Relevant bibliographies by topics / Constructional suggestion

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Academic literature on the topic 'Constructional suggestion'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Books on the topic "Constructional suggestion"

1

Kannan, K. P. Construction of consumer price index for Cambodia: A review of current practices and suggestions for improvement. Cambodia Development Resource Institute, 1995.

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2

Tromp, Coyan. Wicked Philosophy. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988774.

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Wicked Philosophy. Philosophy of Science and Vision Development for Complex Problems provides an overview of the philosophy of the natural sciences, the social sciences and the humanities, and explores how insights from these three domains can be integrated to help find solutions for the complex, ‘wicked’ problems we are currently facing. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving complex problems. The book also brings design thinking into problem-solving and teaching, fostering construction of an integrative approach that bridges structure and action amplified by transdisciplinary engagement of stakeholders in society. It is not always easy to set up a succesfull philosophy course for students in other programs. The author of Wicked Philosophy, Coyan Tromp, has experience in designing courses on philosophy of science for various Bachelor programs. You can find two examples here. The first example is for an introductory course to an Interdisciplinary Philosophy of Science, which is specifically suited for programs focusing at complex problems such as sustainability or health issues. The second example is a program for a course on (Philosophy of) Science in a Post-Truth Society. More examples are also available (e.g. a program in which Philosophy of Science is combined with Vision Development and Future Scenarios). In addition to the program, the author can also provide a workbook with lesson plans, both for online and on campus settings as well as additional literature suggestions for Dutch and French programmes. Please contact us at marketing@aup.nl for questions or extra material.
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3

Thompson, Thomas S. Thompson's coast pilot and sailing directions for the north-western lakes: From Ogdensburg to Buffalo, Chicago, Green Bay, Georgian Bay and Lake Superior, including all the river navigation, courses and distances on each lake, with directions for entering all the principal harbors thereon : also a description of lights and light-houses ... , harbors completed and in progress of construction ... and other valuable maritime suggestions ... W.A. Scripps, 1985.

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4

Report accompanying plan for harbor improvements in the port of Quebec: Submitted to the Quebec Harbor Commissioners by Stadacona, with remarks thereon and suggestions relating thereto. s.n., 1987.

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5

Warhurst, Chris, Chris Tilly, and Mary Gatta. A New Social Construction of Skill. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.4.

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There are a number of theoretical positions that inform analyses of skill. One such position is the social construction of skill. When it was first proposed it was driven by feminist concerns about the sex-typing of jobs and women’s exclusion from jobs labelled as skilled. This chapter offers a new social construction of skill. It appreciates that the old social construction of skill has not disappeared but points out that the context within which this construction occurred has changed, with weaker labour unions and the decline in the manufacturing industries. With more service jobs and stronger employers, the chapter argues that in the wealthier countries there have been two shifts: a shift in how skill has been defined and a shift in who has the power to define it. Focusing on gender, race and class, the chapters explains how the social construction of skill has been restructured in three ways. First, more importance is attached to ascription of skill. Second, who is and isn’t deemed to be skilled has changed. Third, the lines between achieved and ascribed skill are increasingly blurred. The chapter finishes by suggesting ways in which the discrimination arising from this new social construction of skill might be addressed.
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6

McLean, Kate C., and Andrea Breen. Selves in a World of Stories During Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.29.

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In this chapter, the authors review research on self-esteem and self-concept in emerging adulthood. Drawing from traditional cognitive-developmental theories of self-development, as well as dialogical theories, they take a narrative approach to argue that emerging adults story their selves by engaging with cultural processes that emerge via media (e.g., television, movies, books, Facebook). The authors offer some suggestions for bridging cognitive-developmental and dialogical theories in the context of narrative construction of personal selves as they intersect with larger cultural stories.
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7

Piattelli-Palmarini, Massimo. Fodor and the Innateness of All (Basic) Concepts. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190464783.003.0010.

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This chapter reviews Fodor’s contribution to the epic Chomsky-Piaget Royaumont debate. The issue that was under discussion was a familiar one, namely, what psychological processes underlie concept learning. Piaget thought concept learning involved the formation and confirmation of hypotheses that a learner generates through the construction and organization of stimuli gathered from the environment, and modifying them when they proved to be inconsistent. However, Fodor pointed out a fundamental flaw in this theory: it is silent about the origin of the concepts used in generating the hypotheses. Fodor argued that in order for these hypotheses to be tested, let alone generated, they needed to have been readily available to the learner, suggesting that all primitive concepts are innate, and that concept acquisition relies on the process of triggering these concepts that are innately available to the learner, and not through construction by means of progressive guesses and trial-and-error.
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8

Hopkins, Edward J. The Organ, Its History and Construction: A Comprehensive Treatise on the Structure and Capabilities of the Organ With Specifications and Suggestive D. 3rd ed. Organ Literature Foundation, 1988.

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9

Dilworth, Richardson. Cities and Urbanization in American Political Development. Edited by Richard Valelly, Suzanne Mettler, and Robert Lieberman. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199697915.013.011.

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I suggest in this chapter that the uneasy fit of cities in the American political system (something that has persisted despite the fact that both cities and the American political system, and their relationships to one another, have changed dramatically over the past two centuries) might tell us something interesting about American political development. My suggestion fits into the strain of historical institutionalist research that sees institutional ‘friction’ or ‘intercurrence’ as key to explaining significant change over time. It diverges, however, from the dominant traditions within the study of American urban politics. I provide an overview of these dominant traditions, and I then suggest how viewing cities as ill-fitting elements within American political development might open up new avenues for researching the relationships between cities and American political thought, federalism, and the construction of political roles and identities.
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10

Gao, Xuesong (Andy), and Qing Shao. Language Policy and Mass Media. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.19.

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This chapter reviews efforts to examine the construction and content of media products, and the role of the mass media in the language policymaking process, with a particular focus on framing in mass media coverage. The authors first elaborate what they mean by the term framing. Then they illustrate how the concept of framing can help researchers to explore the media’s mediation of language policymaking in three specific debates: the dialect crisis in China; high-stakes English examinations in China; and medium of instruction policy, with particular attention to the use of English, Cantonese, and Putonghua in Hong Kong and the use of English and Spanish in the US state of Arizona. The chapter concludes with suggestions for expanding research on the role of mass media in language policymaking.
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