“Modification, Destruction and Burning”: A Research toward the Development Process of Xiamen Dada

This article reconstructs Xiamen Dada’s development process via its artworks, correspond-ence, and documentary materials. The image analysis and interpretive content analysis have been used in the research toward the materials above. This study fulfilled the lack of the specific mate-rials analysis in the previous studies on Xiamen Dada. It demonstrates a more comprehensive picture of the reaction when Xiamen Dada copes with the social influence. This paper will serve as a foundational source for further cross-disciplinary culture study.

Middle Management and Instructional Leadership: The Case of Natural Sciences’ Heads of Departments in South Africa

Natural sciences heads of departments often find themselves in the middle, shuttling between one role as part of the school management team, and another as an ordinary classroom teacher whose role as subject and instructional leaders is made even more complex because of the several duties incorporated in the subject which brings together other science disciplines, with each having its own disciplinary culture and expectations. The crucial role played by this group of teachers in the area of management and instructional leadership can go a long way in determining effective output in teaching and learning. This study reports on a mixed methods approach to explore the practices of natural sciences heads of department, as they provide instructional leadership to the teachers in a multidisciplinary context of their subject. This research involved 30 participants who responded to the questionnaire and 6 purposively selected subject heads of department interviewed and observed from four districts in the Gauteng Province of South Africa. The data collected through questionnaire, semi-structured interview and observations were analysed using descriptive statistics and content analysis. The results from this investigation revealed that natural science heads of departments devise creative ways to mitigate the challenge of differently qualified natural science teachers. These study concludes that the effectiveness of heads of departments as instructional leaders is influenced by the immense pressure from the dual roles of managing from the middle, which also appear to affect the optimal implementation of the natural science curriculum.

Cultures of Calvinism in Early Modern Scotland

This chapter highlights recent work on the history of Calvinist culture in Scotland between the Reformation of 1560 and the end of the reign of James VI and I (1567–1625). It looks at both disciplinary culture and the ways in which Calvinism manifested in familial, social, noble, and intellectual life. While cumulative research on the system of church courts and the ‘culture of penitence’ has led to a much better understanding of everyday religious life, this chapter suggests a variety of directions in which future research could be taken. These include examining the pace at which Reformed culture embedded itself in Scottish society post-Reformation; the role of the nobility in religion; the experience of religious life in relation to gender and sexuality; the legacy of Renaissance humanism; and the roles of Reformed scholasticism and neo-Latin in intellectual life.

The Complex Chemistry of Diversity and Inclusion: A 30-Year Synthesis

Dr. Margaret-Ann Armour’s career as a research chemist, educator, and advocate spanned more than forty years. Much of her work took place within a disciplinary culture ignorant of the scholarship supporting organizational change towards inclusive excellence. Her contributions are extensively covered in other articles in this special issue, and her achievements are all the more remarkable given that her colleague, Dr. Gordon Freeman, held gender-biased attitudes which he shared in a peer reviewed article in a national science journal. Three decades later another Canadian chemist, Dr. Tomáš Hudlický, published a peer reviewed essay in an international chemistry journal which included his views on the negative impacts of diversity initiatives on organic synthesis research. Both articles were retracted, but clearly a faulty and pervasively biased peer review system enabled the distribution of prejudiced opinions which were not informed by demonstrated expertise, nor supported by data. These two events are reflective of challenges that Dr. Armour faced in her efforts to diversify chemical sciences. We need to build on her critical work to increasing awareness about inclusive excellence in chemistry, as well as educating scientists on what constitutes an informed opinion. Here, we use Freeman and Hudlický incidents as case studies to indicate how pervasive bias can be superficially perceived as scientific scholarship. Furthermore, we use analogies of analytical processes to illustrate how talent gets systemically excluded. Finally, we provide recommendations to chemistry community members for improving outcomes in terms of synthesis of new knowledge, ideas and solutions, toward leveraging all the available human talent and creating an environment that is both excellent and inclusive.

Disciplinary Culture and Effective Teaching: A Cultural Anthropological Study

During the last couple of decades, many researchers have been trying to explicate "effective teaching" in higher education. As a result, when one searches the term, a vast amount of papers and research reports pop up in the literature, involving lists of attributes and competencies of effective teachers. But the impressive point is that "effectiveness" has been viewed mostly from a technical vantage point and disciplinary differences have not received proportionate attention. At the same time, some sociologists of science began to view disciplines as tribes and territories who own their exclusive norms, rituals, and values. Hence, this research aims at investigating effective teaching in higher education within the framework of disciplinary culture. Methodologically, the research may be deemed as interpretive ethnography as it aims at representing emically how members of disciplinary cultures perceive and interpret effective teaching. Hence, based on Tony Becher classification of disciplines into civil and rural, two postgraduate classes were selected, namely from Pure Mathematics (involving 15 students to represent civil disciplines) and Education Studies (involving 18 students to represent rural disciplines). To collect data, the researcher deployed non-participant observation for a full semester and informal interviews were also conducted at regular intervals. The field notes and interview protocols were analyzed thematically to produce meaningful categories for results representation. As credibility was of great concern in the research, three strategies were used for this purpose namely member check, peer debriefing and prolonged engagement. Based on the interpretations, members of rural disciplines evaluate teaching as effective when it focuses on classic texts, cares about human and social issues, approaches laymen jargons, emphasizes understanding, appreciates variety of teaching strategies and learning styles, holds a critical stance towards cultural issues, and takes on a lenient approach in marking. On the other side, members of civil disciplines evaluate teaching as effective when it focuses on updated resources, is content-oriented, approaches professional terminology, emphasizes practicality, and takes on a tough stance on marking.

Disrupting Cultures of Harassment in Archaeology: Social-Environmental and Trauma-Informed Approaches to Disciplinary Transformation

This article is the second in a two-part series that analyzes current research on harassment in archaeology. Both qualitative and quantitative studies, along with activist narratives and survivor testimonials, have established that harassment is occurring in archaeology at epidemic rates. These studies have also identified key patterns in harassment in archaeology that point to potential interventions that may prevent harassment, support survivors, and hold perpetrators accountable. This article reviews five key obstacles to change in the disciplinary culture of archaeology: normalization, exclusionary practices, fraternization, gatekeeping, and obstacles to reporting. Two public health paradigms—the social-environmental model and trauma-informed approaches—are used to identify interventions that can be taken at all levels of archaeological practice: individual, relational, organizational, community, and societal.

Peran Kepemimpinan Kepala Madrasah dalam Meningkatkan Budaya Disiplin Siswa di MAS Patra Mandiri Plaju Palembang

Discipline culture is a reflection of the quality of educational institutions. The low level of discipline is the main problem of every educational institution. The role of leadership is very much needed in overcoming this problem. This paper aims to describe the leadership role of madrasah principals in improving the disciplinary culture of students at MAS Patra Mandiri Plaju Palembang. This research uses a qualitative approach with a descriptive analytic study method. Data were collected using interview techniques, observation and documentation study. The results of this study indicate that the headmaster of MAS Patra Mandiri Plaju Palembang has played its role and function in improving the disciplinary culture of students in a fairly good category. This is supported by 2 factors, namely (1) the role models of madrasah principals in complying with school regulations; and (2) socialization of school discipline rules and sanctions for violations. The obstacles faced by madrasah principals are (1) there are still some teachers who do not exemplify student attitudes; and (2) there are still students who are not "deterred" to be given disciplinary violations.

IMPLEMENTATION OF CHARACTER EDUCATION IN BUILDING SCHOOL CULTURE

This research aims to find out about the implementation of character education in building school culture. The research was conducted at elementary schools in Sambas Regency with representation of a number of elementary schools from several sub-districts in Sambas Regency. The data were collected by combining quantitative and qualitative approaches, with data collection techniques using interviews, FGDs and questionnaires. The qualitative data analysis used the interactive analysis technique of Miles and Huberman, while the quantitative data analysis used factor analysis and percentage. The results showed that in general the implementation of character education in building school culture in the Sambas Regency elementary schools in several dimensions was well implemented. However, in certain parts, especially in the dimensions of the program and evaluation, it has not been fully actualized as expected. Meanwhile, school culture as a whole has developed well, especially in the dimensions of disciplinary culture, exemplary culture and culture of order and cleanliness. These three dimensions of culture are the fundamental foundation of building school culture. In the disciplinary culture dimension, the biggest contribution is to hold the midday prayer in congregation, while in the dimension of order and cleanliness culture, the biggest contribution is to hold a school ceremony.Key words: Character Education, School Culture

How to Encourage Establishment of Tumor Boards

Establishment of site specific Multi-Disciplinary Team (MDT) Tumor Boards is an endeavor which is being performed in the developing countries by individual specialists on voluntary basis. In Low and Middle Income Countries (LMIC) it is still not a mandatory system regulated phenomenon. Unlike centrally regulated healthcare systems, in developing countries we are taking this imperative task as a professional challenge which we are enduring on voluntary basis. This medical journal’s editorial board came up with this innovative idea of devoting a full page for academic work which is being performed for the education and implementation of multi-disciplinary culture in cancer care, notable the site specific tumor boards’ establishment and functioning and peer reviewed clinical practices.