Analyzing learning at work: an interdisciplinary framework

2007 ◽  
Vol 1 (3) ◽  
pp. 175-188 ◽  
Author(s):  
David Thornton Moore
Keyword(s):  
Learning At Work ◽  
Interdisciplinary Framework

Learning at Work

2005 ◽  
Author(s):  
John Taylor ◽  
Adrian Furnham
Keyword(s):  
Learning At Work

scholarly journals Exploring the Discursive Construction of Obedience: An Analysis of Application Letters for the Position of Executioner in Hitler’s Germany

2021 ◽  
Author(s):  
Daniel Leisser ◽  
Katie Bray ◽  
Anaruth Hernández ◽  
Doha Nasr
Keyword(s):  
Qualitative Analysis ◽  
Legal History ◽  
Empirical Investigation ◽  
Corpus Analysis ◽  
Discursive Construction ◽  
National Socialist ◽  
Discursive Strategies ◽  
National Socialist State ◽  
Interdisciplinary Framework ◽  
Research Questions

AbstractThis article presents an empirical investigation into the construction of obedience in letters of applications mailed to National Socialist authorities for the position of executioner between the years 1933 and 1945. To this end, a corpus of 178 letters of application was compiled, annotated, and analyzed using the corpus analysis toolkits Antconc and Lancsbox. A quantitative and qualitative analysis of the corpus was conducted. The findings were related to and interpreted from the perspectives of applied legal linguistics, stylistics, and legal history. The project aims to explore the construction of a shared discourse of obedience and how this discourse is operative in the letters of application. Drawing on an explorative interdisciplinary framework, this project seeks to answer the following research questions: Is obedience a construct in applicants’ letters of motivation? Which linguistic devices and discursive strategies are used by the executioners to express submission to officials of the National Socialist state? Are there variants of the construction of submission by applicants?

Learning at work: a model of learning and development for younger workers

2020 ◽  
pp. 1-20
Author(s):  
Robyn Mason ◽  
David Brougham
Keyword(s):  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Work Environments ◽  
Equation Modeling ◽  
Learning And Development ◽  
Baby Boomer Generation ◽  
Younger Workers ◽  
Learning At Work ◽  
Work Environment Factors

Abstract In rapidly changing work environments, individuals need a willingness and ability to learn new skills and knowledge to contribute to their organization's goals and their own employability. As the baby-boomer generation begins to exit the workplace, organizations need to pay attention to developing the capability of younger, novice workers who will increasingly comprise the core workforce of the future. The present study, grounded in social cognitive theory, develops and examines a model of learning and development for younger workers. In total, 1,732 employees in New Zealand aged 16–24 years completed a survey relating to their perceptions, beliefs, and intentions regarding learning and development. The results from structural equation modeling show that individual and work-environment factors both influence younger workers' developmental intentions but affect this through different pathways. The study contributes to a better understanding of the development process for younger workers and offers implications for management based on these findings.

An interdisciplinary framework examining culture and adaptation in migrant children and adolescents

2021 ◽  
Author(s):  
Isabela E. Pérez ◽  
Rachel Wu ◽  
Carolyn B. Murray ◽  
Diamond Bravo
Keyword(s):  
Children And Adolescents ◽  
Migrant Children ◽  
Interdisciplinary Framework

scholarly journals The nature and origins of political polarization over science

2021 ◽  
pp. 096366252198919
Author(s):  
Roderik Rekker
Keyword(s):  
Political Ideology ◽  
Political Identity ◽  
Scientific Evidence ◽  
Political Polarization ◽  
Psychological Science ◽  
Research Fields ◽  
Interdisciplinary Framework ◽  
Four Levels ◽  
Scientific Facts ◽  
Ideological Identity

People have a tendency to disregard information that contradicts their partisan or ideological identity. This inclination can become especially striking when citizens reject notions that scientists would consider “facts” in the light of overwhelming scientific evidence and consensus. The resulting polarization over science has reached alarming levels in recent years. This theoretical review conceptualizes political polarization over science and argues that it is driven by two interrelated processes. Through psychological science rejection, people can implicitly disregard scientific facts that are inconsistent with their political identity. Alternatively, citizens can engage in ideological science rejection by adhering to a political ideology that explicitly contests science. This contestation can in turn be subdivided into four levels of generalization: An ideology can dispute either specific scientific claims, distinct research fields, science in general, or the entire political system and elite. By proposing this interdisciplinary framework, this article aims to integrate insights from various disciplines.

scholarly journals Crossing Boundaries: Steps Toward Measuring Undergraduates’ Interdisciplinary Science Understanding

2020 ◽  
Vol 19 (1) ◽  
pp. ar8 ◽  
Author(s):  
Brie Tripp ◽  
Sophia A. Voronoff ◽  
Erin E. Shortlidge
Keyword(s):  
Education Reform ◽  
Undergraduate Students ◽  
Science Students ◽  
Interdisciplinary Science ◽  
Writing Assignments ◽  
Assessment Development ◽  
New Instrument ◽  
Science Understanding ◽  
Interdisciplinary Framework ◽  
Undergraduate Science

A desired outcome of education reform efforts is for undergraduates to effectively integrate knowledge across disciplines in order to evaluate and address real-world issues. Yet there are few assessments designed to measure if and how students think interdisciplinarily. Here, a sample of science faculty were surveyed to understand how they currently assess students’ interdisciplinary science understanding. Results indicate that individual writing-intensive activities are the most frequently used assessment type (69%). To understand how writing assignments can accurately assess students’ ability to think interdisciplinarily, we used a preexisting rubric, designed to measure social science students’ interdisciplinary understanding, to assess writing assignments from 71 undergraduate science students. Semistructured interviews were conducted with 25 of those students to explore similarities and differences between assignment scores and verbal understanding of interdisciplinary science. Results suggest that certain constructs of the instrument did not fully capture this competency for our population, but instead, an interdisciplinary framework may be a better model to guide assessment development of interdisciplinary science. These data suggest that a new instrument designed through the lens of this model could more accurately characterize interdisciplinary science understanding for undergraduate students.

Empathetic Partnership: An Interdisciplinary Framework for Primary Care Practice

2014 ◽  
Vol 10 (8) ◽  
pp. 545-551 ◽  
Author(s):  
Nicole Flemmer ◽  
Lida Dekker ◽  
Dawn Doutrich
Keyword(s):  
Primary Care ◽  
Primary Care Practice ◽  
Care Practice ◽  
Interdisciplinary Framework

‘Working’ culture: exploring notions of workplace culture and learning at work

2005 ◽  
Vol 13 (1) ◽  
pp. 5-26 ◽  
Author(s):  
Margaret Somerville
Keyword(s):  
Workplace Culture ◽  
Learning At Work
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