BUREŠOVÁ JANA, ŠTŮSEK JAROMÍR. 2017. InterdisciplinaryModel of a Brand in a Competitive Environment. Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis, 65(5): 1663 – 1669. A company’s brand is an aggregate of many aspects and a key business asset which can be significantly influenced from the interdisciplinary perspective. A single symbol / sign incorporates the total value of the brand which represents an important competitive tool as well as the brand’s ability to cope with changes in the environment. Based on findings from the theory and with the help of an experimental investigation, a coherent model was put together which interconnects the unique chain of brand relationships and expresses the brand development from its beginning up to the top level, i.e. a brand with a unique identification. Brand is influenced not only by the quality of the basic brand setting, e.g. individual component of the level of the state, but also performance of the brand in time, e.g. individual components of the dynamical level. Then the result of specific actions influences also the primary setting. The basic presumption of effective brand management it thus based not only on continuous following of changes in the framework of the subsystem, but also on fundamental interconnections between individual subsystems. This paper has an interdisciplinary character and through the brand model it presents ways to create a strong brand which has a unique distinctive character in the perception process, which can be identified not only by the target group of consumers, but also by its competitors, and the awareness of which exceeds the outlined segment throughout the market.
Integrating applied learning and research experi- ences into the curriculum at any academic level represents hands-on, student-centered learning at its best. It provides expanded opportunities for instructional innovations and faculty-student mentorships that can both translate to the class- room and extend beyond the classroom. Here we propose an interdisciplinary, comprehensive, and immersive approach to integrating service-learning and research into the science, technology, engineer- ing and math (STEM) classroom by devising the infrastructure necessary for students to have the opportunity to actively participate in a local food security network. Presented here are two examples of experiential-learning activities integrated into STEM curricula that align learning objectives with food security stakeholder needs. We hypothesize that the sense of personal responsibility to serve and empower food security network stakeholders will be a very important motivating factor for students to master the accompanying STEM learning objectives that have been integrated into
The aim of this paper is to examine how Bajah’s model of integration reflects the true concept of integrated science. This paper is focused on the reasons that lead to this integration of learning experiences around a theme that will project the spirit of integration rather than mere putting together of subject matter from well defined disciplines. Integrated science presents the teaching of science in which concepts and principles are represented so as to express the fundamental unity of scientific thought. To teach any subject effectively, one must know what the subject is all about and for what purpose the subject has been introduced into the school curriculum. It represents the foundation stone for subsequent teaching in the sciences. It is devised and presented in such a way that pupils who may wish to pursue a science related career in life and general introduction to the sciences for others who may wish to pursue either humanities based or vocational inclined studies. Thus success or failure of integrated science teaching at this introductory stage is therefore very important. To have a balance introduction to science a solid foundation in integrated science is needed to equip the pupils for successful science careers thereby indirectly contributing to the much needed scientific and technological advancement of the global community.
The specific evaluations and team members involved are individualized for each patient based on an intake phone call and review of records. In response to the varied needs in this population, our clinical services have also evolved to include prenatal genetic counseling, developmental monitoring of infants diagnosed in the prenatal period or in infancy, comprehensive evaluations for school-age and adolescent patients, interdisciplinary endocrinology and developmental–behavioral pediatrics follow-up, and psychopharmacologic medication management. If needed, additional consultative services are available in the areas of physical therapy, clinical genetics, child neurology, psychiatry, otolaryngology, orthopedics, adolescent gyne- cology, and reproductive urology. Clinic team members collaborate to provide integrated diagnostic impressions and treatment recommendations specific to the child’s assessment and SCA diagnosis. Families receive feedback from the clinic director and pertinent team members at the
Besides the development of an interdisciplinary method, a prototype for internal use was created in Excel in the course of the research project. Here, pro- ject- and site-specific data can be entered, whereas the basic information required for the evaluation of selected attributes is separated and can be shown when required. Based on the approach of , case study areas of already existing and planned DHNs were used to analyze whether the model is fully functional and leads to realis- tic results. Resulting from this, the model was continu- ously improved. This prototype is not yet open access, since it was only applied under the supervision of devel- opers, while overlooking e.g. later user-friendliness, ac- cessibility, design or IT basics. However, to increase the usability of the chosen methods, a prototype for external use should be developed. As part of further research, it should be considered to develop the prototype e.g. by creating a Web or a GIS application, while keeping ap- plicability, availability and manageability in mind.
Once the group arrives in country, pre-clinic meetings are scheduled with groups of leaders from each village to both assess individual community needs and learn of positive or negative outcomes from previous group visits. Groupwork is continued and emphasized in this stage. This affords the student the opportunity to meet village representatives and allows for ample opportunity to prepare for potential issues with the groups for that specifi c village. For instance, one village may be populated by tobacco farmers who both smoke and swing machetes constantly. The nursing student may prepare to discuss the health impact of smoking tobacco, and the athletic training student may prepare for a musculoskeletal shoulder or low back evaluation. After meeting with the village leader group, students and volunteer professionals and organizers can then begin a dialogue within their interdisciplinary group to best prepare everyone for the coming clinical visits.
Soil physics is largely related to the interactions between soil and water; therefore, the physical, chemical, and biolog- ical processes that take place in soil depend on the amount and composition of water. Infiltration determines the quan- tity of water that flows across the soil surface, reaches the soil profile, or, finally, percolates to recharge aquifers. This task of partitioning the processes of the hydrological cycle is es- sential to understanding the hydrological cycle and erosional response to it (Cerdà, 1999). Findings on preferential water flow in the soil system at the pedon scale contributed to bet- ter understanding of the flow of water and solutes in the soil and along slopes in watersheds (Jarvis, 2007). Those find- ings were soon modeled to better understand solute transport in soil under preferential water movement conditions (Gerke and van Genuchten, 1993). Understanding these processes is critical to advancing interdisciplinary topics such as hu- man health through the supply of clean water sources and the modeling and prevention of soil erosion in support of food and energy security.
1. To exit from the crisis economics must take greater account of the achievements of other sciences and implement interdisciplinary research. In this regard, scientific ideas arising within constructivism deserve special attention. As an independent branch of the philosophy of science constructivism emerged in the 80s, and soon attracted the attention of scientists. Constructivism is gradually gaining more and more influence in contemporary epistemology. 2 However, the problems of constructivism go far beyond epistemology. It is amazing but constructivism is built into the inner core of cybernetic theoretical concepts. Cybernetics creates constructivism as its logical continuation. From the very beginning of its existence, from the 1940-1950-s (the concept of N. Wiener, U. Ross Ashby, X. von Foerster), one of its central concepts was the idea of circular causality. This same idea is central to the theoretical constructions of constructivism.
there are interdisciplinary degrees that are administered by research centers, but they still report through a single school or college. An example is the Child Language Doctoral Program 7 at KU that Merrill Center Director Mabel Rice directs. The Life Span Institute administers the degree, but it still goes through the College of Liberal Arts and Sciences. It is an interdisciplinary degree program, but it is ultimately part of a college. There is also the alliance model that I mentioned earlier. An example is the development of computer science at KU. Next is an interdisciplinary graduate program that is administered by a council of deans wherein multiple schools administer the program. An example of this is the toxicology program at Texas A&M 8 that involves faculty and graduate students from 17 departments and colleges and three research laboratories. The final model is where there is an interdisciplinary graduate degree program, but the research center alone administers the degree with graduate school oversight. This is the model proposed in this paper. An example is Operations Research Center (ORC) at MIT. 9 ORC is the only interdepartmental center at MIT that both admits its own students and offers masters and doctoral programs.
Empirical work has been done to study dependencies in each model. For instance, (Dahlstedt and Persson 2003) and (Ramesh and Jarke 2001) have studied requirements interdependencies in software traceability models. Similarly, in the task model, researchers have “validated” Thompson’s predictions about the degree of interdependence and the coordination mechanisms used to handle them (e.g., Van de Ven, Delbecq et al. 1976). Empirical evidence also exists indicating the relationship between the task and product models (Morelli, Eppinger et al. 1995; Sosa, Eppinger et al. 2002; de Souza, Redmiles et al. 2003; Grinter 2003; Sosa, Eppinger et al. 2003; de Souza, Redmiles et al. 2004). However, only a small part of this evidence ((de Souza, Redmiles et al. 2003; Grinter 2003; de Souza, Redmiles et al. 2004)) answers the following questions: how social actors deal with interdependencies in their work? What kind of tools they use? How they use these tools? What are the ways in which these actors deal with interdependencies? What problems emerge when these interdependencies are not properly handled? These partial results are not enough given the importance of the management of interdependencies in cooperative work. I believe more empirical studies of the practices by which social actors deal with their interdependencies are necessary, in particular in software development projects.
appropriately, model complex situations, and apply specific mathematics to the work within their chosen fields will be well on their way to a successful career—no matter what their chosen field may be.
This being the case, the real question becomes: How are “meaningful mathematical experiences” defined, and how can (and should) they be measured? Most educators would agree that many mathematics courses are not designed and executed in ways that create such
The Donald C. Harrison Honors Program (2008) at Birmingham–South- ern College has built student-centered interests into its interdisciplinary mis- sion. Designed for students who are “highly motivated, intellectually curious, and willing to be challenged academically,” the program encourages students to construct an individualized curriculum that fulﬁlls the institution’s general education requirements. Participants help develop the topics of interdiscipli- nary seminars; working with program advisors, they design a program of study focused on a topic of interest and complete a senior project in the ﬁeld. One student summarized his experiences in the college: “It has required me to develop new viewpoints [with] which to view the world, and it has made me a better critical thinker.” This pedagogical philosophy focuses less on fulﬁll- ing the requirements for credit hours or course completion and more on struc- turing a longitudinally designed curriculum that encourages individualized thinking.
undergraduate courses as well. As she faced challenges in those courses, she wondered if she had the authority or expertise to teach statistical liter- acy and its pedagogy to graduate students.
In the end, each of us discovered that the interdisciplinary work we were doing in the classroom as well as outside of it required us to let go of our familiar “expert” roles and instead embrace what Donna Qual- ley (1994: 2) terms “learner’s stances.” According to Qualley a “learner’s stance” is a reflexive mindset or approach to teaching and learning, one “that names itself in the here and now, that can explain how it came to be, but remains open to the possibility of further complication and change.” Bringing this habit of mind to interdisciplinary interactions asks us to be reflexive about our own disciplinary values, what Qualley describes as “the act of turning back to discover, examine, and critique [our] own claims and assumptions in response to an encounter with another idea, text, person, or culture” (2). Though such a stance seems to clash with the expert roles instructors are likely more comfortable inhabiting in the classroom, we believe such a stance, which embraces the idea of faculty as learners, is a significant way of engaging successful interdisciplinary pedagogical interactions.