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Language and Discipline Perspectives on Academic Discourse
This book represents the physical outcome of the symposium "Academic Voices in Contrast", organised at the University of Bergen, Norway, in May 2006.The symposium, focusing on recent research within the field of academic discourse, was initiated and organised by the KIAP project (Cultural Identity in Academic Prose; see www.uib.no/kiap/).In this project, a special focus has been put on the study of the voice(s) of the academic author, in the doubly contrastive perspective of language and discipline.A narrow selection of distinguished scholars were invited to participate at the symposium.They were asked to address issues related to "traditional" linguistic versus contextual approaches or to interlingual and interdisciplinary similarities and differences in academic discourse.By the papers of the following, the symposium and the present book constitute a clear advancement of the research on academic discourse: M.A. A. Ariza, L. Berge, M. Bondi, S. V. Bonn, S. Carter-Thomas, T. Dahl, K. Flottum, A. M. Gjesdal, F. Grossmann, K. Hyland, T. Kinn, L. Lundquist, A. Mauranen, M. Pabon, E. Rowley-Jolivet, F. Salager-Meyer, P. Shaw, J. M. Swales, J.L. Tonnesson, E. T. Vold, F. Wirth.
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Language and Discipline Perspectives on Academic Discourse
This book represents the physical outcome of the symposium "Academic Voices in Contrast", organised at the University of Bergen, Norway, in May 2006.The symposium, focusing on recent research within the field of academic discourse, was initiated and organised by the KIAP project (Cultural Identity in Academic Prose; see www.uib.no/kiap/).In this project, a special focus has been put on the study of the voice(s) of the academic author, in the doubly contrastive perspective of language and discipline.A narrow selection of distinguished scholars were invited to participate at the symposium.They were asked to address issues related to "traditional" linguistic versus contextual approaches or to interlingual and interdisciplinary similarities and differences in academic discourse.By the papers of the following, the symposium and the present book constitute a clear advancement of the research on academic discourse: M.A. A. Ariza, L. Berge, M. Bondi, S. V. Bonn, S. Carter-Thomas, T. Dahl, K. Flottum, A. M. Gjesdal, F. Grossmann, K. Hyland, T. Kinn, L. Lundquist, A. Mauranen, M. Pabon, E. Rowley-Jolivet, F. Salager-Meyer, P. Shaw, J. M. Swales, J.L. Tonnesson, E. T. Vold, F. Wirth.
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Discipline
'Discipline' charted on release in many countries - including the UK and USA - and songs written for the album such as 'Matte Kudasai' have become established favourites in the band's repertoire. The album remains one of the key albums of the early 1980s and one of King Crimson's most popular and best-selling.
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Discipline
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How is discipline created? Is discipline created through motivation?
Discipline is created through consistent practice, self-control, and setting clear boundaries and expectations for oneself. While motivation can play a role in initially sparking the desire to be disciplined, it is not the sole factor in creating discipline. Discipline requires dedication, commitment, and the ability to stay focused on long-term goals even when motivation wanes. It is the daily habits and routines that ultimately lead to discipline, rather than relying solely on motivation.
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Is discipline important?
Yes, discipline is important because it helps individuals stay focused, organized, and motivated to achieve their goals. It also teaches self-control, responsibility, and respect for others. Without discipline, it can be difficult to stay on track and accomplish tasks effectively. Overall, discipline plays a crucial role in personal and professional development.
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Is there no self-discipline in school?
Self-discipline is an important aspect of school life, as students are expected to follow rules, complete assignments on time, and behave appropriately in the classroom. However, the level of self-discipline can vary among students, and some may struggle more than others in this area. Schools often provide support and guidance to help students develop self-discipline, through programs, counseling, and positive reinforcement. Ultimately, self-discipline is a skill that can be learned and improved upon with practice and guidance.
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What is Discipline 5?
Discipline 5 is a concept from Jim Collins' book "Good to Great," which refers to the idea of creating a culture of discipline within an organization. It involves instilling a sense of self-discipline and responsibility among employees, so that they can be trusted to make decisions and take actions that are in the best interest of the company. This discipline is not about control or bureaucracy, but rather about empowering individuals to act in alignment with the organization's goals and values. Ultimately, Discipline 5 is about creating a high-performing and self-regulating organization.
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Discipline
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Discipline
A Poetry Book Society Spring 2019 Recommendation. In Discipline, her third collection, Jane Yeh depicts a haunting and hilarious variety of lives, from an endangered young rhinoceros to the denizens of the 1980s New York club scene.These multifaceted poems explore what identity isn’t and is, as performance, as struggle, as change, as art, with penetrating wit, channeling the voices of outsiders, artists, misfits, and others.Discipline inhabits the space between the real and the surreal, a mash-up of deadpan humour and heartbreaking imagery where novelty T-shirts and lady astronaut centaurs can coexist.The poems are triggered by videos, paintings and installations by contemporary artists, animals and city life.They bristle with striking details and observations.Imaginary landscapes converge with episodes from recent history: power, resistance and the structures of oppression are seen inexorably in operation.These miniature dramas perform their own autopsies: `Sweet, then sour.My lips the colour of Doubt’.
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Teaching Academic Writing as a Discipline-Specific Skill in Higher Education
It is now held that writing influences and is influenced by the discipline where it occurs.The representations that writers employ to produce and comprehend texts are said to be sensitive to the specificities of their disciplinary discourse communities.This exposes writers to divergent disciplinary demands and expectations on what counts as good and appropriate writing in terms of generic structure, discourse features, and stylistic preferences, reflecting dissimilar practices. Because of such exigencies, academic writing seems at times to be very challenging, especially for novice scholars.Thus, any attempt to perceive the function of academic writing in higher education or to evaluate its quality should not discard the shaping force of the disciplines. Teaching Academic Writing as a Discipline-Specific Skill in Higher Education is a critical scholarly resource that examines the role of writing within academic circles and the disciplinary practices of writing in scholastic environments.The book will also explore the particular difficulties that confront writers in the disciplines as well as the endeavors of educational institutions to develop discipline-specific writing traditions among practicing and novice scholars.Featuring a range of topics such as blended learning, data interpretation, and knowledge construction, this book is essential for instructors, academicians, administrators, professors, researchers, and students.
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On Learning, Volume 3 : Knowledge, Curriculum and Ethics
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Do you have discipline?
As an AI, I do not have personal experiences or emotions, so I do not have discipline in the same way that a human does. However, I am programmed to follow rules and guidelines in order to provide accurate and helpful responses. My responses are based on the information and programming that I have been given, rather than personal discipline.
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What is self-discipline?
Self-discipline is the ability to control one's own behavior and impulses in order to achieve a desired goal. It involves making conscious choices to prioritize long-term benefits over short-term gratification, and to stay focused and committed to a task or objective. Self-discipline requires willpower, determination, and the ability to resist distractions and temptations. It is an important trait for personal and professional success, as it helps individuals stay on track and overcome obstacles in pursuit of their goals.
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How can one develop self-discipline through strength training?
Strength training requires consistency, dedication, and perseverance, which are all key components of self-discipline. By setting specific goals, creating a structured workout routine, and pushing oneself to complete challenging exercises, individuals can cultivate self-discipline. The process of progressively increasing weights and repetitions also helps build mental toughness and resilience, further enhancing self-discipline. Additionally, the physical improvements and sense of accomplishment gained from strength training can boost self-confidence and motivation to continue practicing discipline in other areas of life.
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Why is discipline so difficult?
Discipline is difficult because it requires consistent effort, self-control, and the ability to delay gratification. It can be challenging to stay motivated and focused on long-term goals when faced with immediate temptations or distractions. Additionally, discipline often involves breaking old habits and establishing new routines, which can be uncomfortable and require a lot of mental energy. Finally, external factors such as stress, fatigue, or lack of support can also make it difficult to maintain discipline.
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