Relevant bibliographies by topics / Discussion tasks

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Discussion tasks'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Discussion tasks.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Discussion tasks"

1

Lesley, Jamie, and Peter Brereton. "Designing Principled Academic Discussion Tasks." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 287. http://dx.doi.org/10.37546/jaltpcp2018-39.

Full text
Abstract:
In this paper, we introduce a principled approach to material design for academic discussion courses. This approach is informed by our experiences of creating, developing, and evaluating course materials in our roles as academic managers for a large-scale academic discussion program at a private university in Tokyo. These principles are used to assist in the writing of discussion questions conducive to academic discussion and the creation of pre-task preparation activities to support students in their discussions. We believe that the principles will be of use to teachers new to academic discussion classes as a way to guide, evaluate, and justify the design of their course materials with regard to activity aims, content, and organization. Similarly, we hope that the paper can operate as a useful review of best practice for more experienced course developers. 本論文では、アカデミックディスカッションコースの教材を作成する為の、合理的な取り組み方法を紹介する。都内のある大学での、大規模なアカデミックディスカッションプログラムのコース教材を構成、開発、および評価をした著者の経験を述べたものである。この方式においては、まずアカデミックディスカッションを行う為の議題の作成と、議論の際、学生に役立つ事前準備課題のアクティビティを作成する事に重点を置いている。アカデミックディスカッションクラスの担当講師、およびコース開発者達が指導や評価をおこなう際や、目標、内容、構成に留意しコース教材を正当に作成することができるように、使用できるチェックリストを紹介している。
APA, Harvard, Vancouver, ISO, and other styles
2

Parsons, Daniel. "Formative assessment in discussion tasks." ELT Journal 71, no. 1 (2016): 24–36. http://dx.doi.org/10.1093/elt/ccw043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lo, Siowai. "Language-related Episodes Patterns Engendered in L2 Classrooms: Pedagogical Translation Tasks Versus Monolingual Writing Tasks." International Journal of Linguistics, Literature and Translation 4, no. 5 (2021): 01–19. http://dx.doi.org/10.32996/ijllt.2021.4.5.1.

Full text
Abstract:
This classroom-based longitudinal study examines the language-related episodes (LREs) engendered by pedagogical translation tasks and monolingual tasks. Specifically, the study investigated the discourse features and discussion patterns of LREs yielded in discussions of the two different types of tasks in L2 classrooms. The present study was conducted in an authentic class environment and consisted of two experiments. One group participated in class discussions after being assigned L1-L2 translation tasks, while the other took part in class discussions after working on L2 writing tasks. The LREs elicited in the two group’s class discussions over ten sessions of class discussions were scrutinized. Inductive thematic analysis shows that LREs produced in the concerned experimental tasks included ‘concern-based LREs’ and six different types of ‘response-based LREs’. Striking difference was observed in LRE patterns produced by the translation group and the writing group. The findings revealed that pedagogical translation tasks engendered LREs with deeper level of engagement and more enduring discussions than L2 monolingual tasks. The concern-based and response-based LREs arisen in this study contributes to a new framework for LRE categorization.
APA, Harvard, Vancouver, ISO, and other styles
4

BAINBRIDGE, L., T. M. J. LENIOR, and T. W. VAN DER SCHAAF. "Cognitive processes in complex tasks: introduction and discussion." Ergonomics 36, no. 11 (1993): 1273–79. http://dx.doi.org/10.1080/00140139308967998.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hamilton, A. "Discussion: Project design: tasks that need to be managed." Proceedings of the Institution of Civil Engineers - Management, Procurement and Law 161, no. 3 (2008): 133–34. http://dx.doi.org/10.1680/mpal.2008.161.3.133.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Passut, Jena, Karen Waninger, Michael Petelin, et al. "A Roundtable Discussion: Trends, Tasks, and Challenges in Imaging." Biomedical Instrumentation & Technology 49, no. 1 (2015): 30–38. http://dx.doi.org/10.2345/0899-8205-49.1.30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pospelova, Tatiana. "The Collaborative Discussion Model: Developing Writing Skills through Prewriting Discussion." Journal of Language and Education, no. 1 (March 31, 2021): 158–72. http://dx.doi.org/10.17323/jle.2021.10748.

Full text
Abstract:
This study aims to investigate the effect of peer-assisted prewriting discussion on second language (L2) academic writing and its benefits for students with different proficiency levels. While there is a significant body of research exploring the positive impact of collaboration on L2 writers' written performance and the ways it could be organised, there is little practical consideration on how to formulate explicit instruction. The rationale for this research lies in designing and arranging explicit instruction that could lead to L2 learners producing a higher quality writing output. Based on both qualitative and quantitative methods, and drawn on students’ written texts and data analysis, the current study was conducted to devise and test a proposed model, which the author will term the ‘collaborative discussion model’ (the CDM). The control and experimental groups of Russian EFL students (n = 48) were engaged in written assignments after naturally occurring discussions and then the latter group was involved in an instructor-led discussion. The practice writing tasks were rated with the analytic rubric used in IELTS, assessing task response, coherence and cohesion, lexical resource, and grammatical range. The findings suggest that collaborative prewriting tasks, accomplished in the experimental group of students with different levels of L2 proficiency, may encourage students to engage more in reflection about the content and language of the text. As the texts produced after introducing the CDM were scored higher, especially on the criteria of task response and lexical resource, it is suggested that scaffolding prewriting discussions can potentially augment the writing skills of learners and the CDM can be used as a complementary activity to address the challenges associated with academic writing. The results of the questionnaire can imply that there are benefits of explicit instruction for students with different levels of L2 proficiency, although in nuanced ways and different degrees.
APA, Harvard, Vancouver, ISO, and other styles
8

Rinekso, Aji Budi, and Ahmad Bukhori Muslim. "Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic." JEES (Journal of English Educators Society) 5, no. 2 (2020): 155–62. http://dx.doi.org/10.21070/jees.v5i2.646.

Full text
Abstract:
During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge. HIGHLIGHTS Covid-19 pandemic demands the employment of online learning mode. Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English. Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.
APA, Harvard, Vancouver, ISO, and other styles
9

Soo-hyun, Kim. "How do we understand and apply the unfamiliar ‘financialization of housing’ discussion in Korean context?" Korean Association for Housing Policy Studies 30, no. 2 (2022): 161–95. http://dx.doi.org/10.24957/hsr.2022.30.2.161.

Full text
Abstract:
One of the major topics in the world housing academia recently is ‘financialization of housing’. This discussion, which appeared in academia before and after the 2008 global financial crisis, has become one of the mainstream discourses in housing research from around 2015. The recent discussion on financialization of housing has expanded its scope from the issue of risk loans and household debt to the discussion on the concept of housing and capital circulation, the increase of private rents and the problem of multi-homeowners, and the alternative and practical tasks of financialization. This paper introduces the discussion of financialization of housing in the global housing academia, and explores how to understand and apply it in the context of Korea. While studies on housing finance are active in Korea, discussions on financialization of housing, which can be said to be more macroscopic and structural, are very rare. Therefore, along with an in-depth analysis of Korea's housing finance, this paper proposes researches on the relationship between asset disparity and inequality, and discussing asset-based welfare.
APA, Harvard, Vancouver, ISO, and other styles
10

Dashkina, Alexandra I. "Formation of foreign language written and speech competence of students of linguistic directions in the conditions of learning in cooperation." Tambov University Review. Series: Humanities, no. 5 (2022): 1229–45. http://dx.doi.org/10.20310/1810-0201-2022-27-5-1229-1245.

Full text
Abstract:
The definition of written and speech competence is given, and criteria for its formation, such as the ability to fully disclose the topic; consistency, reasonableness and consistency of presentation; the variety of vocabulary and the correctness of its use, as well as the correctness, complexity and variety of grammatical structures are proposed. Various forms of joint classroom and extracurricular educational and cognitive activities in the preparation of a writing practice are considered, such as discussion of the essay topic, mutual verification and mutual spelling and punctuation dictation, preparation of presentations on new material. The scheme of organization of joint classroom and extracurricular activities of students in the preparation of assignments for written practice has been developed, described and tested. According to given scheme, students work in small groups in MS Teams, preparing presentations explaining various aspects of essay writing, developing control questions and practical tasks for other students, as well as discussing possible ideas for the next essay. An experiment that demonstrates a higher efficiency of the formation of written-speech competence of students of linguistic directions in the conditions of learning in cooperation is described. Students of the experimental group prepared tasks in small groups leading discussions in MS Teams, while in the control group, students worked individually, performing the same tasks as in the experimental group. Higher scores for final essays in the experimental group are explained by a deeper study of the material due to its discussion with other members of the small group and the development of a clear argument through discussions on the topics of upcoming essays, as well as through mutual verification of written works, allowing students to critically approach their own works.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Discussion tasks"

1

Wong, Shun-wan, and 黃信雲. "How different types of discussion tasks in HKCEE affect students' performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Choi, Siu-ping Almas, and 蔡少萍. "Negotiation of meaning in oral discussion tasks among L2 learners in aHong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2705150X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kearney, Matthew Denis. "Classroom use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students' physics conceptions /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20030513.141125.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kearney, Matthew D. "Classroom use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students' physics conceptions." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1543.

Full text
Abstract:
This study investigates two secondary science classes using an interactive multimedia program that was designed for use in small groups to elicit and promote discussion of students pre-instructional conceptions of motion. The software was designed and constructed by the author and incorporated sixteen digital video clips, primarily focussing on projectile motion, showing difficult, expensive, time-consuming or dangerous demonstrations of mostly real-life, out-of-classroom scenarios. The program used predict-observe-explain (POE) strategy to structure the students' engagement with each scenario-the clips acting as stimuli for the sixteen POE tasks. This strategy involves students predicting the outcome of a demonstration and discussing the reasons for their prediction, observing the demonstration and finally explaining any discrepancies between their prediction and observation (White & Gunstone, 1992). The choice and sequence of the video clips, as well as the multiple-choice options available to students in the prediction phase of each task, were informed by alternative conception research and the history of science literature.This interpretive study uses constructivism as a theoretical perspective to explore three main issues relating to the use of the multimedia-supported POE tasks: firstly, the students' learning conversations during their use of the POE tasks; secondly, the use of the program as an instrument to probe students' science conceptions; and thirdly,' the affordances and constraints of the computer-mediated environment for the POE strategy. Students worked in pairs and were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. In addition, the students were required to make pencil and paper drawings during some tasks. Other data sources for this mainly qualitative study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires.Findings suggested that students participated in meaningful small group discussions at the computer and the program acted as an efficient and convenient teaching instrument to elicit and record their conceptions of motion. Indeed, the multimedia nature of the program offered fresh and exciting opportunities that mark a new development in the use of the predict-observe-explain strategy in science education. The findings have implications for authentic technology-mediated learning in science classrooms.
APA, Harvard, Vancouver, ISO, and other styles
5

Kearney, Matthew D. "Classroom use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students' physics conceptions." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12629.

Full text
Abstract:
This study investigates two secondary science classes using an interactive multimedia program that was designed for use in small groups to elicit and promote discussion of students pre-instructional conceptions of motion. The software was designed and constructed by the author and incorporated sixteen digital video clips, primarily focussing on projectile motion, showing difficult, expensive, time-consuming or dangerous demonstrations of mostly real-life, out-of-classroom scenarios. The program used predict-observe-explain (POE) strategy to structure the students' engagement with each scenario-the clips acting as stimuli for the sixteen POE tasks. This strategy involves students predicting the outcome of a demonstration and discussing the reasons for their prediction, observing the demonstration and finally explaining any discrepancies between their prediction and observation (White & Gunstone, 1992). The choice and sequence of the video clips, as well as the multiple-choice options available to students in the prediction phase of each task, were informed by alternative conception research and the history of science literature.This interpretive study uses constructivism as a theoretical perspective to explore three main issues relating to the use of the multimedia-supported POE tasks: firstly, the students' learning conversations during their use of the POE tasks; secondly, the use of the program as an instrument to probe students' science conceptions; and thirdly,' the affordances and constraints of the computer-mediated environment for the POE strategy. Students worked in pairs and were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. In addition, the students were required to make pencil and paper drawings during some tasks. Other data sources for this mainly qualitative study included audio and ++
video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires.Findings suggested that students participated in meaningful small group discussions at the computer and the program acted as an efficient and convenient teaching instrument to elicit and record their conceptions of motion. Indeed, the multimedia nature of the program offered fresh and exciting opportunities that mark a new development in the use of the predict-observe-explain strategy in science education. The findings have implications for authentic technology-mediated learning in science classrooms.
APA, Harvard, Vancouver, ISO, and other styles
6

Enoch, Sarah Elizabeth. "Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1063.

Full text
Abstract:
While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein, Engle, Smith, & Hughes, 2008; Stein, Smith, Henningsen, & Silver, 2009) no research has been conducted explicitly examining the relationship between the plans that teachers make for orchestrating discourse around problem solving tasks and the outcomes of implementation of those plans. This research study is intended to open the door to research on planning for discourse around problem solving tasks. This research study analyzes how 12 middle school mathematics teachers participating in the Mathematics Problem Solving Model professional development research program implemented lesson plans that they wrote in preparation for whole-class discussions around cognitively demanding problem solving tasks. The lesson plans consisted of the selection and sequencing of student solutions to be presented to the class along with identification of the mathematical ideas to be highlighted in the student solutions and questions that would help to make the mathematics salient. The data used for this study were teachers' lesson plans and the audio-recordings of the whole-class discussions implemented by the teachers. My research question for this study was: How do teachers' written plans for orchestrating mathematical discourse around problem solving tasks influence the opportunities teachers create for students to reason mathematically? To address this research question, I analyzed the data in three different ways. First, I measured fidelity to the literal lesson by comparing what was planned in the ISAs to what was actually took place in the implemented debriefs. That is, I analyzed the extent to which the teachers were implementing the basic steps in their lesson (i.e. sharing the student work they identified, addressing the ideas to highlight and the planned questions). Second, I analyzed the teachers' fidelity to the intended lesson by comparing the number of high-press questions in the lesson plans (that is, questions that create opportunities for the students to reason mathematically) to the number of high-press questions in the implemented discussion. I compared these two sets of data using a linear regression analysis and t-tests. Finally, I conducted a qualitative analysis, using grounded theory, of a subset of four teachers from the study. I examined the improvisational moves of the teachers as they addressed the questions they had planned, building a theory of how the different ways that teachers implemented their planned questions affected the opportunities for their students to reason mathematically around those planned questions. My findings showed that it was typical for the teachers to implement most of the steps of their lesson plans faithfully, but that there was not a statistically significant correlation between the number of high-press questions they planned and the number of high-press questions they asked during the whole-class discussions, indicating that there were other factors that were influencing the frequency with which the teachers were asked these questions that prompted their students to reason mathematically. I hypothesize that these factors include, but are not limited to, the norms in the classrooms, teachers' knowledge about teaching mathematics, and teachers' beliefs about mathematics. Nevertheless, my findings did show that in the portions of the whole-class discussions where the teachers had planned at least one high-press question, they, on average, asked more high-press questions than when they did not plan to ask any. Finally, I identified four different ways that teachers address their planned questions which impacted the opportunities for students to reason mathematically. Teachers addressed their questions as drop-in (they asked the question and then moved on as soon as a response was elicited), embedded (the ideas in the question were addressed by a student without being prompted), telling (the teacher told the students the `response' to the question without providing an opportunity for the students to attempt to answer the question themselves) and sustained focus (the teacher sustained the focus on the question by asking the students follow-up questions).
APA, Harvard, Vancouver, ISO, and other styles
7

Szczepanik, Magdalena. "" Impliquer " l'élève dans les cours de langues. Pourquoi et comment un tel projet dans le contexte polonais actuel ?" Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2012. http://tel.archives-ouvertes.fr/tel-00839589.

Full text
Abstract:
D'un côté, la démocratie et l'économie de marché changent la conception du pouvoir en Pologne, et de ce fait appellent un positionnement nouveau de l'enseignant-chercheur. De l'autre, la neurobiologie jette un éclairage nouveau sur le fonctionnement de l'individu en groupe et sur le traitement de l'information en cours d'apprentissage. L'étude du contexte scolaire polonais fait voir une possibilité de décentralisation des relations en classe, tout en prenant en compte les besoins sociaux et émotionnels de l'apprenant.Le présent projet de thèse, réalisé dans le cadre de la recherche-action, vise l'implication de l'élève par le biais d'un dispositif nommé : Discussion à Responsabilité Limitée (DARL). Grâce au dispositif, l'apprenant a la possibilité d'exercer des choix (documents de référence, groupe de discussion, prise de parole et son étendue); il a aussi l'occasion d'être dans une situation à responsabilité (choix du sujet et gestion d'une discussion). Les analyses des prises de parole en groupe ont démontré un lien entre la responsabilisation et l'augmentation du volume de prise de parole dans plusieurs cas décrits. Elles ont mis aussi en exergue des comportements d'auto-limitation de parole chez les apprenants-responsables qui, en tant que participants, étaient habituellement très actifs. Outre ces acquis d'ordre langagier, la recherche rend compte des attitudes des apprenants envers le travail et l'autorité.Le travail de thèse s'ouvre sur les Technologies de l'Information et de la Communication (TIC) qui, tout en résolvant certains problèmes liés au dispositif proposé,initient des questions nouvelles, relatives à l'interaction en groupe et à l'évaluation.
APA, Harvard, Vancouver, ISO, and other styles
8

Drake, Jeffrey P. "Civil Talks: Analysis of online discussions in social studies classrooms." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340970477.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gustafsson, Patrik. "Frameworks for task design and technology integration in the mathematics classroom." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-33361.

Full text
Abstract:
In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating digital technology, especially a classroom response system (CRS), in the mathematics classroom. This is done by focusing on frameworks for CRS task design and technology integration. The thesis consists of two papers and a kappa. Both papers use data from a design research project including interventions in two cases. Paper I focuses on the development of design principles and task types for CRS tasks in a multiple-choice format aiming to engineer mathematical classroom discussions. The study generated three design principles, six task types, and 31 empirically evaluated tasks. The empirical evaluation shows that teachers consider the evaluated CRS tasks useful for engineering mathematical classroom discussions. Paper II focuses on exploring the potential of Ruthven’s (2009) SFCP framework as tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about critical aspects of technology integration in the mathematics classroom. The results show that the SFCP framework can be useful for capturing teachers’ reasoning about critical aspects of technology integration, but also that the framework does not capture teachers’ reasoning about students’ attitudes and behaviors. Therefore, the framework would benefit from taking into consideration students’ attitudes and behaviors, as these features are a challenge teachers need to deal with when integrating technology in the classroom. This thesis kappa, building on earlier research as well as the results and methods of its own papers, ends with an elaborated discussion on the challenges and support for teachers wanting to integrate CRS in their mathematics classroom.
Lärare och elever har idag god tillgång till digital teknik i klassrummen. I Sverige är numera majoriteten av högstadie- och gymnasieskolorna en-till-en skolor där alla elever har en egen dator eller surfplatta. Blotta närvaron av digital teknik i klassrummen är inte en garanti för förbättrad undervisning och ökat lärande. I själva verket så är det en utmaning att integrera digital teknik i klassrummet och många lärare behöver stöd för att lyckas med detta. Syftet med den här uppsatsen är att bidra till kunskap om stöd för lärare som integrerar digitala verktyg i matematikklassrummet. Detta görs dels genom att fokusera på ramverk för att konstruera matematikuppgifter till digitala responssystem och dels genom att undersöka ett ramverk för teknikintegrering i undervisningen. Uppsatsen består av två artiklar och en kappa. Båda artiklarna använder data från ett designforskningsprojekt bestående av interventioner i två separat fall. Artikel I fokuserar på utvecklingen av designprinciper och uppgiftstyper för flervalsuppgifter till digitala responssystem. Uppgifterna syftar till att initiera och fördjupa matematiska diskussioner i klassrummet. Studien genererade tre designprinciper, sex uppgiftstyper och 31 empiriskt utvärderade flervalsuppgifter som kan användas för att välja, värdera och konstruera uppgifter till responssystem. Den empiriska utvärderingen visar att lärarna anser att de testade uppgifterna och uppgiftstyperna är användbara för att initiera matematiska klassrumsdiskussioner. Artikel II fokuserar på att undersöka potentialen av Ruthvens (2009) ramverk ”Structuring Features of Classroom Practice” (SFCP), som ett analytiskt verktyg för att begreppsliggöra och analysera lärares resonemang om kritiska aspekter vid teknikintegrering i matematikklassrummet. Resultatet visar att ramverket är användbart för att fånga lärares resonemang om kritiska aspekter vid teknikintegrering i undervisningen, men också att ramverket inte fångade lärares resonemang om elevers attityder och uppförande. Studien föreslår att ramverket kan utvecklas och förbättras genom att även ta hänsyn till elevernas attityder och uppförande, eftersom detta är kritiska aspekter som lärare behöver hantera när de integrerar teknik i klassrummet. Med utgångspunkt från tidigare forskning och resultaten i artiklarna avslutas uppsatsens kappa med en utvecklad diskussion om utmaningar och stöd för lärare som integrerar digitala responssystem i matematikklassrummet.
APA, Harvard, Vancouver, ISO, and other styles
10

Iahad, Noorminshah. "Task & collaboration design guidelines towards effective group-based threaded discussions." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492072.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Discussion tasks"

1

Mohammad, Raz. Afghanistan since the Bonn Agreement: Tasks, opportunities and barriers for peacebuilding : a discussion paper. International Alert, 2002.

APA, Harvard, Vancouver, ISO, and other styles
2

Discussion framework - Alberta Affordable Housing Task Force. Alberta Affordable Housing Task Force, 2007.

APA, Harvard, Vancouver, ISO, and other styles
3

Ontario. Task Force on Paralegals. Issues for discussion - Task Force on Paralegals. The Task Force, 1989.

APA, Harvard, Vancouver, ISO, and other styles
4

(Canada), Public Service 2000. Reports and summaries of the task forces: For discussion. Public Service 2000, 1990.

APA, Harvard, Vancouver, ISO, and other styles
5

Public Service 2000 (Canada). Task Force on Service to the Public. Service to the public: Task Force Report : for discussion. Task Force, 1990.

APA, Harvard, Vancouver, ISO, and other styles
6

Pivovarov, Aleksandr. Business communication: theory and practice. 2nd ed. Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/01913-9.

Full text
Abstract:
The purpose of studying the textbook is to increase the level of communicative competence in business communication. The focus is on the basic form of business communication, from which all its other varieties have arisen — business conversation. All stages of a business conversation are considered in detail — establishing contact, problem orientation, discussion and decision-making, as well as opposition to manipulation and assertive behavior. The updated edition includes a chapter on business e-mail correspondence and features of Internet communication. Each chapter is provided with exercises and practical tasks.
APA, Harvard, Vancouver, ISO, and other styles
7

Bass, Aleksandr, Dmitriy Burakov, and Igor' Molchanov. Finance and credit. Modern concept. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047892.

Full text
Abstract:
The textbook covers the current state of Affairs in the field of financial relations. The most important generally accepted provisions of various concepts of Finance and the most relevant discussion aspects are revealed. Credit science and existing conceptual approaches to the opening of a significant, both socially and economically, category of "credit"are considered. Conceptual approaches to the formation and disclosure of the key provisions of the theory of credit and loan interest in the conditions of perfect and imperfect credit markets, as well as the theoretical foundations of the theory of credit and credit boundaries as the basis for ensuring financial stability are presented. Contains control questions for self-control, situational tasks, and tests. Topics of reports and home creative tasks (essays) are given. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For master's degree students in financial and credit areas who study financial and credit disciplines. It can be used by teachers of higher educational institutions, and will also be useful for specialists and experts in the field of Finance and credit.
APA, Harvard, Vancouver, ISO, and other styles
8

Gerasimova, Elena, Tat'yana Rogulenko, and Vladimir Chaya. Analysis and justification of financial decisions. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1371622.

Full text
Abstract:
The textbook is devoted to the issues of modern financial analysis and the use of its technologies for decision-making in the field of organization finance. The publication includes theoretical material, practical exercises, business situations, questions for discussion at seminars, questions and tasks for self-control. Meets the requirements of the federal state educational standards of higher education of the latest generation. For master's degree students, additional professional education system, training centers for advanced training, specialists in economics, finance and business management, as well as in preparation for the qualification exams of analysts, auditors, managers and consultants on strategic business management.
APA, Harvard, Vancouver, ISO, and other styles
9

Schwan, Smith Margaret, Stein Mary Kay, and Ross Danielle K, eds. 5 practices for orchestrating productive task-based discussions in science. National Council of Teachers of Mathematics, 2013.

APA, Harvard, Vancouver, ISO, and other styles
10

al-Faisal, Saud. Journey towards Islamic banking: A collection of articles, talks, and discussions. Institute of Islamic Banking and Insurance, 1996.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Discussion tasks"

1

Pandeya, S. C., and H. Lieth. "Discussion of results." In Tasks for vegetation science. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2926-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Haeupler, H. "Elements of Biodiversity in Today’s Nature Conservation Discussion — From a Geobotanical Viewpoint." In Tasks for vegetation science. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4677-7_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tran, Huong Quynh. "Chapter 9. Language alternation during L2 classroom discussion tasks." In Conversation Analysis and Language Alternation. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/pbns.295.09tra.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hilsen, Anne Inga, and Dorothy Sutherland Olsen. "Discussion/What Do These Findings Tell Us." In The Importance and Value of Older Employees. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2861-0_6.

Full text
Abstract:
AbstractIn this chapter we present the empirical data and organise them in such a way that can be used to improve our understanding of what over 50s have learned at work, what skills they have developed and how they have found their age and experience to be an advantage in carrying out their working tasks.
APA, Harvard, Vancouver, ISO, and other styles
5

Majocchi, Alberto. "Una fiscalità europea per uno sviluppo equo e sostenibile." In Studi e saggi. Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-591-2.07.

Full text
Abstract:
The dramatic health emergency that has hit Europe has put the issue of a thorough reform of the European budget financing system back on the political discussion table, in order to support the expenditure required to cope with the new tasks that are increasingly expected to be assigned to the Union. The ensuing debate concerns both the nature of the new resources and the new tasks that are to be assigned to the European budget. And it also concerns how the distribution of resources between the different levels of government is to be defined. European taxation has so far been based, without any particular discussion, on the principle that taxation power remains a competence of the Member States. However, the impetus induced by climate change and the need to find resources to combat it is changing the situation. The idea of introducing a carbon tax at European level could be the embryo of a fiscal autonomy of the Union.
APA, Harvard, Vancouver, ISO, and other styles
6

Brazdil, Pavel, Jan N. van Rijn, Carlos Soares, and Joaquin Vanschoren. "Introduction." In Metalearning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-67024-5_1.

Full text
Abstract:
SummaryThis chapter starts by describing the organization of the book, which consists of three parts. Part I discusses some basic concepts, including, for instance, what metalearning is and how it is related to automatic machine learning (AutoML). This continues with a presentation of the basic architecture of metalearning/AutoML systems, discussion of systems that exploit algorithm selection using prior metadata, methodology used in their evaluation, and different types of meta-level models, while mentioning the respective chapters where more details can be found. This part also includes discussion of methods used for hyperparameter optimization and workflow design. Part II includes the discussion of more advanced techniques and methods. The first chapter discusses the problem of setting up configuration spaces and conducting experiments. Subsequent chapters discuss different types of ensembles, metalearning in ensemble methods, algorithms used for data streams and transfer of meta-models across tasks. One chapter is dedicated to metalearning for deep neural networks. The last two chapters discuss the problem of automating various data science tasks and trying to design systems that are more complex. Part III is relatively short. It discusses repositories of metadata (including experimental results) and exemplifies what can be learned from this metadata by giving illustrative examples. The final chapter presents concluding remarks.
APA, Harvard, Vancouver, ISO, and other styles
7

Kurata, Risa, Kazuhisa Seta, and Mitsuru Ikeda. "Reflection Support for Constructing Meta-cognitive Skills by Focusing on Isomorphism between Internal Self-dialogue and Discussion Tasks." In Intelligent Interactive Multimedia: Systems and Services. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29934-6_52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Pinto-Llorente, Ana María, María Cruz Sánchez-Gómez, and Francisco José García-Peñalvo. "A Mixed Methods Research of Pre-service Teachers’ Perceptions about the Benefits of Wiki-Based Tasks and Discussion Boards." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61121-1_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bonfim Gaviolli, Íria, and Miriam Godoy Penteado. "12. Meetings amongst Deaf and Hearing Students in the Mathematics Classroom." In Landscapes of Investigation. Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.12.

Full text
Abstract:
In this chapter, we are aiming to contribute to practices in mathematics classes that value the idea of meetings amongst differences. We present landscapes that were designed specifically in order to favour interaction among deaf and hearing students. The discussion is based on data produced in a public elementary school in Brazil, in a fifth-year class with both deaf and hearing students. The results highlight that the organisation of tasks based on dialogic communication is essential in order to respond to unpredictability and to enable collaboration in conditions of equity in the mathematics classroom.
APA, Harvard, Vancouver, ISO, and other styles
10

Proft, Carolin. "Discussion." In The Speed of Human and Task Integration in Mergers and Acquisitions. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-04564-7_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Discussion tasks"

1

Onoda, Sakae. "Examining effects of reading with discussion tasks on English oral fluency development." In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lingenfelser, Florian, Johannes Wagner, and Elisabeth André. "A systematic discussion of fusion techniques for multi-modal affect recognition tasks." In the 13th international conference. ACM Press, 2011. http://dx.doi.org/10.1145/2070481.2070487.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Martin, Teresa, Fiete Botschen, Ajay Nagesh, and Andrew McCallum. "Call for Discussion: Building a New Standard Dataset for Relation Extraction Tasks." In Proceedings of the 5th Workshop on Automated Knowledge Base Construction. Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-1317.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Costin, Mihaela. "Cognitive aspects of multiple tasks and perception: Overview and discussion on recent studies." In 2011 5th International Symposium on Computational Intelligence and Intelligent Informatics (ISCIII). IEEE, 2011. http://dx.doi.org/10.1109/isciii.2011.6069746.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Guinez, Flavio. "On the Implementation of Mathematical Tasks That Promote Mathematical Discussion: Preservice Teachers' Experiences." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1440941.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ji, Haifeng, Maria C. Yang, and Tomonori Honda. "A Probabilistic Approach for Extracting Design Preferences From Design Team Discussion." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35455.

Full text
Abstract:
During the formative stage of the design cycle, teams engage in a variety of tasks to arrive at a design, including selecting among design alternatives. A key notion in design alternative selection is that of “preference” in which a designer assigns priorities to a set of design choices. This paper presents a preliminary approach for extracting a projection of aggregated design team preferences from design team discussion. This approach further takes into consideration how the design preferences of a team can evolve over time as the team changes its priorities based on new design information. Two initial models are given for representing the most probable and preferred design alternative from the transcriptions of design team discussion, and for predicting how preferences might change from one time interval to the next. These models are applied to an illustrative, real-world case example.
APA, Harvard, Vancouver, ISO, and other styles
7

Castellanos-Ramírez, Juan Carlos, and Shamaly Alheli Niño. "THE USE OF ASYNCHRONOUS FORUMS TO DEVELOP DISCUSSION TASKS AMONG YOUNG UNIVERSITY STUDENTS: PARTICIPATION PROFILES AND COMMUNICATION MODELS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1583.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Pereira Alvesa, Rosiane, Laura Bezerra Martinsa, and Suzana Barreto Martinsb. "Ergonomic Design of Labor Garments and the Perception of Comfort / Discomfort: A Discussion About Project Guidelines." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001305.

Full text
Abstract:
Some studies point to the importance of work as a means of social integration. In this sense, the knowledge generated by ergonomics about human factors and activities in productive public and domestic spaces have contributed to this integration. The social relations of work and productivity are mediated by worker welfare, which also involves the use of clothing with attributes that contribute to comfort and risk reduction. In this context the role of the designer is to design clothing equipped with these attributes. Therefore, the following objectives were set: To evaluate the application of project Guidelines in work clothing design and relate their use to the perception of comfort by female employees of the UFPE-CAA administrative sector. The methodological procedures were based on the "Guidelines for the design of clothing for use while performing tasks," in Alves, Martins and Martins (2013). These guidelines had a significant effect on the work-clothing project. It considered the nature of the tasks, the needs and preferences of workers. The perception test during use revealed a prevalence of physical comfort over discomfort in general.
APA, Harvard, Vancouver, ISO, and other styles
9

Li, Ken W. "Developing regression heuristics through argumentation in computing laboratory." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.pboun.

Full text
Abstract:
Developing regression heuristics for students is not straightforward. It would be better to organize class settings to facilitate small group discussions; they can talk about how to address a question of common concern through argumentation such that their thoughts would be articulated. The students in the present study were divided into small groups in a computing laboratory in order to increase opportunities for peer discussion. An observation study was then conducted; the contents of their discussions were analyzed. It was found that argumentation was characterized by the question-and-answer exchanges that shaped the flow of regression tasks on which they worked. They were comfortable in presenting their standpoints or responses, and the responses were taken seriously by their peers. They raised questions when they found peers’ feedback vague. Besides, group interaction was associated with positive responses, thus articulating students’ thoughts, enriching thinking context, and broadening thinking perspective.
APA, Harvard, Vancouver, ISO, and other styles
10

Bai, Chongyang, Srijan Kumar, Jure Leskovec, Miriam Metzger, Jay F. Nunamaker, and V. S. Subrahmanian. "Predicting the Visual Focus of Attention in Multi-Person Discussion Videos." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/626.

Full text
Abstract:
Visual focus of attention in multi-person discussions is a crucial nonverbal indicator in tasks such as inter-personal relation inference, speech transcription, and deception detection. However, predicting the focus of attention remains a challenge because the focus changes rapidly, the discussions are highly dynamic, and the people's behaviors are inter-dependent. Here we propose ICAF (Iterative Collective Attention Focus), a collective classification model to jointly learn the visual focus of attention of all people. Every person is modeled using a separate classifier. ICAF models the people collectively---the predictions of all other people's classifiers are used as inputs to each person's classifier. This explicitly incorporates inter-dependencies between all people's behaviors. We evaluate ICAF on a novel dataset of 5 videos (35 people, 109 minutes, 7604 labels in all) of the popular Resistance game and a widely-studied meeting dataset with supervised prediction. See our demo at https://cs.dartmouth.edu/dsail/demos/icaf. ICAF outperforms the strongest baseline by 1%--5% accuracy in predicting the people's visual focus of attention. Further, we propose a lightly supervised technique to train models in the absence of training labels. We show that light-supervised ICAF performs similar to the supervised ICAF, thus showing its effectiveness and generality to previously unseen videos.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Discussion tasks"

1

Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3247.

Full text
Abstract:
The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
APA, Harvard, Vancouver, ISO, and other styles
2

Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4414.

Full text
Abstract:
The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
APA, Harvard, Vancouver, ISO, and other styles
3

Beck, Tanya, and Ping Wang. Morphodynamics of barrier-inlet systems in the context of regional sediment management, with case studies from West-Central Florida, USA. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/41984.

Full text
Abstract:
The temporal and spatial scales controlling the morphodynamics of barrier-inlet systems are critical components of regional sediment management practice. This paper discusses regional sediment management methods employed at multiple barrier-inlet systems, with case studies from West-Central Florida. A decision-support tool is proposed for regional sediment management with discussion of its application to barrier-inlet systems. Connecting multiple barrier islands and inlets at appropriate spatio-temporal scales is critical in developing an appropriately scoped sediment management plan for a barrier-inlet system. Evaluating sediment bypassing capacity and overall inlet morphodynamics can better inform regional sand sharing along barrier-inlet coastlines; particularly where sediment resources are scarce and a close coupling between inlet dredging and beach placement is vital to long-term sustainable management. Continued sea-level rise and anthropogenic activities may intensify the need for investigating longer-term processes and expanding regional planning at a centennial timescale and are acknowledged as challenging tasks for RSM studies. Specifically, we suggested that a regionally focused, multi-inlet study was necessary for management plan of individual inlet for the west-central Florida case studies. Key recommendations based on the case studies are included.
APA, Harvard, Vancouver, ISO, and other styles
4

Jore Ali, Aisha, Javier Fuenzalida, Margarita Gómez, and Martin Williams. FOUR LENSES ON PEOPLE MANAGEMENT IN THE PUBLIC SECTOR. People in Government Lab, 2021. http://dx.doi.org/10.35489/bsg-peoplegov-wp_2021/001.

Full text
Abstract:
We review the literature on people management and performance in organisations across a range of disciplines, identifying aspects of management where there is clear evidence about what works as well as aspects where the evidence is mixed or does not yet exist. We organise our discussion by four lenses, or levels of analysis, through which people management can be viewed: (i) individual extrinsic, intrinsic, and psychological factors; (ii) organisational people management, operational management, and culture; (iii) team mechanisms, composition and structural features; and (iv) relationships, including networks, leadership, and individuals’ relationships to their job and tasks. Each of these four lenses corresponds not only to a body of literature but also to a set of management tools and approaches to improving public employees’ performance; articulating the connections across these perspectives is an essential frontier for research. We find that existing people management evidence and practice have overemphasised formal management tools and financial motivations at the expense of understanding how to leverage a broader range of motivations, build organisational culture, and use informal and relational management practices. We suggest that foregrounding the role of relationships in linking people and performance – relational public management – may prove a fertile and interdisciplinary frontier for research and practices.
APA, Harvard, Vancouver, ISO, and other styles
5

Rudd, Ian. Leveraging Artificial Intelligence and Robotics to Improve Mental Health. Intellectual Archive, 2022. http://dx.doi.org/10.32370/iaj.2710.

Full text
Abstract:
Artificial Intelligence (AI) is one of the oldest fields of computer science used in building structures that look like human beings in terms of thinking, learning, solving problems, and decision making (Jovanovic et al., 2021). AI technologies and techniques have been in application in various aspects to aid in solving problems and performing tasks more reliably, efficiently, and effectively than what would happen without their use. These technologies have also been reshaping the health sector's field, particularly digital tools and medical robotics (Dantas & Nogaroli, 2021). The new reality has been feasible since there has been exponential growth in the patient health data collected globally. The different technological approaches are revolutionizing medical sciences into dataintensive sciences (Dantas & Nogaroli, 2021). Notably, with digitizing medical records supported the increasing cloud storage, the health sector created a vast and potentially immeasurable volume of biomedical data necessary for implementing robotics and AI. Despite the notable use of AI in healthcare sectors such as dermatology and radiology, its use in psychological healthcare has neem models. Considering the increased mortality and morbidity levels among patients with psychiatric illnesses and the debilitating shortage of psychological healthcare workers, there is a vital requirement for AI and robotics to help in identifying high-risk persons and providing measures that avert and treat mental disorders (Lee et al., 2021). This discussion is focused on understanding how AI and robotics could be employed in improving mental health in the human community. The continued success of this technology in other healthcare fields demonstrates that it could also be used in redefining mental sicknesses objectively, identifying them at a prodromal phase, personalizing the treatments, and empowering patients in their care programs.
APA, Harvard, Vancouver, ISO, and other styles
6

none,. Roundtable Discussions of the Solid-State Lighting R&D Task Structure. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/1218292.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

Full text
Abstract:
On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
APA, Harvard, Vancouver, ISO, and other styles
8

Saalman, Lora. Multidomain Deterrence and Strategic Stability in China. Stockholm International Peace Research Institute, 2022. http://dx.doi.org/10.55163/fyxq3853.

Full text
Abstract:
Over the past few years, China has displayed a wide range of advances in military capabilities and infrastructure, including its test of a hypersonic glide vehicle coupled with a fractional orbital bombardment system and evidence of new intercontinental ballistic missile silos. While China and the United States remain at political odds, there are indications that China’s strategies in space, cyberspace and nuclear domains are increasingly converging with those of the USA, as well as Russia. A key question is whether this strategic convergence is a stabilizing or destabilizing phenomenon. To answer the question, this paper explores the current state of Chinese discussions on multidomain deterrence and strategic stability, with a focus on active defence and proactive defence. It then examines how these concepts are manifesting themselves in China’s postural and technological indicators, including pre-mating of nuclear warheads to delivery platforms, expanded nuclear arsenal size, possible shifts towards launch on warning, integration of dual-capable systems, and advances in machine learning and autonomy. It concludes with a discussion of what these trends mean for future strategic stability talks.
APA, Harvard, Vancouver, ISO, and other styles
9

none,. Roundtable Discussions of the Solid State Lighting R&D Task Priorities Nov. 2009. Office of Scientific and Technical Information (OSTI), 2010. http://dx.doi.org/10.2172/1218435.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

none,. Roundtable Discussions of the Solid State Lighting R&D Task Priorities Jan. 2011. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1219092.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography