Relevant bibliographies by topics / Praxial

Contents

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

Academic literature on the topic 'Praxial'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Praxial"

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Elliott, David J. "The Praxial Philosophy." Music Educators Journal 92, no. 4 (March 2006): 6. http://dx.doi.org/10.2307/3401089.

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Koopman, Constantijn. "Music Education: Aesthetic or "Praxial"?" Journal of Aesthetic Education 32, no. 3 (1998): 1. http://dx.doi.org/10.2307/3333302.

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Lien, Joelle L. "Praxial Music Education: Reflections and Dialogues." Music Educators Journal 92, no. 2 (November 2005): 20. http://dx.doi.org/10.2307/3400182.

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Westerlund, Heidi. "RECONSIDERING AESTHETIC EXPERIENCE IN PRAXIAL MUSIC EDUCATION." Philosophy of Music Education Review 11, no. 1 (April 2003): 45–62. http://dx.doi.org/10.2979/pme.2003.11.1.45.

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Westerlund, Heidi. "Reconsidering Aesthetic Experience in Praxial Music Education." Philosophy of Music Education Review 11, no. 1 (2003): 45–62. http://dx.doi.org/10.1353/pme.2003.0008.

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Jorquera Rossel, Raúl, Ximena Valverde Ocariz, and Pere Godall Castell. "Propuesta de principios alternativos para la educación musical en un contexto latinoamericano." Revista Electrónica de LEEME, no. 46 (October 12, 2020): 01. http://dx.doi.org/10.7203/leeme.46.16932.

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Se presenta en este artículo una propuesta de principios educativos alternativos para la educación musical en un contexto latinoamericano. En primer lugar, se describen modelos educativos predominantes que, desde una perspectiva histórica, han determinado el desarrollo de la educación musical en dicho contexto: modelos educativos “jesuita” y “de conservatorio” y paradigma estético-formalista. A continuación, se exponen las principales características del enfoque filosófico praxial, perspectiva teórica que puede ser considerada como una alternativa a las predominancias identificadas. Concluye este trabajo con una propuesta de principios educativos, los que han sido generados desde un contraste teórico entre los modelos detectados y el enfoque filosófico praxial. Esta propuesta busca aportar tanto a futuras investigaciones como a reflexiones pedagógicas, procesos de innovación tanto en currículum como en didácticas, metodologías, formación continua del profesorado y en el diseño y difusión de recursos educativos.
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Silverman, Marissa, Susan A. Davis, and David J. Elliott. "Praxial music education: A critical analysis of critical commentaries." International Journal of Music Education 32, no. 1 (June 18, 2013): 53–69. http://dx.doi.org/10.1177/0255761413488709.

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Regelski, Thomas A. "Sound compositions for expanding musicianship education." Organised Sound 7, no. 1 (April 2002): 29–40. http://dx.doi.org/10.1017/s135577180200105x.

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Composing has been slighted at all levels of education. Following an analysis of the history and failure of compositional pedagogy for developing musicianship, a new rationale for such pedagogy is presented. This pedagogy is argued to be essential for preparing contemporary musicians and audiences to understand most properly what music ‘is’ and ‘is good for’, and for promoting ever-new conceptions of ‘music’ and of its evolving values. In addition to advancing general musicianship in relation to the standard repertory, the special contribution of pedagogy rooted in composing organised sound pieces is outlined in relation to a new praxial philosophy of music that is challenging the limited and limiting theory of music and its value provided by traditional aesthetic theory. The latter is seen to be a major impediment to new compositional modes that expand musical frontiers, while the praxial theory supports, as well as gains support from, various new attempts to organise sound for expressive and other purposes.
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Theodorou, Panos. "Perception and action: On the praxial structure of intentional consciousness." Phenomenology and the Cognitive Sciences 5, no. 3-4 (November 10, 2006): 303–20. http://dx.doi.org/10.1007/s11097-006-9019-x.

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Choi, Jin Kyong. "Exploration of the Meaning of Praxis in David Elliott's Praxial Music Education - Focusing on Music Matters 2 -." Korean Music Education Society 49, no. 3 (August 31, 2020): 99–123. http://dx.doi.org/10.30775/kmes.49.3.99.

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Dissertations / Theses on the topic "Praxial"

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Uhden, Pit. "Musik als Praxis." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-180925.

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Der Beitrag klärt die Verwendung und Bedeutung des Begriffs der Praxis in der musikdidaktischen Literatur. Zunächst werden hierfür die Praxisbegriffe der deutschsprachigen Autoren H. J. Kaiser, J. Vogt, Ch. Wallbaum und Ch. Rolle sowie der englischsprachigen Autoren Th. A. Regelski, D. J. Elliott und Ch. Small anhand relevanter Primärliteratur herausgearbeitet und dargestellt. In einem zweiten Schritt werden die Theorien und Modelle jeweils auf ihre didaktischen Implikationen hin untersucht und ihre Eignung für die Umsetzung im Hinblick auf eine reale Lehr-Lern-Situation eingeschätzt. Schließlich werden die Praxisbegriffe der sieben behandelten Autoren in Relation zueinander gebracht, Gemeinsamkeiten und Unterschiede aufgezeigt. Entsprechungen bezüglich des Verständnisses von Praxis werden konstatiert insbesondere zwischen Regelski, Kaiser und Vogt einerseits, sowie zwischen Small, Elliott, Wallbaum und Rolle andererseits. Erstere rekurrieren auf aristotelische Begrifflichkeiten und fokussieren den ethischen Aspekt einer praxis, das „richtige“ Handeln bzw. „gute“ Leben; Letztere stellen die durch musikalische Praxis mögliche (positive) Erfahrung des „flow“ (Elliott), des Ästhetischen (Rolle; Wallbaum) bzw. idealer Beziehungen (Small) in den Mittelpunkt ihrer Betrachtungen
This work discusses the use and meaning of “praxis” (practice) as a technical term in music education literature. Relevant texts of the German-speaking authors H. J. Kaiser, J. Vogt, Ch. Wallbaum, and Ch. Rolle as well as of the English-speaking authors Th. A. Regelski, D. J. Elliott, and Ch. Small are analyzed and compared in terms of the authors’ understanding of “praxis”. Similarities are identified among (1) the work of Regelski, Kaiser, and Vogt and among (2) the work of Small, Elliott, Wallbaum, and Rolle. While the former group of authors refers to Aristotelian concepts and focuses on the ethical aspect of praxis, the latter group reflects the (positive) experience of “flow” (Elliott), the experience of the aesthetic (Rolle, Wallbaum), or the experience of ideal relationships (Small) – each possible through musical practice (or rather “praxis”)
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Jennings, Janet. "A composer-teacher in context: Music for the performing arts faculty in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2605.

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This thesis examines the processes and outcomes of a composer-teacher's practice in the context of a New Zealand secondary school. The research was undertaken by the composer-teacher/researcher as a case study that integrates an investigation of the context with four action research music composition projects developed as a creative response to that context. Chapters One to Three comprise the background theory. Chapter One provides an introduction and overview of the research; Chapter Two explains and justifies the research methods. Chapter Three peels away and examines five layers of the secondary school context identified as significant in shaping the perceptions of the participants: approaching the context in a multi-layered way enabled coherent synthesis and appraisal of the relevant literature. Chapters Four to Seven comprise the four action research music composition projects. Each action research project focuses on a music score composed by the composer-teacher/researcher for a specific group of students at Macleans College, Auckland. The composition, production, and performance processes are investigated from the perspectives of all the participants. Each music project comprises a four part progression - plan (composition process), data (music score), data analysis (recordings of performances, surveys, and interviews with all participants) and reflection (feedback, and feedforward into the next project). Each phase of the research generated significant outcomes, such as the four original music scores. Chapter Eight summarizes the themes, issues, and patterns that emerged, and makes recommendations for further research. A model of co-constructive practice emerges from this research: teacher and students co-construct artistic worlds through performance. The model is not new (it is common practice, adopted by generations of musician-teachers) but is rarely acknowledged and currently un-researched. This research demonstrates the validity of the practice from both musical, and teaching and learning perspectives, and examines the strengths and limitations of the model. At its best, the creative processes co-constructed by a teacher with her students are shown to provide a crucible within which intense and creative learning experiences occur. Students of all levels of ability are shown to gain confidence in this context, and subsequently develop skills with apparent ease. The co-constructive model is limited in that it cannot meet the musical needs of all students: co-construction should be considered as one model of practice, appropriate for use in association with many others. This research provides 'virtual access' to a particular world of performance practice, revealing the secondary school context as a realm of authentic and valid musical practice.
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Santos, Regina Antunes Teixeira dos. "Mobilização de conhecimentos musicais na preparação do repertório pianístico ao longo da formação acadêmica : três estudos de casos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/8977.

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Três bacharelandos de piano em momentos diferenciados da formação acadêmica - um iniciante, um de meio de curso e um formando – foram acompanhados ao longo de um semestre acadêmico com vistas a investigar como preparavam seus repertórios pianísticos em termos de mobilização de conhecimentos musicais. O método de pesquisa foi o estudo muliticasos, orientado pela perspectiva longitudinal de corte transversal. Quatro técnicas de pesquisas complementares foram empregadas: entrevista semi-estruturada, não-estruturada, de estimulação de recordação, assim como observação de vídeo. A mobilização de conhecimentos musicais foi interpretada a partir de estratégias utilizadas pelos bacharelandos para avançar a preparação do repertório. A noção de mobilização foi fundamentada a partir de Charlot e aprofundada pelos princípios aristotélicos entre meios e fins. As estratégias empregadas pelos bacharelandos foram estudadas à luz de dois modelos de conhecimento musical da literatura: matriz de habilidades cognitivas de Davidson e Scripp e formas de conhecimento musical de Elliot, assim como interpretadas a partir da base aristotélica de pensamento, em conjunto com a literatura específica de pesquisas em prática instrumental. A presente tese argumenta que a mobilização de conhecimentos musicais ocorre de maneira cíclica em aprofundamento qualitativamente diferenciado em termos de produção musical. As estratégias mobilizadas durante a preparação possuem natureza e finalidade distintas. Elas podem ser ações aprendidas ou criadas especificamente para o momento de preparação. Paralelamente, essas estratégias são empregadas para fins de disposições de investigação e de auto-regulação. Através de equilíbrio entre ações e atividades, e entre disposições de investigação e de auto-regulação, os conhecimentos musicais são mobilizados, avançando a preparação do repertório.
Three undergraduate piano students, in different moments of their academic education – a freshman, a sophomore and a senior – were followed during an academic semester in order to investigate how they mobilize their musical knowledge when preparing their repertoire. Multicase studies were used as research method, combining a longitudinal perspective in a transversal design. Four complementary research techniques were employed, namely, semistructure interview, non-structured interview, recall stimulated interview, and observation of the performance. The mobilization of music knowledge was interpreted from the strategies employed by the students in order to progress the repertoire preparation. The notion of mobilization was grounded on Charlot and deepened by the Aristotelian principles. The employed strategies by the undergraduate students were investigated through two musical knowledge models: matrix of cognitive skills from Davidson and Scripp, and the conception of musicianship and the five forms of musical knowledge by Elliot, as well as interpreted according to an Aristotelian basis and together with data from the specific literature of instrumental practice. The present thesis argues that the mobilization of musical knowledge take place in a cyclic manner in qualitatively deepening in terms of musical production. The mobilized strategies during practice are different in nature and in goal. They can figure as learned or creative actions specifically created for the moment of practice. Also, such strategies can be employed as survey and self-regulation tools. By means of balance between actions and activities, and between survey and self-regulation mechanisms, musical knowledge is mobilized, improving the repertoire preparation.
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Clark, Ivone Fraiha. "Principals’ Leadership Practices for Sustaining Music in K-3 Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7620.

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Public school principals who provide and sustain music in elementary programs are often confronted with budgetary cuts and reduced funding for music education. There is a dearth of research regarding music as an essential element in K-3 education in low-income rural schools. The purpose of this generic qualitative inquiry was to explore and describe leadership practices of principals, who despite fiscal challenges, include and sustain music in the K-3 curriculum in a low-income rural area of a small county in North Carolina. Elliott and Silverman’s concept of praxial music education and Leithwood and Riehl’s philosophy of instructional leadership practices were used for the conceptual framework. Through individual interviews with principals (n = 4) and 3 focus groups with parents (n = 8) from Parent Teacher Organizations of elementary public schools in a low-income rural district, data were collected from a total of 12 participants involved with music education. Participants described the importance of and the criteria for including music in the K-3 program regardless of economic challenges emphasizing the significance of school principals’ leadership practices. Data were analyzed using open coding to find emergent themes. Results suggested that commitment to sustaining music education in the K-3 program comes from evidence of children’s development of creative and critical thinking. Providing opportunities for an enhanced education may create perspectives that lead students to become engaged citizens for a more equitable society. The findings may also encourage educational leaders to find ways to sustain music in educational programs as a contribution to positive social change.
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Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.

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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.
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Wallbaum, Christopher. "RED – A supposedly universal quality as the core of music education." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34616.

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The Chapter consists in two sections complementing Analytical Short Films. The first is about a supposedly universal atmosphere called RED in the Bavaria-Lesson, the second about different cultures in voice and posture coming together in the Beijing-Lesson. Both are related to theory as well as German philosophies of music education.
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Bonugli, Maria Júlia de Souza. "Dificuldades motoras e psicomotoras em crianças dos 4 aos 12 anos com perturbação do desenvolvimento da linguagem: uma revisão sistemática integrativa." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/28578.

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A Perturbação do Desenvolvimento da Linguagem (PDL) é uma perturbação do neurodesenvolvimento na qual a criança apresenta um funcionamento da linguagem e capacidades linguísticas significativamente abaixo do esperado para a idade. A PDL pode estar associada a dificuldades de habilidades verbais e não-verbais, nomeadamente motoras. O objetivo desta revisão sistemática integrativa é conhecer as evidências científicas sobre as dificuldades motoras e psicomotoras de crianças entre os 4 e os 12 anos com diagnóstico único de PDL, comparativamente a crianças com um Desenvolvimento da Linguagem “típico” (DLT), tendo-se revisto 9 estudos que cumpriram os critérios definidos. A avaliação da qualidade metodológica dos estudos foi realizada recorrendo à Escala Downs and Black. De acordo com os resultados, as crianças com PDL apresentam significativamente mais dificuldades motoras e psicomotoras do que seus pares com DLT. As habilidades de equilíbrio, destreza manual e coordenação motora, são as que surgem com resultados inferiores. Dificuldades em habilidades de praxias e imitação de gestos, também estão presentes; Motor and Psychomotor Difficulties in children aged 4 to 12 with Developmental Language Disorders: A Systematic Integrative Review Abstract: Developmental Language Disorder (DLD) is a neurodevelopmental condition characterized by significantly lower language functioning and linguistic abilities for age and which can result in impaired verbal and non-verbal skills, namely motor skills. DLD can be associated with difficulties in verbal and non-verbal skills, namely motor skills. The objective of this systematic integrative review is to know the scientific evidence on the motor and psychomotor difficulties of children between 4 and 12 years old with a single diagnosis of DLD, compared to children with a “typical” Language Development (TLD), having 9 studies were reviewed that meet the defined criteria. The evaluation of the methodological quality of the studies carried out using the Downs and Black Scale. According to the results, children with DLD have motor and psychomotor difficulties than their peers with TLD. The skills of balance, manual dexterity and motor coordination are those that appear with inferior results. Difficulties in praxis skills and imitation of gestures are also founded.
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Wallbaum, Christopher. "Comparing international music lessons on video." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A33770.

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Video-recorded music lessons (on multi angle DVDs) were used to inspire and improve understanding among experts from different cultures and discourses of music education. To make the process manageable and focused we developed the Analytical Short Film (2-3 minutes) to address particular areas of interest and starting points for debate. We asked selected music teachers from seven nation-states to allow a typical and (in their opinion) good lesson to be recorded. We also asked the students and their parents for permission. At a symposium, national experts and researchers presented views on „their“ lessons through Analytical Short Films. Discussion included implicit and explicit comparisons. The presenters also used a lesson from one of the other countries to stimulate discussion about assumptions in and challenges to their own views. We documented all comparisons made and compared these to derive cross cultural categories (tertia comparationis). These categories should be relevant for understanding what makes a music lesson „good“. The different perspectives and discussions offered by the authors in this book provide rich and diverse material for researchers, teachers and teacher educators.
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Price, Benjamin J. 1980. "Toward a Rationale for Music Education in the Public School Context Framed with both Progressive and Essentialist Considerations: Operationalizing the Ideas of William Chandler Bagley." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849619/.

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In music education, aesthetic education and praxial music education serve as two major, guiding philosophical frameworks, yet supporters of each often conflict with one another. Furthermore, both are slightly problematic with respect to the specific context of the public school. Each framework is primarily music-based, however, music education has existed in the wider context of general education since the 1830s. Given the recent core-status designation for music education, as part of all fine arts, in the reauthorization of the Elementary and Secondary Education Act, a framework from general education that supported music education could offer benefits for the domain. However, the wider context of general education is messy as well. Two groups occupy most of the space there, and remain locked in a fundamental disagreement over the purpose of a formal education. The progressive educators, historically framed by Dewey and Thorndike, contend that education functions as societal improvement. In contrast, the essentialists contend that education functions as cultural transmission. Therefore, a more specific need for music education involves selecting a framework from general education that resolves this conflict. The writings of William Chandler Bagley indicate that he balanced both considerations of a formal education while also advancing his notion of essentialism. Bagley differed from the progressive educators predominately associated with Dewey over definitions and ideas surrounding a democratic education. Emergent points of contrast with Thorndike include distinctions between social efficiency and Bagley's alternative idea of social progress. Bagley also diverged from other essentialists over definitions concerning liberal and cultural education. To make these viewpoints of Bagley explicit, I describe characteristics of a progressive education, and an essentialist education separately, before introducing Bagley. Finally, I apply Bagley's ideas into the domain of music education. Ultimately, I contend that through common outcomes of creativity, competition, and literacy, the domain of music education can remain securely grounded in the values within the public schools.
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Eras, Lígia Wilhelms. "O trabalho docente e a discursividade da autopercepção dos professores de sociologia e filosofia no ensino médio em Toledo/Pr : entre angústias e expectativas." reponame:Repositório Institucional da UFSC, 2006. http://hdl.handle.net/praxis/145.

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Toledo - PR
UNIOESTE
BDTD – Biblioteca Digital Brasileira de Teses e Dissertções
Dr. Wander Amaral Camargo.
Programa de Mestrado em Letras
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Books on the topic "Praxial"

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Tertullian. Adversus Praxean =: Gegen Praxeas. Freiburg: Herder, 2001.

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Wegener, Robert. Coaching entwickeln: Forschung und Praxis im Dialog. Wiesbaden: VS-Verl. fu r Sozialwiss., 2011.

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Bragg, Steven M. Accounting best practices. 6th ed. Hoboken, N.J: John Wiley, 2010.

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Ontology and the practical arena. University Park: Pennsylvania State University Press, 1990.

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Højholt, Per. Praxis. [København]: Det Schønbergske Forlag, 1988.

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Weldon, Fay. Praxis. Sevenoaks: Sceptre, 1993.

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Kaplan Test Prep and Admissions, ed. Praxis. 2nd ed. New York: Kaplan Pub., 2006.

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Sevastikoglou, Giōrgos. Praxis. Athēna: Ekdoseis Kastaniōtē, 1992.

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PRAXIS. New York, NY: Kaplan Pub., 2013.

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Weldon, Fay. Praxis. (Sevenoaks): Coronet, 1985.

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Book chapters on the topic "Praxial"

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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Theodorou, Panos. "Perception and ‘Action’: On the Praxial Structure of Intentional Consciousness." In Husserl and Heidegger on Reduction, Primordiality, and the Categorial, 105–37. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16622-3_4.

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Saalmann, Gernot. "Praxis (praxis)." In Bourdieu-Handbuch, 199–203. Stuttgart: J.B. Metzler, 2014. http://dx.doi.org/10.1007/978-3-476-01379-8_43.

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Mayo, Peter. "Praxis." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_100-1.

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Mayo, Peter. "Praxis." In Encyclopedia of Educational Philosophy and Theory, 1946–51. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_100.

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Fourier, Stefan. "Praxis." In Human Quality Management, 149–55. Wiesbaden: Gabler Verlag, 1994. http://dx.doi.org/10.1007/978-3-322-82680-0_11.

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Terstiege, Meike, and Svenja Bembenek. "Praxis." In Effiziente Marketingkampagnen – Erfolgsfaktoren von Effie-Gewinnern, 79–107. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27397-2_4.

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Travis, Sarah, Amelia M. Kraehe, Emily J. Hood, and Tyson E. Lewis. "Praxis." In Pedagogies in the Flesh, 211–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59599-3_33.

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Raabe, Christian. "Praxis." In essentials, 19–27. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11529-6_4.

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Conference papers on the topic "Praxial"

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Schune, Philippe. "Calibration and production of praxial sensors for the ATLAS muon spectrometer." In Optical Metrology, edited by Wolfgang Osten, Malgorzata Kujawinska, and Katherine Creath. SPIE, 2003. http://dx.doi.org/10.1117/12.500633.

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Byrne, Anthony, Sadie L. Allen, Shripad Nadgowda, and Ayse K. Coskun. "Praxi." In the 20th International Middleware Conference Demos and Posters. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3366627.3368111.

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Niemczik, Christian, Peter Koppatz, Elke Brenstein, Margit Scholl, and Maika Büschenfeldt. "Methopedia - Aktives und kooperatives E-Learning in Seminaren." In Grundfragen Multimedialen Lehrens und Lernens E-Kooperationen und E-Praxis. Waxmann, 2010. http://dx.doi.org/10.15771/978-3-8309-2326-8_6.

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Jan, W. "Praxis und Entwicklungsbedarfe niedersächsischer Suchtprävention." In Deutscher Suchtkongress 2019. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1696247.

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Buhs, B., A. Spura, F. De Bock, and S. Brockmann. "Austausch zwischen Wissenschaft und Praxis." In „Neue Ideen für mehr Gesundheit“. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1694522.

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Loth, FG, J. Bickhardt, T. Heindl, and S. Mühlig. "Leitliniengerechte Tabakentwöhnung in der pneumologischen Praxis." In 21. Herbsttagung der Mitteldeutschen Gesellschaft für Pneumologie und Thoraxchirurgie. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0039-3401405.

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Yarmolenko, Sergey, Devendra Ray, Devdas Pai, and Jag Sankar. "Phase Transitions and Thermal Expansion of 10mol%Sc2O3-1mol% CeO2-ZrO2 Ceramics." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43109.

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Phase transitions and CTE of 10mol%Sc2O3-1mol%CeO2-ZrO2 ceramics sintered from two commercial powders produced by Praxair Surface Technologies, USA and DKKK, Japan are studied. Morphology of powders and grain structure of ceramics were studied by SEM and AFM. Ceramics produced from Praxair powder exist in cubic phase while DKKK-based ceramics exhibit slow phase transformation from cubic to rhombohedral (β) phase at temperatures 350–400°C. c-β Phase transition temperature is 440°C obtained by high temperature x-ray diffractometry (HTXRD) and differential scanning calorimetry. Coefficients of thermal expansion of cubic and β-phases were calculated from temperature dependence of lattice parameters obtained by HTXRD in the temperature range of 25–800°C. These results can be further used for the optimal design of SOFC layered structures as well as for determination of their reliability and durability under operational conditions.
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Bernek, V., C. Jung, and R. Ledermueller. "Einsatz vernebelter Salzlösung in Theorie und Praxis." In 60. Kongress der Deutschen Gesellschaft für Pneumologie und Beatmungsmedizin e. V. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1678130.

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Raganato, Francisca. "TIEMPO CON LOS HIJOS Y PRAXIS CONVIVENCIAL." In Vulnerabilidad e inclusión. Hacia la resignificación de los derechos de la niñez. Instituto de Ciencias para la Familia - Universidad Austral, 2018. http://dx.doi.org/10.26422/icf.2017.cong04.rag.

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Shivhon-Sherf, Yafit. "Kindergarten Teachers Speak Theory From The Praxis." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.4.

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Reports on the topic "Praxial"

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Marta, Carmen, and José Gabelas. La educación para el consumo de pantallas, como praxis holística. Revista Latina de Comunicación Social, 2007. http://dx.doi.org/10.4185/rlcs-62-2007-746-233-241.

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Gaberscik, Gerald, and Manuela Berner. EVALUATIONSVERFAHREN ALS TEIL DES UNIVERSITÄREN QUALITÄTSMANAGEMENTS – ERFAHRUNGEN AUS DER PRAXIS DER TU GRAZ. Fteval - Austrian Platform for Research and Technology Policy Evaluation, December 2019. http://dx.doi.org/10.22163/fteval.2019.456.

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Michelotti, Leo. Theory and praxis of map analsys in CHEF part 2: Nonlinear normal form. Office of Scientific and Technical Information (OSTI), April 2009. http://dx.doi.org/10.2172/966182.

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Michelotti, Leo. Theory and praxis pf map analsys in CHEF part 1: Linear normal form. Office of Scientific and Technical Information (OSTI), October 2008. http://dx.doi.org/10.2172/946178.

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Kernegger, Bernhard. "EVALUATIONSVERFAHREN ALS TEIL DES UNIVERSITÄREN QUALITÄTSMANAGEMENTS – ERFAHRUNGEN AUS DER PRAXIS DER UNIVERSITÄT FÜR ANGEWANDTE KUNST WIEN". Fteval - Platform for Research and Technology Policy Evaluation, December 2019. http://dx.doi.org/10.22163/fteval.2019.455.

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Byron, Amanda. Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.245.

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Lasta, Elisangela. Práxis das relações públicas ética-política-estética: uma perspectiva para a hexis educativa na sociedade midiatizada / Ethical-political-aesthetic public relations praxis: a perspective for educational hexis in a mediatized society. Revista Internacional de Relaciones Públicas, December 2017. http://dx.doi.org/10.5783/rirp-14-2017-12-207-226.

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Margraf, Jürgen, Jan Christopher Cwik, Ruth von Brachel, Andrea Suppiger, and Silvia Schneider. DIPS Open Access 1.2: Diagnostisches Interview bei psychischen Störungen. Ruhr-Universität Bochum (RUB), 2021. http://dx.doi.org/10.46586/rub.172.149.

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Das DIPS Open Access: Diagnostisches Interview bei psychischen Störungen 1.2 stellt die überarbeitete Version des DIPS Open Access dar. Es wurde für eine schnellere Durchführung gekürzt. Damit liegt das etablierte diagnostische Interview in seiner sechsten Auflage vor und steht für Praxis und Forschung weiterhin frei zur Verfügung. Mithilfe des DIPS Open Access 1.2 können Diagnosen psychischer Störungen nach DSM-5 und ICD-10 zuverlässig gestellt werden. Zudem können wichtige Informationen für die Planung und Durchführung psychotherapeutischer Interventionen strukturiert ermittelt werden. Der Interviewleitfaden des DIPS Open Access 1.2. leitet Interviewerinnen und Interviewer durch das diagnostische Gespräch. Im Anschluss an den Interviewleitfaden bietet das DIPS Open Access 1.2 die Möglichkeit einer umfassenden Dokumentation der allgemeinen Anamnese sowie der sozialen Beurteilung. Der ebenfalls enthaltene Protokollbogen ermöglicht schließlich die übersichtliche Dokumentation der erhobenen Symptomatik sowie eine detaillierte Zuordnung zu DSM-5-Kriterien.
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Siebert, Rudolf J., and Michael R. Ott. Catholicism and the Frankfurt School. Association Inter-University Centre Dubrovnik, December 2020. http://dx.doi.org/10.53099/ntkd4301.

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The paper traces the development from the medieval, traditional union, through the modern disunion, toward a possible post-modern reunion of the sacred and the profane. It concentrates on the modern disunion and conflict between the religious and the secular, revelation and enlightenment, faith and autonomous reason in the Western world and beyond. It deals specifically with Christianity and the modern age, particularly liberalism, socialism and fascism of the 2Oth and the 21st centuries. The problematic inclination of Western Catholicism toward fascism, motivated by the fear of and hate against socialism and communism in the 20th century, and toward exclusive, authoritarian, and totalitarian populism and identitarianism in the 21st. century, is analyzed, compared and critiqued. Solutions to the problem are suggested on the basis of the Critical Theory of Religion and Society, derived from the Critical Theory of Society of the Frankfurt School. The critical theory and praxis should help to reconcile the culture wars which are continually produced by the modern antagonism between the religious and the secular, and to prepare the way toward post-modern, alternative Future III - the freedom of All on the basis of the collective appropriation of collective surplus value. Distribution and recognition problems are equally taken seriously.
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Führ, Martin. Öffentlich-rechtliche Fragestellungen in Prosumptions-Modellen. Sonderforschungsgruppe Institutionenanalyse, 2020. http://dx.doi.org/10.46850/sofia.9783941627840.

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Prosumptionsmodelle im Bereich Ernährung und Bekleidung bieten Potential für eine Nachhaltige Entwicklung. Dabei lässt sich das klassische Verhältnis zwischen Anbietern und Konsumierenden verändern. Statt – eher passiver – Nachfrage, geht es um aktive Beiträge der Konsumenten, die sich damit auf den Weg hin zu „Prosumern“ machen. Aus öffentlich-rechtlicher Sicht geht damit eine Rollenverschiebung einher, die sich auch in der daran geknüpften „Verantwortungs-Konstellation“ niederschlägt: Wer aktiv in das Austausch-Verhältnis eintritt, den treffen auch die damit verbundenen Pflichten. Dies gilt grundsätzlich für alle Rollenverschiebungen im vorgenannten Sinne, also etwa auch für den Bereich der Bekleidung. Allerdings sind die damit einhergehenden Risiken für die Kunden (im Sinne einer Gefährdung von Leben und Gesundheit) in der Regel deutlich geringer als bei der Vermarktung von Lebensmitteln. Verunreinigungen, seien sie herstellungsbedingt oder durch nachträgliche Kontamination mit Mikro-Organismen (Bakterien, Pilze etc.) hervorgerufen, können zu Gesundheitsgefährdungen führen. Diese Risiko-Konstellation hat den Staat veranlasst, ein vergleichsweise dichtes Geflecht an öffentlich-rechtlichen Vorgaben zu etablieren, die relevant sind sowohl für (Food-) Sharing-Ansätze als auch für Modelle der solidarischen Landwirtschaft (SoLaWi). Aus öffentlich-rechtlicher Perspektive stellen sich im Bereich der beiden vorgenannten Fallbeispiele aus dem Bereich der Lebensmittelwirtschaft vor allem Fragen im Zusammenhang mit den einzuhaltenden Hygiene-Anforderungen. In der Praxis gab es hier auch bereits Auseinandersetzungen mit den zuständigen Behörden. Diese Stellungnahme konzentriert sich daher auf die damit zusammenhängenden Fragen.
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