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Relevant bibliographies by topics / Interpretive descriptive

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Academic literature on the topic 'Interpretive descriptive'

Author: Grafiati

Published: 11 August 2021

Last updated: 17 February 2022

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Journal articles on the topic "Interpretive descriptive"

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Matua, Gerald Amandu, and Dirk Mostert Van Der Wal. "Differentiating between descriptive and interpretive phenomenological research approaches." Nurse Researcher 22, no. 6 (July 14, 2015): 22–27. http://dx.doi.org/10.7748/nr.22.6.22.e1344.

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Schiffman, Zachary Sayre. "Rabelais, Renaissance, and Reformation: Recent French Works on the Renaissance." Renaissance Quarterly 48, no. 1 (1995): 129–40. http://dx.doi.org/10.2307/2863324.

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The Renaissance is Protean, forcing us to fix it with descriptive labels or bracket it with interpretive structures in order to make any sense of it. Recent works on Rabelais—himself a shifting and many faceted figure—not only illustrate this tendency but also illuminate the need for new interpretative models of the French Renaissance. Whereas some of these works attempt to fix Rabelais with the “humanist/humanism” label, others attempt to bracket him with post-modern interpretative structures, generally blending phenomenology, critical theory, and structuralism. And whereas some of these works unwittingly reveal the poverty of their interpretive frameworks, others point the way toward a new one that takes Rabelais's own cultural milieu more seriously.

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Cumming, Alister, Elaine Tarone, Andrew D. Cohen, Ulla Connor, Nina Spada, Nancy H. Hornberger, Alastair Pennycook, and Elsa Auerbach. "Alternatives in TESOL Research: Descriptive, Interpretive, and Ideological Orientations." TESOL Quarterly 28, no. 4 (1994): 673. http://dx.doi.org/10.2307/3587555.

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Lopez, Kay A., and Danny G. Willis. "Descriptive Versus Interpretive Phenomenology: Their Contributions to Nursing Knowledge." Qualitative Health Research 14, no. 5 (May 2004): 726–35. http://dx.doi.org/10.1177/1049732304263638.

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Gray, Donald. "Book Review: Documents of Christian Worship, Descriptive and Interpretive Sources." Theology 99, no. 788 (March 1996): 165. http://dx.doi.org/10.1177/0040571x9609900233.

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Tilly, Louise A. "Response." Social Science History 13, no. 4 (1989): 479–80. http://dx.doi.org/10.1017/s0145553200020575.

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Judith Bennett has persuaded me that in the oral version of this paper I conflated five points: (1) All women’s history has a feminist motivation and message. (2) Descriptive women’s history has discovered valuable evidence about women in the past; this has now been accepted as historical “fact.” (3) Sociological use of gender as a concept adds an analytical edge to descriptive accounts. (4) Social history that makes gender and women’s experience problematic and analyzes it systematically can add to the achievements of descriptive/interpretive women’s history. (5) Both types of women’s history (descriptive/interpretive and analytical) can only benefit from explicitly demonstrating the ways in which their findings contribute to answering questions already on the historical agenda. I have revised my paper somewhat to clarify these points.

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Giorgi, Amedeo. "Description versus Interpretation: Competing Alternative Strategies for Qualitative Research." Journal of Phenomenological Psychology 23, no. 2 (1992): 119–35. http://dx.doi.org/10.1163/156916292x00090.

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AbstractIn the contemporary scene, psychological researchers seeking alternative (qualitative) research strategies are turning increasingly toward interpretation theory. However, other strategies are also available, and one of these is descriptive science. Descriptive practices as the basis for the clarification of meanings have received less emphasis because of several epistemological assumptions about meaning that have appeared in the literature of interpretive science. Based upon the work of contemporary transcendental philosophers, especially J. N. Mohanty, this article argues that a descriptive scientific perspective can respond to some of the hermeneutic arguments about meaning and that solid findings can be established descriptively. It is argued that both description and interpretation are legitimate but that they are tied to different conditions and interests.

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Patton, Cheryl M. "Phenomenology for the Holistic Nurse Researcher: Underpinnings of Descriptive and Interpretive Traditions." Journal of Holistic Nursing 38, no. 3 (October 25, 2019): 278–86. http://dx.doi.org/10.1177/0898010119882155.

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Phenomenological research is increasing in popularity in nursing research for good reason. The qualitative research method allows an in-depth exploration of patient lived experience. This knowledge has the potential to enhance quality of holistic patient care. To undertake this method of inquiry, however, it is imperative that holistic nurse researchers understand the philosophical underpinnings of the method and are familiar with the two major types of phenomenology in order to approach the study in a scholarly manner. The purpose of this article is to explicate the method’s historical roots of phenomenology, its evolution, its two major traditions and their differences, and some of the specialized terminology unique to phenomenology’s jargon so that their studies can contribute to sound nursing science and complete patient care.

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Honey, Michelle, Dianne Roy, Janine Bycroft, and Mary-Anne Boyd. "New Zealand consumers health information needs: results of an interpretive descriptive study." Journal of Primary Health Care 6, no. 3 (2014): 203. http://dx.doi.org/10.1071/hc14203.

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INTRODUCTION: Health literacy is linked to better health outcomes and underpins effective self-management, yet over one-and-a-half million New Zealanders are known to have poor health literacy skills. An ability to access and understand health information is an important component of health literacy. Little is known, however, about New Zealand consumers health information needs. This qualitative study sought to understand the perceptions of consumers related to their needs and use of health information. METHODS: Four focus group interviews provided data for this qualitative descriptive study. Data analysis used a thematic inductive approach. Participants were from the general population, accessed through community-based health organisations. These consumers were predominantly of New Zealand European ethnicity, female, older, and most were actively engaged in managing their health. FINDINGS: Four themes were identified: issues with current information provision; preferences for content; format; and sources of health information. These themes are described in the paper, using illustrative quotes from consumer participants. CONCLUSION: This study indicates that consumers have varied health information needs. Health professionals cannot assume that consumers all have the same health literacy skills. The ideal is to provide personalised, relevant information in a manner the consumer can understand, within the current time constraints in practice. Health professionals can support consumers in their use of different strategies to ensure their health information needs are expressed and met. KEYWORDS: Consumer health information; focus groups; health literacy; qualitative research

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Devey Burry, Robin, Dawn Stacey, Chantal Backman, Magda B. L. Donia, and Michelle Lalonde. "Exploring pairing of new graduate nurses with mentors: An interpretive descriptive study." Journal of Clinical Nursing 29, no. 15-16 (June 17, 2020): 2897–906. http://dx.doi.org/10.1111/jocn.15360.

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Dissertations / Theses on the topic "Interpretive descriptive"

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Kortje, Jodi-rae. "Canadian Nurse Leaders' Experiences with and Perceptions of Moral Distress: An Interpretive Descriptive Study." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1473624886412243.

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Rafferty, Pat. "An interpretive study of elementary school teachers' descriptive accounts of the art teaching task." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27671.

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Art educators perceive a state of disjuncture in the field when what is persistently practiced in elementary schools as art stands in opposition to basic tenets about the teaching and learning of art. Two reasons are given to explain this sense of disjuncture. First, art education orientations and research associated scholarship are posited to be less than successful in disclosing to teachers what is educationally relevant. Neither a child-centered nor a discipline-centered orientation seems to have considered the adjustive effort teachers make in translating intended purposes into classroom practice. Second, a school art orientation is perceived to be in opposition to art education ideals. Recent studies suggest that features of the classroom setting and the strategies teachers use to make them comprehensible may have an impact on the outcome of instruction in art. Guided by a theoretical stance developed from the literature on commonsense knowledge, I adopted a method of approach to investigate teachers' interpretive accounts of the teaching and learning of art. Observation and interview strategies were used. I discovered two guidelines teachers consulted, and I examined the context in which the guidelines and events mutually elaborate one another. 1. When properly programmed, an art task guides the synchronization of an aggregate of recognizable and approved action, and 2. The use of the art classificatory scheme of structured and experimental art activities in practice is contingent on maintaining this programmatic course of action. Teachers' accounts revealed four features useful in making their work recognizable and approved: pacing and phasing of action, physical conditions, thematic content, and effort. The features elaborated a proper programmatic effect and structured art activities over experimental ones as a way of achieving this effect. This kind of activity was described as school-like and successfully addresses the problem of how to regulate the efforts of an aggregate of children over a specified period of time with due respect for order. The prescription for a preformulated content and stylistic form of art determined acceptable effort. Ideally, experimental art activities were understood to heighten personal awareness by encouraging the child to be more of a task determiner. With less opportunity to rely on stock responses, because the relevance of idiosyncratic action had to be determined anew whenever this kind of activity was undertaken, teachers chose to set this kind of activity aside until conditions became ideal. The difficulty children had in deciding what was intended by the invitation to experiment was not recognized as significant. Choice of structured art activities appears to be attributed to two related factors: a taken-for-granted conception of the requirements for organizational control and an unresolved conception of experimental art activities in the context of this organizational structure. This in-school orientation does not seem to indicate a rejection of formally approved art education orientations, but rather an unquestioning acceptance of the practical necessity of organizational control acquired as a result of teaching experience. These demands determined what is possible in art. Basic tenets of art education intended to have educational consequences have been indefinitely set aside, unwittingly reducing children's involvement in art and teachers' responsibility to assist children in interacting with the discipline. Reified conventions such as freedom of expression and experimentation have made art education remote by creating a chasm between theory and practice, implying that art education can be dealt with at a theoretical level without consideration of how teachers handle everyday experience. Reasonable conclusions to be drawn from evidence provided in this study are that educators need an approach to art education that will not artificially produce the gap that structured art activities have come to fill. It would have to bridge the gap in a manner that recognizes art education orientations (theory) and what teachers do with them (practice) as aspects of the same thing. The present study is a first step toward reflective intervention in the taken-for-granted ways teachers and art educators think about what they do. If it is important for children to interact with the developed structure of the art education discipline, and if teachers are to take responsibility for ensuring that the art education experience takes place, then change would have to be urged by apprising teachers, art educators, and others of the state of disjuncture reported here, and how factors associated with it have come to complement and contradict the interchange between the goals of art education and the school as a workplace.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Hannon, James G. "Place Needs and Client Outcomes of Wilderness Experience Programs in Maine: A Descriptive-Interpretive Approach." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/HannonJG2004.pdf.

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Sing, Chai Ching. "Teachers' professional development in a computer-supported collaborative learning environment : a descriptive and interpretive enquiry." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30914.

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The Masterplan II for IT in education launched by Singapore's Ministry of Education demands the adoption of a student-centred and constructivist oriented pedagogy. This study adapted the Knowledge Building Community (KBC) as a professional development model for teachers to develop the necessary competencies and beliefs for the reform. A computer-supported collaborative learning (CSCL) environment supports the adapted Teacher Knowledge Building Community (T-KBC). It is based upon social-cultural views of learning, recent theoretical developments in teacher education and adult learning theories. A qualitative case study approach was adopted to study the teachers' experiences of the T-KBC. Content analysis of the postings indicated that the teachers participated fairly actively in online knowledge building and they formed a socially cohesive community. The moderately sustained online discussion was developed to some depth. The teachers were interviewed for their beliefs about epistemology and pedagogy and these data were analyzed along with their reported experiences of the T-KBC. They reported a range of epistemological beliefs that varied along the relativist continuum. Their reported beliefs and practices of teaching and learning appeared to be related to their epistemological beliefs but they were mediated by their beliefs about the school contexts. The teachers' online participation fits their reported beliefs to some extent. Regardless of their beliefs, the teachers seemed rather satisfied with their learning and teaching experiences in the T-KBC. They reported changes in their views about students as knowledge constructors. However, they perceived that the time constraints caused by the curricula and the examinations would hinder them from implementing the reform. The findings apparently provide supports for emerging theories about learning, teacher professional development and claims about the affordances of CSCL. It seems that the T-KBC is a viable model for preparing practising teachers for the types of classroom learning that the reform is targeting. However, other systemic changes are needed.

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York, Kaley. ""A balancing act" : an interpretive descriptive study of parents' experiences raising a child with Asperger's syndrome." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39753.

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This thesis is an interpretive description of parents’ experiences raising a child, 11 to 19 years, with Asperger’s Syndrome (AS). Eight families consisting of 13 parents (8 mothers and 5 fathers) participated. Data collection comprised of semi-structured interviews with parents, demographic information for each parent, and field notes. The analytic method of constant comparison (Thorne, 2008), informed by grounded theory methodology (Glaser & Strauss, 1967), allowed for the identification of commonalities across parents’ experiences. The core concept of a ‘balancing act’ was identified, which was comprised of three key themes: “losing our footing,” “regaining our balance” and “helping others find their balance.” The findings shed light on how parenting a child with AS is a complex and evolving process in which parents struggle to find the right balance for themselves, their child with AS, and their family as a whole. Over time, parents gain knowledge and skills related to the AS, how to read their child and the AS, and effective strategies to manage the AS in the context of family life. This balancing act is often witnessed and judged by an audience of others (i.e., school and health professionals, extended family, and strangers), which can compromise parents’ ability to find and maintain balance. Findings from this study have application potential to practice, education, and research domains, helping to raise awareness of what it is like to parent a child with AS and inform and strengthen the care provided to families experiencing AS.

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Taylor, Susan. "A descriptive interpretive exploration of the nurse consultant role and its influence on the research agenda." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/89032/.

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Aim: To focus on an exploration of the NC role and its engagement with and influence on the research agenda for nursing, Background NC posts have only been established in the United Kingdom since 1999. The role is intended to incorporate four domains: expert practice, leadership and consultancy, education and training, service development and research. Although there has been professional literature regarding the role development in general, there is little written regarding the development of the research aspect and how this influences the research agenda for nursing. Design A qualitative exploration of the research component of the NC role was undertaken using semi-structured audio-recorded telephone interviews with 13 NCs across England. Data were analysed using McCormack’s (2000a) multiple lens approach, a framework that facilitated thematic analysis. The study was informed by the theoretical frameworks of Professional Socialisation and Benner’s (1984) Stages of Clinical Competence, which allowed critical analysis of the data. Findings In relation to the development of the research component of the NC role, the data suggest that NCs were poorly supported in clinical practice, and that, although most held Masters Degrees, this educational level did not provide NCs with adequate preparation for the role or for delivery of the research component of their role. There was also poor understanding of the research role by the authors of NC job descriptions who comprised of NCs themselves, service managers or Directors of Nursing. Research has both an academic and clinical focus in relation to development, infrastructure support and delivery and therefore I expected that Higher Education Institutes (HEIs) would have been involved in the development of the research aspect of the NC role. However, there was very little or no engagement with HEIs by authors of the job descriptions in most cases. Constraints of the clinical environment around service pressures, competing demands, coupled with a lack of mentorship and the absence of a research culture and inadequate links with HEIs were other factors contributing to the barriers to research development. However, the findings revealed that NCs contribute to the research culture within their organisations through various levels of engagement, but there was little in the way of active involvement in research projects. Implications for Practice/Research This research has added to the body of knowledge concerning how, in clinical practice, NCs are socialised into the world of research and what support should be available to ensure NCs deliver on the research aspect of the role. Research and Development activities are considered a major job requirement, where there is an expectation that research will be conducted in a specialist area. This study has concluded that NCs are a group of expert nurses who are visibly making a difference to EBP but not necessarily in the way first envisaged when the roles were developed. This study has highlighted an emerging conceptual framework CFRE (Allen et al. 2004) which could be used to operationalise the research component of the role. The emerging field of implementation science is recommended for the development of the research element of the NC role in order to accelerate the EBP agenda for nursing. Key stakeholders who currently employ NCs should review the infrastructure and support provided to deliver on this.

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Neal, Penelope L. Dr. "Patients' Perception of the Use of Motivational Interviewing for Childhood Obesity Treatment: A Qualitative Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2610.

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The purpose of this qualitative interpretive descriptive study was to better understand children’s perceptions of the use of motivational interviewing (MI) as a communication style for childhood obesity treatment. Childhood obesity in the United States has reached epidemic proportions and much research effort has been dedicated to reversing this trend. One approach that has demonstrated positive outcomes in the clinical setting is MI. Leading organizations in pediatric healthcare now recommend MI as a communication style to be used for childhood obesity-related behavior change. Although empiric studies have demonstrated improvement in outcomes when this communication style is used with patients and families, no study to date had looked at MI from the perspective of the child. Thorne’s (2008) framework for interpretive descriptive research was used for this study. Individual interviews with children ages 7 through 13 were conducted in an outpatient weight management clinic that utilizes MI as the primary communication style for facilitating behavior change. Qualitative data analysis was conducted utilizing Thorne’s recommendations for interpretive descriptive research. Five themes emerged from the data: 1) Empowerment, 2) Freedom to be Me, 3) Educating without “Educating”, 4) Unconditional Support, and 5) Blossoming. A conceptual model was developed from the research findings to help clinicians working with children in similar contexts glean a deeper understanding of the use of MI with children. Future research endeavors should focus on the implementation of this model in clinical practice to strengthen the conceptual links and determine applicability to practice.

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Skroch, Diana. "A descriptive and interpretive study of class piano instruction in four-year colleges and universities accredited by the National Association of Schools of Music with a profile of the class piano instructor /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.

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Parmar, Natasha. "Apprehension of Newborn Infants by Child Protection Services: Experiences of Mothers." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42503.

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In Ontario, 1% of women who give birth have their newborn infant apprehended by child protection agencies (~200/year). Hospital-based perinatal nurses are in a unique position to support mothers. However, there is a lack of research examining mothers’ experiences of newborn infant apprehension. The purpose of this study was to explore mothers’ experiences with nurses and other providers when newborn infant apprehension occurs. Doka’s Disenfranchised Grief Framework was used as a lens to help guide the research questions, methods and analysis. Thorne’s Interpretive Descriptive approach was employed. Mothers who had experienced newborn infant apprehension in the last 10 years were recruited from an agency in Ontario. Nine individual, semi-structured interviews were conducted. When analyzing the data, the researchers identified patterns and themes from among the mothers’ varied experiences. The analysis resulted in four themes: Not good enough, I am a mother, I have rights, I live everyday like I’m grieving, and Hope in the face of adversity. The findings illuminated the imbalance of power that mothers face when experiencing newborn infant apprehension, where power and authority rest with health and social service providers. This research study will focus on the findings describing what mothers want - for nurses to be open-minded, non-judgmental, to teach mothers regarding cycles of violence, and to advocate for mothers’ rights. Ultimately, the mothers posited that nurses are well positioned to empower mothers, thereby giving them the opportunity to begin recovery. The findings indicate a need for nurses to provide safe, compassionate, competent, ethical care and inform how perinatal nurses can better support mothers experiencing newborn infant apprehension.

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Infanger, Valori. "Speaking Out: How Women Create Meaning from the Dove Campaign for Real Beauty." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1988.

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The purpose of this study was to determine whether the Dove Campaign for Real Beauty could be used to effectively expand the media-narrowed definition of beauty. This study focused on the Onslaught video and corresponding message board. The sample included 119 posts written by 85 different message board users. Both a descriptive and interpretive content analysis based on reception analysis was used to deconstruct the message posters' interpretation and construction of individual beauty. The posters used the board primarily to express themselves, attach blame to the media and arrive at consensus. Overall, the users responded positively to the campaign. Twenty themes emerged from the posts, with the most prevalent attaching blame to the media for societal problems. The findings of this study suggest that Dove effectively created an online community where women could find a voice to express themselves and share experiences. More importantly, Dove initiated a public discussion that is a preliminary step in changing social norms. As such, the campaign should be viewed as having been effective.

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Books on the topic "Interpretive descriptive"

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Documents of Christian worship: Descriptive and interpretive sources. Louisville, Ky: Westminster/J. Knox Press, 1992.

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Documents of Christian worship: Descriptive and interpretive sources. Edinburgh: T&T Clark, 1992.

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Elliott, Robert, and Ladislav Timulak. Essentials of descriptive-interpretive qualitative research: A generic approach. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-000.

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Interpretive description. Walnut Creek, CA: Left Coast Press, 2008.

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Thorne, Sally. Interpretive Description. Second edition. | New York ; London : Routledge, [2016] | Series:: Routledge, 2016. http://dx.doi.org/10.4324/9781315545196.

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Descriptive translation studies--and beyond. 2nd ed. Amsterdam: John Benjamins Pub. Co., 2012.

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Toury, Gideon. Descriptive translation studies and beyond. Amsterdam: J. Benjamins Pub., 1995.

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Descriptive translation studies and beyond. Amsterdam: J.Benjamins, 1995.

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Rosini, Rosanna Masiola. Factors in a theory of descriptive translating. Glasgow: University of Glasgow, 1995.

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Bean, Walton. California: An interpretive history. 5th ed. New York: McGraw-Hill, 1988.

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Book chapters on the topic "Interpretive descriptive"

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Elliott, Robert, and Ladislav Timulak. "Why a generic approach to descriptive-interpretive qualitative research?" In Essentials of descriptive-interpretive qualitative research: A generic approach., 3–14. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-001.

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Hopkins, Burt C. "Mohanty’s Account of the Complementarity of Descriptive and Interpretive Phenomenology." In Contributions to Phenomenology, 239–45. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-015-8145-5_14.

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Elliott, Robert, and Ladislav Timulak. "Designing the study." In Essentials of descriptive-interpretive qualitative research: A generic approach., 15–30. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-002.

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Elliott, Robert, and Ladislav Timulak. "Methodological integrity." In Essentials of descriptive-interpretive qualitative research: A generic approach., 75–80. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-006.

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Elliott, Robert, and Ladislav Timulak. "A framework of key modes of qualitative data analysis." In Essentials of descriptive-interpretive qualitative research: A generic approach., 41–67. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-004.

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Elliott, Robert, and Ladislav Timulak. "Writing the manuscript." In Essentials of descriptive-interpretive qualitative research: A generic approach., 69–74. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-005.

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Elliott, Robert, and Ladislav Timulak. "Collecting the data." In Essentials of descriptive-interpretive qualitative research: A generic approach., 31–40. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-003.

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Elliott, Robert, and Ladislav Timulak. "Summary and conclusions." In Essentials of descriptive-interpretive qualitative research: A generic approach., 81–85. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000224-007.

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Diriker, Ebru. "Exploring conference interpreting as a social practice: An area for intra-disciplinary cooperation." In Beyond Descriptive Translation Studies, 209–20. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.75.17dir.

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Cheung, Martha P. Y. "Descriptive translation studies and translation teaching." In Teaching Translation and Interpreting 3, 153. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/btl.16.22che.

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Conference papers on the topic "Interpretive descriptive"

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Mbali, Msizi, and Angela James. "A TUTOR’S PERSONAL AND PROFESSIONAL EXPERIENCES OF TUTORING IN A SCIENCE TEACHER EDUCATION MODULE." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.139.

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Student tutoring in innovative teaching and learning practices promotes personal and professional learning. Experiential learning theory underpins this research. An interpretive, qualitative approach and narrative strategy with purposive sampling was used. The tutor narrative accounts of tutoring the Research and Service-Learning module in Biological Science Education were compiled from a reflective diary, coordinator - tutor discussions and tutor notes. The qualitative data were analysed using descriptive content analysis. The tutor’s self-confidence, language competence, understanding and application of research and Service-Learning and engagements with students were greatly improved. Keywords: experiential learning, pre-service teacher, teacher education, tutor’s personal and professional experiences.

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Tsuchiya, Takahiko, and Jason Freeman. "Spectral Parameter Encoding: Towards a Framework for Functional-Aesthetic Sonification." In The 23rd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2017. http://dx.doi.org/10.21785/icad2017.051.

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Auditory-display research has had a largely unsolved challenge of balancing functional and aesthetic considerations. While functional designs tend to reduce musical expressivity for the fidelity of data, aesthetic or musical sound organization arguably has a potential for representing multi-dimensional or hierarchical data structure with enhanced perceptibility. Existing musical designs, however, generally employ nonlinear or interpretive mappings that hinder the assessment of functionality. The authors propose a framework for designing expressive and complex sonification using small timescale musical hierarchies, such as the harmony and timbral structures, while maintaining data integrity by ensuring a close-to-the-original recovery of the encoded data utilizing descriptive analysis by a machine listener.

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Kriukova, A. V. "CONSTRUCTIONS WITH LEXICAL REPETITIONS AND SHARED KNOWLEDGE: VARIETIES AND RESTRICTIONS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1025-1035.

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The present paper looks into specific types of shared knowledge that speakers and hearers turn to when interpreting seemingly uninformative structures with lexical repetitions, particularly tautologies. It is feasible to consider the evoked knowledge along three parameters: metalinguistic vs. extralinguistic, descriptive vs. prescriptive, and common vs. local knowledge. The results show that while for the subclass of extralinguistic tautologies all four possible combinations are encountered, metalinguistic tautologies are always prescriptive and can only be based on common knowledge.

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Amond, Mags, Keith Johnston, Richard Millwood, and Ewan McIntosh. "A decade of TeachMeet: an Interpretive Phenomenological Analysis of participants’ tales of impact." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11089.

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TeachMeet is an emerging informal professional development event organised by teachers for teachers, commonly described as an unconference. It is a volunteer-led global phenomenon without any established hierarchy. To celebrate the first ten years of TeachMeet, the founders announced an open call for particpants to submit, online, their stories of impact. The resulting submissions were subjected to an Interpretive Phenomenological Analysis (IPA) capitalizing on the ‘double hermeneutic’ lens of the experience of researchers whose positionality is that of informed insiders. Findings reveal the categories in which the lived experience reported by participants shows the impact of TeachMeet: ranging from appreciative description of the event they attended to reflective confessions of life-enhancing transformation in their personal and professional lives, their classrooms and the wider teaching community. These finding are examined in the light of how they align with several models of evaluation of teacher learning (Guskey 1998, Kennedy 2005, Kirkpatrick 2006, Desimone 2011, Wenger, Trayner and deLatt 2011), and what they indicate about where evolving TeachMeet communities and networks may be situated in an informal learning landscape.

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Gomez, Helmuth, and Gabriela Antošová. "Sectors and industry regions – Case study italy." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-21.

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The aim of the article is to describe the tangible and lasting uneven regional distribution of manufacturing in Italy, as the result of a historical reinforcing process. In doing so, we cite the basic parameters typically applied by the New Economic Geography approach and try to relate some global developments in the Italian history, with the seemingly outright influence of such specific theoretical parameters. The method is merely descriptive and uses a map and some manufacturing statistics for spotlight the actual sectorial distribution of employment as an evidence of the divergent process. For underpinning the analytical interpretation, we consult the previous contribution of some Italian economists and historians setting forth the consolidation of Italian manufacturing expansion and its startling spatial concentration. The descriptive style of the article ends up highlighting the pervasive influence of historical inertia on the regional economic development and the pertinence of New Economic Geography framework for interpreting the uneven distribution of manufacturing across the space.

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Grivell, N., R. Feo, A. Vakulin, E. A. Hoon, N. Zwar, N. Stocks, R. Adams, R. D. McEvoy, and C. L. Chai-Coetzer. "An Interpretive Description of the Knowledge, Attitudes and Experiences of Family Practice Nurses Towards Sleep Health Care Within Australia." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a4631.

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Liu, Ninghao, Donghwa Shin, and Xia Hu. "Contextual Outlier Interpretation." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/341.

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While outlier detection has been intensively studied in many applications, interpretation is becoming increasingly important to help people trust and evaluate the developed detection models through providing intrinsic reasons why the given outliers are identified. It is a nontrivial task for interpreting the abnormality of outliers due to the distinct characteristics of different detection models, complicated structures of data in certain applications, and imbalanced distribution of outliers and normal instances. In addition, contexts where outliers locate, as well as the relation between outliers and the contexts, are usually overlooked in existing interpretation frameworks. To tackle the issues, in this paper, we propose a Contextual Outlier INterpretation (COIN) framework to explain the abnormality of outliers spotted by detectors. The interpretability of an outlier is achieved through three aspects, i.e., outlierness score, attributes that contribute to the abnormality, and contextual description of its neighborhoods. Experimental results on various types of datasets demonstrate the flexibility and effectiveness of the proposed framework.

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Ordóñez López, Pilar, and Rosa Agost. "Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5309.

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Due to the practice-oriented nature of Translation and Interpreting study programmes, students are generally assumed to have a reluctant attitude towards the study of theory. However, previous empirical research allows us to dispel this myth: students are aware of the contribution of translation theory to their education as future translators. Taking into account students' needs and expectations, in this paper emphasis is placed on curricular design. A critical examination of the syllabi of Translation Theory subjects, focusing on learning outcomes and teaching methodology, reveals some (mis)matches between teaching planning and the students' expectations. The results obtained show a relatively high degree of coincidence between these two aspects on the one hand, while also highlighting some inaccuracies in the teaching planning of these subjects on the other. These two aspects should be considered a starting point for a revision of the curricular design in order to present an accurate description of the subject by means of an adequate explanation of the intended learning outcomes and teaching methodology, and in order to provide students with significant and useful insights into the theoretical dimension of translation.

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Andreopoulos, Yiannis, Amir H. Danesh-Yazdi, Oleg Goushcha, and Niell Elvin. "The Effects of Turbulence Length Scale on the Performance of Piezoelectric Harvesters." In ASME 2015 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/dscc2015-9934.

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Turbulent flows carry mechanical energy distributed over a range of temporal and spatial scales and their interaction with a thin immersed piezoelectric beam results in a strain field which generates electrical charge. This energy harvesting method can be used for developing self-powered electronic devices such as flow sensors. In the present experimental work, various energy harvesters were placed in a turbulent boundary layer or inside a decaying flow field of homogeneous and isotropic turbulence. The role of large instantaneous turbulent structures in this rather complex fluid-structure interaction is discussed in interpreting the electrical output results. The forces acting on the vibrating beams have been measured dynamically and a theory has been developed which incorporates the effects of mean local velocity, turbulence intensity, the relative size of the beam’s length to the integral length scale of turbulence, the structural properties of the beam and the electrical properties of the active piezoelectric layer to provide reasonable estimates of the mean electrical power output. Experiments have been carried out in which these fluidic harvesters are immersed first in inhomogeneous turbulence like that encountered in boundary layers developing over solid walls and homogeneous and isotopic turbulence for which a simplified analytical description exists. It was found that there is a non-linear effect of turbulence length scales on the power output of the fluidic harvesters.

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Rannut, Mart. "Planning Language, Planning Future." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-3.

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Language is planned, and plans themselves arer assessed in a multitude of countries in Europe and America, and to a lesser extent in Africa and Asia. In the presentation, the overview of the process of language planning is provided, based on the experience of language planning in various countries. The very first steps include a general assessment of the current linguistic and sociolinguistic situation, sustainability of the language(-s) concerned, trends, security aspects and various threats (social, regional, virtual), vision or desirable outcome with the description of main goals and sub-goals (with measurable quantitative data), activities and sub-activities with specific indicators measuring outcome, result or activity itself. The main motor of the whole process is status planning with legal, managerial, and PR-level (language marketing). For this planning to succeed, timely input from other language planning dimensions is necessary, first of all, from the corpus planning (general orthographic and grammatical standardization, geographical, business and personal name policies, terminology development and development of the domain of translation and interpreting, subtitling and dubbing). These standards are implemented in the educational system, providing education through various monolingual or multilingual educational programmes / models. Language technology as a support dimension must be developed in the level of a minimal survival kit, securing competitiveness in this way. Finally some typical misunderstandings and mistakes, drawbacks and failures are discussed that might help future language planners and thus, foster better results.

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