Multidisciplinary

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Self-Efficacy for Cross-Disciplinary Learning in Project-Based Teams

by June Xiaojun Chen

SCOTT P. SCHAFFER
Purdue University

XIAOJUN CHEN
Purdue University

XIUMEI ZHU
Purdue University

WILLIAM C. OAKES
Purdue University

BACKGROUND
While research indicates that self-efficacy is related to learning on discrete tasks, less is known... more BACKGROUND
While research indicates that self-efficacy is related to learning on discrete tasks, less is known about self-efficacy for learning in complex, ill-structured learning environments. A measure of self-efficacy for design teams provides grounding for the design of learning support.

PURPOSE (HYPOTHESIS)
This study aims to determine the usefulness of a measure of self-efficacy for cross-disciplinary team learning (CDTL) within a multi-disciplinary, project based setting. Research questions include: (1) Does student efficacy for CDTL change over the course of the semester? (2) What is the effect of (a) task complexity; (b) prior learner experience; (c) team composition; and (d) personal factors on efficacy for CDTL?

DESIGN/METHOD
Efficacy for CDTL while working on multi-disciplinary team projects was assessed using a 16-item Selfefficacy for CDTL scale. A total of 112 undergraduates from 34 teams in a service learning program completed both pre and post project questionnaires.

RESULTS
A statistically significant increase in pre-post semester self-efficacy was found across three team learning factors: identification, recognition, and integration. Individual GPA and year in college were related to higher levels of improvement in the identification factor, while the completion of multiple design phases in team tasks was related to lower levels of improvement in the identification factor.

CONCLUSIONS
This study contributes to our knowledge of individual self-efficacy and the design of learning environments involving multi-disciplinary teams. It is an important step toward the development of theory and evidence that can help higher educational institutions to better understand if and how students learn to collaborate while working on team design projects.

KEYWORDS
cross-disciplinary learning, self-efficacy, project-based teams

Schaffer, S., Chen, X., Zhu, X & Oakes, W. (2012). Self-efficacy for cross-disciplinary learning in project-based team. Journal of Engineering Education, 101 (1), 82-94.

Conservation Biology and Traditional Ecological Knowledge: Integrating Academic Disciplines for Better Conservation Practice

by Joshua Drew

What symbols

by Dmitry Misyurov

This article contains 12 questions about the symbols. What are your thoughts in response? This article contains 12 questions about the symbols. What are your thoughts in response?

Pop, I.G., Popoviciu, S.A., Popoviciu, I. (2010) Transdisciplinary approach on knowledge production in family as community of practice, Problems of Education in the 21st century, 21, 141-152

by Ioan Popoviciu

This paper presents a new perspective on family as a possible community of practice using a transdisciplinary approach... more This paper presents a new perspective on family as a possible community of practice using a transdisciplinary approach and the search window methodology with top-down and bottom up levels of knowledge. In a family as community of practice communication is facilitated by a flexible accessible structure (mutual engagement) between parents to children (top-down perspective) and children to parents (bottom-up perspective). In this mutual inform-action process parents through the mechanism of authority and collaborative relationships encourage learning as a central aspect of children identity shaped by family participation. The children, through the mechanism of apprenticeship learn through sharing information and experiences. This process of mutual engagement leads to a shared understanding (joint enterprise) and new resources (shared repertoire) which are the building blocks of a community of practice.

Late Holocene Paleoclimate Reconstruction and Long-Term Human Response in the Region of Timbuktu, Mali (West Africa): Interdisciplinary collaboration in the study of Lake Faguibine and the drought-afflicted populations

by Douglas Park 

Co-Authored with R. McIntosh, R. Smith, P. Douglas, C. Warren and P. Coutros. Yale Climate and Energy Institute Multidisciplinary Grant for climate and archaeology research in Timbuktu. Granted 2009 - ongoing

This interdisciplinary project seeks to integrate climatological, remote sensing, geomorphological and archaeological... more This interdisciplinary project seeks to integrate climatological, remote sensing, geomorphological and archaeological research into a cohesive study of long-term climate change over the past 5000 years at the border between the Sahara and the Sahel at Timbuktu, which is part of the Middle Niger hydraulic system. Understanding how humans have responded to Late Holocene climates in this region, to their long-term trends and abrupt excursions, will provide insight into the types of social institutions employed by the local populations that sought effectively to deal with the unpredictability of their physical world.

Concrete, Visual, Videopoetry - A Model for Teaching Creative Visual Writing

by Tom Konyves

Technology for collaborative learning environments: a multidisciplinary vision in an engineering graduate program

by Ivan Ricarte

Published in Congreso Internacional de Educación Superior, 2010. In Portuguese.

Introduction. Computer-based learning environments are usually adopted to develop collaborative educational... more Introduction. Computer-based learning environments are usually adopted to develop collaborative educational activities, using communication and interaction resources from the Web. A course from the program of graduate studies in Electrical Engineering from UNICAMP discusses the role of technology in the use and definition of these collaboration mechanisms. Material and methods. We analyzed the chosen themes and materials produced by students from different areas of knowledge who took the course over its twelve years of offering. Most of this material is still available on the Web. Results. We observed that with the emergence of new Web technologies, particularly the resources of interaction present in the Social Web, students became more critical of the possibilities and uses of technology in education, while most computer-based learning environments still use approaches of the traditional Web model, in which all tools and resources are in a centralized server.
Conclusion. Students who use applications in the Social Web are not satisfied with the traditional model of learning environments. Developers of new computer-based learning environments must seamlessly integrate the existing resources for instant communication and social networks, and not try to reproduce these mechanisms within these environments isolated from the rest of the Web.

Título: PROJETO MANTENDO SORRISOS/FALA CRIANÇA: UMA INTEGRAÇÃO ODONTOLOGIA E FONOAUDIOLOGIA

by Roger Keller Celeste

Re-Exploring Childhood Studies

by Patrick Cox

Co-authored with Anandini Dar

Our editorial to our special edition of Childhoods Today. Our editorial to our special edition of Childhoods Today.

Inventários urbanos como instrumentos de conservação

by Leonardo Castriota

How do we collaborate?: Social science researchers' experience of multidisciplinarity in biomedical settings.

by Barbara Prainsack

In September 2009, a group of social scientists from the United Kingdom, Denmark, the Netherlands, Austria, the United... more In September 2009, a group of social scientists from the United Kingdom, Denmark, the Netherlands, Austria, the United States and Canada met in London to discuss their experiences with fieldwork in biomedical settings, and other forms of interdisciplinary collaboration. Rather than ‘trouble shoot’, however, the objective of the workshop was to explicate the effects that such interdisciplinary collaborations have on our work and our self-understandings as social scientists. Particular attention was paid to the effects of tacit disciplinary hierarchies and (mis)communication across disciplinary and epistemological boundaries. This article summarises the main issues identified at, and main insights obtained from, the workshop, both pertaining to particular stages of carrying out fieldwork (‘getting access’, ‘inside the field’ and ‘outside again’), and to the dynamics of social science research in biomedical settings more generally.

Un ninfeo romano a Leptis Magna. Sinergie multidisciplinari

by Francesca Buscemi

co-authored with F. Tomasello - F. Trapani, published in "L'approccio multidisciplinare allo studio e alla valorizzazione dei Beni Culturali", Atti del workshop Siracusa, 28-29 ottobre 2005, Roma 2006, pp. 140-149.

Multi-view interaction modelling of human collaboration processes: A business process study of head and neck cancer care in a Dutch academic hospital

by Marco Stuit

Marco Stuit, Hans Wortmann, Nick Szirbik, Jan Roodenburg
Journal of Biomedical Informatics, 44(6), pages 1039-1055, 2011.

Integrando abordagens da economia e da sociologia em análises da produção tecnológica

by Cristiane Rauen

Co-authored with Prof. Léa Velho

The proposal of this article is based on the recent recognition by authors of the most diverse trends that... more The proposal of this article is based on the recent recognition by authors of the most diverse trends that disciplinary approach to study the production of knowledge in science and technology, in general, and the technological change, in particular, is insufficient. Based on this, it proposes the multidisciplinarity (or interactivity) as a form of analysis of this phenomenon. Particularly it seems to exist no dialogue between the ones who study the production of scientific and technological knowledge based on sociological approaches and those who study it based on economic tools. To integrate these two sources of analysis, identifying its differences and, mainly, its convergent points is the first aim of this article. While Economics tends not to incorporate important elements for the understanding of these processes, such as the social determinants of this type of production – among them, the interests of the involved actors, the emergence of power structures between them and the influence of the political aspects - , Sociology, on the other hand, disregards many of the basic economic aspects of technological production, such as economic agencies, institutions and systems. The different aspects focused by each discipline on technological production allow the appearance, in many moments, of vague spaces of analysis that could be better explored if a complementary effort existed between them. Even though there is still certain reluctance on disciplinary integration, this work explores the possibilities of dialogue between one approach of Economics thought, represented by the Evolutionary Economics (EE), and two approaches of the Sociology of Scientific Knowledge, represented by the Social Construction of Technology (SCOT) and the Actor Network Theory (ANT), considering that some of its analytical elements complement each other, guaranteeing a more consistent and ample characterization of the analyzed object. For in such a way, it presents on its first part an introduction of these three approaches, its main contributions related to the technological production and some of its major analytical categories. Its second part proposes an exercise of complementarity between these analytical categories, searching to stand out the interface points and the points from which one approach would suppress the analytical fragilities of the others. The third part presents a technological development case study for each one of the approaches, which are revisited based on the conciliation of the three categories of analysis, allowing the application of the possibility of complementarity between them.

Metodologias de Análise de Impacto Regulatório e a Análise Custo-Benefício

by Cristiane Rauen

Este trabalho tem por objetivo descrever as principais metodologias de Análise de Impacto Regulatório (AIR),... more Este trabalho tem por objetivo descrever as principais metodologias de Análise de Impacto Regulatório (AIR), destacando o método denominado “Análise Custo-Benefício” (ACB), que é, atualmente, o mais difundido entre os países desenvolvidos.
Para tanto, apresenta, com base numa revisão bibliográfica, em sua primeira seção, as origens, objetivos, aplicações em países da OCDE e algumas iniciativas no Brasil, bem como as principais metodologias da AIR, e, na segunda e última seção, descreve o método de ACB, apontando alguns de seus limites e novas tendências de aplicação. O trabalho permitiu concluir que os principais limites da ACB são: excesso de ênfase no individualismo metodológico (em detrimento de aspectos relacionados ao bem-estar social) e na análise estática de mercado e dificuldades na monetização de impactos regulatórios qualitativos. Diante disso, as novas tendências de aplicação da ACB identificadas foram: integração com outros métodos de AIR complementares, utilização em análises parciais e busca pela interação multidisciplinar.

Boundary Objects for E-Government (2006)

by Andreas Kuehn

Diploma Thesis, University of Zuerich

Boundary Objects for E-Government - Managing Multidisciplinary Projects

Successful IT projects and... more Boundary Objects for E-Government - Managing Multidisciplinary Projects

Successful IT projects and organisations will be increasingly based upon the effective cooperation of various disciplines in the near future. This will be particularly so in the case of public sector projects. Modern states and their governments are confronted with new needs and rising expectations by the information society. Through the integration of digital resources, e-government attempts to master these challenges. However, many projects that have been initiated with much optimism have failed, often because they are too complex to be fully understood. Hitherto, it has been argued that a multidisciplinary approach leads to more e-government projects being successfully completed.

This master’s thesis identifies and discusses the problems that characterise e-government projects as a result of a multidisciplinary project strategy having been implemented. The thesis furthermore suggests a method to deal with these issues successfully. Based on several project reports and seventeen interviews, the sociological notion of a ‘boundary object’ is applied to e-government. By bringing together disparate perspectives, it is argued that boundary objects are able to establish a common understanding among several actors. Moreover, it is suggested that they provide a means for developing solutions and can be used to ensure the efficient quality management of projects. This thesis therefore contends that beyond enabling multidisciplinary cooperation and coordination, boundary objects as a management tool are of central importance in steering projects. To gain a deeper understanding of boundary objects in e-government, their peculiarities and future potential are discussed on the basis of two case studies. The discussion also leads to further research questions being raised.

A Triple Helix Approach: An Inter-Disciplinary Approach to Research Into Sustainability In Outer-Suburban Housing Estates

by Dominique Hes

A matéria do património. Memórias e identidades

by Manuel Joao Ramos

http://www.edi-colibri.pt/Detalhes.aspx?ItemID=323

Há que estabelecer o «património imaterial» como matéria de reflexão, antes de tomarmos a decisão estratégica de... more Há que estabelecer o «património imaterial» como matéria de reflexão, antes de tomarmos a decisão estratégica de discorrer sobre ele ou de pretender salvaguardá-lo. Esta intenção esteve na origem de um seminário dedicado à Matéria do Património, realizado na Sociedade de Geografia de Lisboa, em 22 de Novembro de 2002. A publicação das actas daquele encontro pretende suscitar uma discussão pública mais alargada sobre a temática, numa altura em que aguarda ratificação a Convenção Internacional para a Salvaguarda do Património Imaterial da Humanidade, aprovada em 22 de Outubro de 2003 pela UNESCO.

Intellectual Diversity In ISchools: Past, Present and Future

by Andrea Wiggins