Exercise, this paper identifies a substantial difference between human and physical geographers in their publication strategies. Most physical geographers place their research papers in specialized inter‐disciplinary journals and make relatively little use of geography outlets: most human geographers, on the other hand, publish in geography journals. Comparisons with other disciplines – in the earth and environmental and social sciences respectively – also identify differences between geographers and their peers. The overall conclusion is that, with regard to research and publication at least, UK geography cannot be presented as a single academic community with strong internal ties, but rather as a conglomerate of separate communities writing for different audiences.

Preparation for working together in rehabilitation

Rehabilitation is a process of working together. Those professionals who cooperate with each other and the patient to bring about recovery come from all sorts of disciplines. However, pre- and post-registration education offers little in the way of shared learning across disciplines. How do we learn to work together without these sorts of opportunities? Surely we need something more than a ‘sitting next to Nellie’ approach?

The Yeast of Chaos: An Interview with Leon Forrest

Leon Forrest, a lifelong Chicagoan, studied at the University of Chicago from 1958 to 1960 and again from 1963 to 1964. He is a novelist and a playwright who has also worked as a journalist and an editor and has taught at Yale University, Wesleyan, and elsewhere. Forrest is now chair of the African-American Studies Department at Northwestern University. His novels include There Is a Tree More Ancient Than Eden (Random House, 1973), The Bloodworth Orphans (Random, 1977), Two Wings to Veil My Face (Random, 1983), and Divine Days (Another Chicago Press, 1992). I interviewed Forrest about his education, including his years in Hyde Park at the University of Chicago. I've edited the interview to read as a first-person essay. For a writer, the ideal artistic community is made up of musicians, painters, a few writers - and a lot of people interested in the arts in a general way. I was drawn to the University of Chicago because I thought I would find that community there. I lived in a building at 61st and Dorchester, right across from the university. Musicians and painters and writers lived in it with me. It was owned by an elderly Jewish woman who had been a Communist, though not a card-carrying one. She had all these wonderful records of Paul Robeson's. In the building there were a lot of political people and people of different races - Africans, Indians. I was hanging out, hanging around, meeting a wonderful group of people. At the same time, I was trying to write. I was also working for a community newspaper and later for the Muslim paper Muhammad Speaks. I was teaching a creative writing class at Kennedy-King Junior College one day a week. I was taking classes at the University of Chicago. That was a time of great chaos in my life, because I was trying to find my way as a writer. I had a lot of energy. I heard all those different voices and saw all those different lives and they all were struggling to achieve themselves. My problem was to make something out of this. Chaos is very important to a writer - all of this life bubbling around, and you trying to get in there and take what you need from the material and then transform it into something. You have to take what you can, then ultimately drift away from it in order to shape what you need. But initially there must be chaos, so that you can place your stamp on it. You must be attracted to it and not let it destroy you. And that's really a fight. In a lot of cases, chaos destroys writers, either through the destructive nature of the writer, or through addiction to the scene itself - the frantic people who take over your life and waste you, or alcohol, or drugs, or just you, running the streets to your detriment and ultimately becoming more of a talker than a writer, a priest of the bars. The things that I loved in life and wanted to convert and transform into literature were themselves filled with the yeast of chaos. I might have been destroyed by the chaos I was so drawn to that I couldn't get a hold on it. And I couldn't get a hold on my own sort of discipline, either. There was a tension between discipline and chaos. My battles were between the flesh and the spirit; they were about the question of race, about the question of how to write out of a sensibility of oppressed people, about the fact that so many heroes of that drama were people filled with rage and chaos who eventually lost their lives in the struggle. And my battle was intensified by the fact that, in wanting to become a writer, I was joining a minority within a minority. Models were few, Ellison being one. In the Irish and the Jewish cultures, a writer, an intellectual, was admired. In the black culture, no. This contributed to my chaos. I couldn't seem to finish anything. I couldn't finish school, I couldn't finish anything. It was awful. I had to develop a certain sturdiness, and it was touch and go whether I ever would. I ended up at the University of Chicago because of an ambition I had, fostered in me by my parents and by my teachers in grade school and in high school. …

Theology in a University Context

At the moment, and for some years now, there has been a great deal of discussion about the nature and function of the university. Such discussion naturally involves some consideration of the sorts of things which should be taught in universities, and of how they should be taught. What I particularly want to consider is the place, if any, of Theology in a university context; but I think one must begin with the more general topic of the nature of a university. Only in such a way can one arrive at some criterion of what sorts of disciplines one wants in such institutions. I am, of course, hardly in a position to come to definitive, much less adequate, conclusions, about this subject; but I can at least canvass a few opinions, and try to assess their relative merits, and see how they might provide for the study of theology in some form.

Medical Society Review Programs

Many years before Medicare came to pass, the California Medical Association set out to develop a series of disciplinary mechanisms for the medical profession. Self-discipline among professional men and organizations is far more efficient than any sort of discipline that could possibly come out of a government bureau. Self-imposed review of medical practice and utilization of health facilities are necessary at all levels; the informed judgments of our peers can often be much harsher than the uninformed judgments from outside bodies. There are four key areas of medical care in which the public expects help from the medical profession: cost, quality, availability, and scope of service. The California medical review programs have been developed carefully over the past few years to provide just that help. CMA has sought to serve as a catalyst in the state-wide development of these programs. One pioneering program, called Guiding Principles for Physician-Hospital Relationships, was