Restorative Justice

For decades, public schools in the United States have employed retributive discipline systems that rely heavily on exclusion as a primary means to mete punishment. More recently, some schools have begun employing restorative practices which encourage relationship-building, healing, learning, and collaboration before, during, and after discipline events. Used proactively as a means to build a culture of caring and support, restorative circles foster communication and relationship-building among school stakeholders, but restorative conferences and circles may also be used in lieu of exclusion as alternatives to traditional discipline models. Advocates of restorative justice assert that recidivism is reduced through purposeful community-building processes espoused by RJ principles.

The Post-Program Era: The Rise of Internet & Society Centers—and a New Interdiscipline

There’s a new academic meta-field, centered on digital life, that doesn’t look anything like a traditional discipline. The field is more like an estuary, fed by a number of existing disciplines—library and information science, law, sociology, science and technology studies, and communication. It’s an interdisciplinary mashup of fields whose domains (“media”, “information,” “technology”) have merged. What makes the new, nameless formation interesting is its place in the university: the new field is seeded by institutes that—crucially—exist outside the established department system. It is a resolutely cross-disciplinary field, whose brick-and-mortar centers, like Harvard’s Berkman Klein Center for Internet & Society, are designed for idea exchange. The academics who populate the field, they reside in established departments and schools; it’s when they have thinking to share that they travel to Cambridge or to one of the other institutes.

MATN CRITICISM AND ITS ROLE IN THE EVALUATION OF HADITH AUTHENTICITY

For centuries, Muslim community has taken ‘ulūm al-ḥadīth for granted as a valid method in hadith verification; if a hadith is declared as an authentic hadith after examined using the method, then they will accept the hadith as an authentic one. Nevertheless, the traditional discipline has been criticised by various modern scholars who argue that traditional ‘ulūm alḥadīth is not a sufficient method to evaluate the authenticity of hadith reports. One of their reasons is that the traditional hadith criticism only examines the chain of narrations (sanad) of hadith reports and ignores the content (matn) of the hadith. This essay will discuss the role of matn criticism in the authentication of hadith; whether it is included in the traditional method of ‘ulūm al-ḥadīth or not, and if so, what is the criteria and how the scholars apply them.

Whose Job is it? 3D Scanning Design for Innovation

<p>There are often references in design education to the idea that design graduates of the future will be working in jobs that do not yet exist. There are therefore opportunities emerging that are not currently recognised as within the designers’ purview. One such area of growth is emerging out around the potentials created by technological developments relating to 3D scanning. This technology is proving to be a catalyst for not only new product outcomes but also innovations in thinking and practice. This is particularly in relation to new workflows that are permeating traditional discipline boundaries. The wide range of advances in digital scanning over the last twenty years have resulted in a myriad of complex capabilities, and the potential of these technologies to support innovation in practice, outcome and thinking are only beginning to be explored. Examples of these explorations are considered in this paper, demonstrating how they can provide a basis for redirecting design for a future of digital immersion. This paper questions the rigour in current approaches to teaching 3D scanning technologies in design education. It provides an argument that 3D scanning is part of a rapidly evolving suite of digital enablers that are challenging conventional design practice and suggests that educators need to more effectively research and understand the innovations that 3D scanning technologies can inspire. </p>

A képalkotó vezérelte mintavételektől a lokoregionális tumorterápiáig

Infiltrating many traditional discipline, interventional radiology achieved a dynamic progress during the last 50 years. Collaboration with the modern, personalised, quality-sensitive oncology opened a blooming new horizon of oncointervention in the early 1980s. This complex field needs pluripotent skills and broadened view from the interventional radiologist. The aim of this paper is to summarize the „menu” of present and near-future therapeutic tools of oncointerventional radiology. Orv. Hetil., 2015, 156(17), 698–705.

The Scholarship of Knowledge in the Modernised University

This chapter investigates how the modernised university might be transformed by the wider adoption of Mode-2 knowledge production. Mode-2 knowledge production, production of dispersed, team-based knowledge, as distinct from the traditional discipline-based Mode-1 knowledge production, was first identified and discussed by Gibbons et al. in 1994. Since then, the terminology has found its way into more general discourse about research and teaching and learning, but in that discourse, Mode-2 knowledge production has struggled to find the legitimacy and acceptance accorded to Mode-1. This is in spite of the fact that knowledge today is most often produced in collaboration, is transmitted in multi-mediated modalities, and utilised in transformative ways very often not envisioned by the generators of that knowledge. It is argued that the reason for the lack of acceptance lies in the fact that a supporting epistemology for Mode-2 knowledge has not, to date, been adequately developed. Thus, the chapter proposes that an epistemology based in philosophical or “American” pragmatism founded by Charles Sanders Peirce can be adopted to provide an articulated and well-grounded epistemology to support Mode-2 as a legitimate form of knowledge production.

GEOMETRICAL AND GRAPHICS TRAINING IN COMPETENCE-BASED MODEL OF ENGINEERING HIGHER EDUCATION

The issues associated with the geometrical and graphics training contents for the competence-based model of engineering higher education are discusses. Inconsistencies in the process of curricula projecting arising as a result of transfer from the traditional discipline-based to the innovative competence-based education model are analyzed. It is concluded that the old education model does not fit with the new educational goals to bring up students with a set of needed competences. Principles and rules for designing the educational content structure suitable for a competencebased model are outlined. It is proposed to develop the design and engineering competences based on geometrical modeling on the basis of sequential-staged structure. That methodology should be preferred, instructs the author, which allows to lift the building-of-projecting-competences activities at the over-disciplinary and highly integrative level.