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Books on the topic 'Discussion'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 June 2025

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1

Lee, Hansen W., ed. Discussing economics: A classroom guide to preparing discussion questions and leading discussion. E. Elgar Pub., 2005.

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2

Board, Accounting Standards. Discussion papers. The Board., 1991.

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Project, Dorset/SREB Assessment &. Profiling. Discussion document. (s.n.), 1985.

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4

Cancer, 2000 Task Force Expert Panel on Health Services Delivery Policy and Economics. Discussion paper. The Panel, 1991.

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5

United States. Agency for Health Care Policy and Research, ed. Discussion papers. AHCPR, 1996.

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6

University of Glasgow. School of Financial Studies., ed. Discussion papers. School of Financial Studies, University of Glasgow, 1986.

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7

United States. Agency for Health Care Policy and Research, ed. Discussion papers. AHCPR, 1996.

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8

Indira Gandhi Institute of Development Research (Bombay, India), ed. Discussion paper. Indira Gandhi Institute of Development Research, 1987.

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9

Ontario. Task Force on Advanced Training. Discussion paper. The Task Force, 1993.

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10

Alan, Barnard, ed. Discussion motivators. Gage Educational Pub., 1986.

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11

National Congress on Local Autonomy (1989 Manila, Philippines). Discussion papers. The Center, 1989.

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12

United States. Agency for Health Care Policy and Research, ed. Discussion papers. AHCPR, 1996.

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13

United States. Agency for Health Care Policy and Research, ed. Discussion papers. AHCPR, 1996.

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14

Royal Canadian Mounted Police External Review Committee., ed. Discussion paper. Royal Canadian Mounted Police External Review Committee, 1988.

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15

Great Britain. Interdepartmental Working Group on Blight. Discussion paper. Department of the Environment, 1996.

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16

United States. Agency for Health Care Policy and Research, ed. Discussion papers. AHCPR, 1996.

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17

Brilhart, John K. Effective group discussion. 9th ed. McGraw Hill, 1998.

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18

Brilhart, John K. Effective group discussion. 8th ed. Brown & Benchmark, 1995.

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19

Brilhart, John K. Effective group discussion. 6th ed. Wm.C. Brown, 1989.

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20

Brilhart, John K. Effective group discussion. 5th ed. W.C. Brown, 1986.

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21

Farrell, Michael. Psychosis Under Discussion. Routledge, 2017. http://dx.doi.org/10.4324/9781315268262.

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22

Frowen, Stephen F. Economists in Discussion. Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9781403938657.

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23

Campbell, Betsy. The Innovator’s Discussion. Routledge, 2019. http://dx.doi.org/10.4324/9781351017510.

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24

Chong, Shiao. Called: Discussion guide. Faith Alive Christian Resources, 2007.

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25

Parolini, Stephen. Controversial discussion starters. Group Books, 1992.

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26

United Nations Congress on the Prevention of Crime and the Treatment of Offenders (7th 1985 Milan, Italy). Australian discussion papers. Australian Institute of Criminology, 1985.

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27

Metropolitan East Disadvantaged Schools Program., ed. The discussion genre. Metropolitan East Disadvantaged Schools Program, 1989.

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28

Ford, Bob. Microsoft license discussion. Information Management Forum, 1998.

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29

Council, Australia Family Law. Relocation: Discussion paper. Family Law Council, 2006.

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30

Milward, Peter. Topics for discussion. Tsurumi Shoten, 1989.

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31

IEWSS Committee on Democratization and Institution Building in Europe: Opportunities for Multilateral Cooperation. Meeting. Discussion paper[s]. Institute for East-West Security Studies, 1990.

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32

Ferry, Jean-Marc. Discussion sur l'Europe. Calmann-Lévy, 1992.

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33

Education, Advisory Centre for, ed. ACE discussion document. typescript, 1988.

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34

Penelope, Harnett, ed. Group discussion book. Ginn, 1991.

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35

Council, Bristol (England) City. Decentralisation: Discussion Document. Bristol City Council, 1993.

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36

Hansen, W. L., and Michael K. Salemi. Discussing Economics: A Classroom Guide to Preparing Discussion Questions and Leading Discussion. Elgar Publishing Limited, Edward, 2005.

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37

Kulick, Don. Discussion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0005.

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This section of the text looks back at the questions posed by the previous three chapters: Is it monologic? Is it dialogic? What difference does it make? Does it matter? The three chapters came to similar conclusions albeit through different emphases and by looking at different sorts of ethnographic material. The text here looks in more detail as to how they did this and makes some conclusions.

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38

Van Vleet, Krista E. Discussion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0009.

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This section of the text looks back at the discussion in the last three chapters which took up cases of political discourse in Cuba, Indonesia, and Iran, and drew ethnographic examples from television broadcasts and community meetings, government documents and graffiti. They recalibrate the way that we understand the mutual embeddedness of language and social life by highlighting the contexts, forms, and processes that create coherence, erase or elide alternate views, or enable the appearance of unity. The text looks at the various questions posed by the previous three chapters.

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39

Handman, Courtney. Discussion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0013.

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This chapter provides some analysis and discussion on the previous three chapters. These chapters have aimed to help develop an overall critique of the normalized sense of monologism's coercive force and heteroglossia's expressive power: monologues do not always oppress and dialogues do not always create the conditions for voices to be heard, this text argues. There are as many ways of constituting social groups as there are ways of imagining monologic communication.

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40

Brinkmann, Svend. Discussion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190247249.003.0008.

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Qualitative research was made possible with the split between the subjective and the objective, as it has by and large sought to develop systematic modes of inquiry about everything that does not seem to conform to the practices of inquiry found in the natural sciences. This chapter summarizes and compares the different philosophies treated in this book: positivism, realism, phenomenology, hermeneutics, pragmatism, structuralism, post-structuralism, and global/local. It also constructs a matrix that includes all of these philosophies. It provides a brief discussion on how to “choose” a philosophical position as a qualitative researcher and whether this is a matter of choice at all (or rather a matter of one’s basic view of humanity and the knowledge produced by humans). The four standard phases of a qualitative research project are presented, and for each phase, specific philosophical issues are discussed.

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41

Van Den Bos, Kees. Discussion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190657345.003.0012.

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Chapter 12 ends the book ends by drawing final conclusions and putting forward final notes. The chapter discusses how to study radicalization and what things to consider in future projects on this issue. This includes the issue whether to assume that those who engage in radicalization, extremism, and terrorism are relatively “normal” people or constitute rather “abnormal” individuals. This also includes how to realistically assess the probabilities of the pathways that are put forward by conceptual models of radicalization. Furthermore, when intervening in radicalization processes legal and ethical concerns deserve our attention, and Chapter 12 discuss these issues. The book closes by noting that using both the strengths and weaknesses of what this book has to offer can lead to enhanced understanding of radicalization processes and a better grounding of the prevention of radical and extremist behaviors in society.

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42

Luis, Borges Jorge. Discussion. Gallimard, 1986.

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43

White, Peter. Final discussion. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198530343.003.0013.

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This chapter presents a discussion into the barriers that are preventing wider use of the biopsychosocial approach in healthcare that have been identified in this title’s individual chapters, such as lack of resources, time, and training, emotional inhibition, and patient engagement inhibition.

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44

Klauber, Trudy. Work Discussion. Edited by Margaret Rustin and Jonathan Bradley. Routledge, 2018. http://dx.doi.org/10.4324/9780429485206.

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45

ECONOMICS, YORK UNIVERSITY:CENTRE FOR HEALTH. DISCUSSION PAPER. 1991.

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46

Howkins, Wayne. Discussion Profiling. Classroom Resources, 2007.

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47

McClurg, Scott D., Casey A. Klofstad, and Anand Edward Sokhey. Discussion Networks. Edited by Jennifer Nicoll Victor, Alexander H. Montgomery, and Mark Lubell. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190228217.013.21.

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While political network research is often a holistic enterprise, the network paradigm can also be used to study individual behavior. Specifically, rather than focusing on full network structures, a well-established area of research considers individuals’ “core” networks, their perceptions of interpersonal connections, and the consequences of said micro-social environments for myriad political outcomes and processes. This chapter examines this research tradition, tracing the history of its use in the study of political behavior. It begins with discussion of network research, paying specific attention to “egocentric” network name generator techniques. It then outlines several challenges to this research paradigm: (1) the difficulty of making causal inferences, (2) debates over concept and measurement, and (3) questions about mechanisms of influence. The chapter concludes by reviewing advances in the field that have developed from these challenges and points toward next steps in this research agenda, focused on the connected citizenry.

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48

Ferlie, Ewan, Sue Dopson, Chris Bennett, Michael D. Fischer, Jean Ledger, and Gerry McGivern. Concluding discussion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198777212.003.0011.

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The concluding chapter further develops the overall themes explored throughout the book. We critique the evidence-based management movement empirically by suggesting its absence in a sector which should have been fertile territory for it (given the strong evidence-based medicine inheritance). We highlight instead the importance of the macro context of public services reforming (with political and ideological components) in shaping which preferred management knowledges become influential in local health care organizations. We also complement this macro-level perspective with an awareness of the role of micro-level knowledge leadership. We then bring in some academic literature on business schools (‘the Business School Business’) and consider how business schools might properly operate in this domain given their importance as management knowledge producers. Finally, we reflect on the implications of what might have changed since we completed our research, including the populist rise of an anti-expert backlash.

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49

Winker, Margaret A., and Stephen J. Lurie. Discussion (Comment). Oxford University Press, 2009. http://dx.doi.org/10.1093/jama/9780195176339.022.597.

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50

Work Discussion. Karnac Books, 2008.

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