Relevant bibliographies by topics / Subjected knowledges

Contents

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

Academic literature on the topic 'Subjected knowledges'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Subjected knowledges"

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Šleichrt, Jan, Daniel Kytýř, Kateřina Pithartová, Sascha Senck, David Fürst, and Andreas Schrempf. "BASIC BIOMECHANICAL CHARACTERIZATION OF POLYURETHANE BASED ARTIFICIAL CANCELLOUS STRUCTURES." Acta Polytechnica CTU Proceedings 18 (October 23, 2018): 28. http://dx.doi.org/10.14311/app.2018.18.0028.

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The main goal of this study is to validate elementary mechanical parameters of a newly designed open-cell foam. The purpouse for investigating artificial material is to approach the properties of the human bone in the case of its adequate replacement. Investigated material can be also used as an artificial bone to train surgical procedures and to improve the skills of the surgeons. Four sets of the foam with different chemical composition were subjected to an uniaxial quasi-static loading to describe basic mechanical behaviour of these samples. Based on these experiments, the stress-strain dia
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Di Salvo, A., M. Giorgi, H. K. Lee, et al. "Plasma profile of cimicoxib in sheep after oral administration at two different rates." Polish Journal of Veterinary Sciences 20, no. 3 (2017): 535–38. http://dx.doi.org/10.1515/pjvs-2017-0065.

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Abstract Sheep are often subjected to painful procedures and thus they need to be treated with analgesics. Nevertheless, knowledges about pharmacokinetic features of these drugs in this species are poor. The aim of this study was to evaluate plasma behaviour of cimicoxib in sheep after a single oral administration at two different dose rates (4 and 6 mg/kg). Maximum plasma concentrations of cimicoxib were equal to 273.78 (median value; range 189.00-567.32) and 565.01 (range 308.27-822.59) ng/mL after treatment with 4 and 6 mg/kg, respectively. The time of maximum concentration (Tmax) was achie
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De Carvalho, Jose Joaquim Reis, and Daniel Vera-Cruz. "ON THE STABILITY OF RUBBLE-MOUND BREAKWATERS Jose Joaquim." Coastal Engineering Proceedings 1, no. 7 (2011): 34. http://dx.doi.org/10.9753/icce.v7.34.

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Until the beginning of the second quarter of the present century, characteristics of rubble-mound breakwaters were determined by entirely empirical methods, although harbour engineers had been deal ing with this problem for man;> centuries. As a rule, designers merely compared the case under study with existing structures, prescribing sturdier breakwaters when those located in shores with a similar exposure had not withstood the most violent storms acting on them. The first empirical formula for breakwater design did not appear before 1933, but this and other similar formulas did not go bey
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Williams, Lynn B. "Subject Knowledge for Subject Specialists." Collection Management 14, no. 3-4 (1991): 31–47. http://dx.doi.org/10.1300/j105v14n03_04.

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Tello Leyva, María Verónica. "El autoconocimiento como asignatura pendiente de la psicología en tanto ciencia humana." Cultura, no. 34 (December 30, 2020): 233–54. http://dx.doi.org/10.24265/cultura.2020.v34.15.

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Entrelazar el autoconocimiento con la psicología, supone un análisis sereno y profundo sobre el camino recorrido por la psicología, desde su nacimiento hasta la actualidad; retomando su objetivo original de estudio: el alma humana. Este estudio, se sitúa inexorablemente en la esencia misma de la filosofía; lugar donde se gesta, forma y nace la psicología. Solo a partir de la filosofía y de la inclusión de la psicología en el campo de las ciencias humanas, se entiende el abandono que esta hace de su objeto original de estudio en su anhelo de ser reconocida como ciencia, pero sobre todo, se cono
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Armagan, Fulya Oner. "The effects of teaching methods on preservice teachers knowledge about basic astronomy subjects." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 270–77. http://dx.doi.org/10.18844/prosoc.v4i1.2265.

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HOPKIN, JOHN. "Re-energising Subject Knowledge." FORUM 54, no. 2 (2012): 299. http://dx.doi.org/10.2304/forum.2012.54.2.299.

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Cohen, Stewart. "KNOWLEDGE, SPEAKER AND SUBJECT." Philosophical Quarterly 55, no. 219 (2005): 199–212. http://dx.doi.org/10.1111/j.0031-8094.2005.00395.x.

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Kic-Drgas, Joanna. "Subject Content Knowledge Transfer." Philologia 12, no. 12 (2014): 13–21. http://dx.doi.org/10.18485/philologia.2014.12.12.2.

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Gajo, Laurent. "Linguistic Knowledge and Subject Knowledge: How Does Bilingualism Contribute to Subject Development?" International Journal of Bilingual Education and Bilingualism 10, no. 5 (2007): 563–81. http://dx.doi.org/10.2167/beb460.0.

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Dissertations / Theses on the topic "Subjected knowledges"

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Gomes, Anie Pereira Goularte. "O imperativo da cultura surda no plano conceitual: emergência, preservação e estratégias nos enunciados discursivos." Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6974.

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This work has considered the centrality of language in order to understand how the processes of conceptualization of the term deaf culture have been constituted, as this concept has acquired a status of truth and reality that has become increasingly stronger in the academic environment. The text presents a kind of research that problematizes utterances that constitute a discursive web about deaf culture. The focus is on analyzing how deaf culture has been narrated and thought by the deaf themselves and how it has been constituted as a concept, thus acquiring a real meaning and having a fun
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Turner-Bisset, Rosemary Anne. "Subject matter knowledge and teaching competence." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337754.

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Recent research literature on learning to teach has several important strands: the role of subject matter; the extent to which pedagogical knowledge and procedural routines are significant; concepts of learning and teaching; and the role of reflection in learning to teach. The present study adds both to the debate on the links between subject knowledge and pedagogy, and to the case law on learning to teach. A two-year longitudinal comparative case study was carried out on four postgraduate student-teachers. Data sets included: biographical data; details of course content and structure; diaries
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Schallier, Wouter. "What a Subject Search Interface Can Do." UDC Consortium The Hague, 2004. http://hdl.handle.net/10150/105315.

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K.U.Leuven University Library (Belgium) developed an experimental interface for subject search by UDC in the OPAC. The interface combines the search facilities of a classification with those of a word system, since it enables the end user to search by subject terms and to see these terms in the hierarchy of broader, parallel and more specific terms. This project should be seen as an important indication of the libraryâ s growing concern to present its information sources in a content-structured and user-friendly way. At the same time, it has to be situated in a new policy for knowledge organi
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Van, Aalst Jan C. W. "Learning, knowledge building, and subject matter knowledge in school science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/NQ41331.pdf.

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Lings, Pamela Margaret. "Subject differences in applying knowledge to learn." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361382.

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Wilson, Vivien Roby. "Primary mentors' conceptions of subject knowledge in English." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410399.

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This research investigates concepts of subject knowledge in English held by teachers acting as student mentors in primary schools, in an Initial Teacher Education and Training (ITET) partnership. A case study approach draws on evidence from documentary sources, interviews with mentors and taperecorded conversations between mentors and student teachers, following the observation of English lessons. During the past 25 years teachers' professional identities have been restructured through a series of Government interventions into the curriculum and teachers' working conditions, culminating in the
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Paul, Ryan Singh. "The Unknowing Self: Knowledge, Ignorance, and Early Modern Subjects." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194293.

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This dissertation explores the role of ignorance in the process of early modern self-fashioning. Renaissance historiography has, by and large, been based on a Cartesian-cum-Hegelian understanding of the subject as a subject of knowledge. An individual's recognition of her self-motivated agency, her power to act as an independent self, has been read as the product of the generation of knowledge and epistemologies that assert human ability to pursue and master knowledge. Critical theories of subjectivity have challenged the humanist subject and its epistemological foundations, but ignorance and
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Fi, Cos Dabiri. "Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy." Diss., University of Iowa, 2003. https://ir.uiowa.edu/etd/4936.

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Carre, Clive George. "Subject matter knowledge and teaching performance in primary science." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332004.

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Wong, Tak Wah Terry. "Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31010.

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This study investigated pre-service primary mathematics teachers' teaching practice (TP) performance in the context of their subject content knowledge (SCK), pedagogical content knowledge (PCK) and attitude towards mathematics teaching (AMT). The interrelationships among these variables are analyzed too. Attitudes toward mathematics teaching and previous SCK achievement were elicited using twenty Likert-item statements and their previous highest public mathematics examination results respectively whilst information on student teachers' PCK achievement and TP performance were obtained through d
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Books on the topic "Subjected knowledges"

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J, Anstead Christopher, and Mangan John Marshall 1947-, eds. Subject knowledge: Readings for the study of school subjects. Falmer Press, 1998.

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Goodson, Ivor F. Subject knowledge: Readings for the study of school subjects. Falmer Press, 1997.

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L, Paris Judy, ed. CliffsNotes Praxis II: Fundamental subjects content knowledge. Wiley, 2009.

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The subject's point of view. Oxford University Press, 2008.

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Yorick's world: Science and the knowing subject. University of California Press, 1993.

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Kennedy, Mary M. A survey of recent literature on teachers' subject matter knowledge. National Center for Research on Teacher Education, 1990.

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Carrascoso, J. L. Arce. Teoría del conocimiento: Sujeto, lenguaje, mundo. Editorial Síntesis, 1999.

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Gödert, Winfried. Semantic knowledge representation for information retrieval. Walter de Gruyter GmbH, 2014.

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Massachusetts. Division of School Programs. Briefing paper: Classroom teaching certificate categories, levels, and subject matter knowledge. Massachusetts Dept. of Education, 1988.

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Two texts and I: Disciplines of knowledge and the literary subject. Fairleigh Dickinson University Press, 1999.

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Book chapters on the topic "Subjected knowledges"

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Hewett, Victoria. "Subject knowledge." In Making it as a Teacher. Routledge, 2019. http://dx.doi.org/10.4324/9780429489341-14.

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Allen, Louisa. "Sperm Meets Egg? Young People’s Conceptualisations of Sexual Knowledge." In Sexual Subjects. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230500983_3.

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Aradau, Claudia. "Subjects, Knowledge, Resistance." In Rethinking Trafficking in Women. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584228_5.

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Siegmund, Gerald. "Subjects of Knowledge." In Jérôme Bel. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55272-3_4.

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Webb, Charlotte, and Cathy Smith. "Developing subject knowledge." In A Practical Guide to Teaching Mathematics in the Secondary School. Routledge, 2019. http://dx.doi.org/10.4324/9781351060714-12.

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Mcgregor, Debra, and Alison Brade. "Developing Subject Knowledge." In Handbook for Teacher Educators. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_4.

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Harper, Graeme. "Knowledge: Subjects and Themes." In Inside Creative Writing. Macmillan Education UK, 2011. http://dx.doi.org/10.1057/978-0-230-35841-6_10.

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Armstrong, David. "The Subject of Knowledge." In A New History of Identity. Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403907028_16.

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Árnason, Garðar. "Foucault’s Archaeology of Knowledge." In Foucault and the Human Subject of Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02813-8_2.

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Poulova, Petra, and Ivana Simonova. "Innovations in Subjects Knowledge Technologies." In Smart Education and e-Learning 2016. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_22.

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Conference papers on the topic "Subjected knowledges"

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Bronzino, Liubov, Elena Kurmeleva, and Olga Maximova. "Knowledge and Its Subjects." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.306.

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Flowers, Kay A., and Nancy J. Cooke. "Knowledge structure and subject access." In Posters and short talks of the 1992 SIGCHI conference. ACM Press, 1992. http://dx.doi.org/10.1145/1125021.1125023.

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Vaňková, Petra, Tomáš Jeřábek, and Eva Battistová. "KNOWLEDGE STRUCTURING IN COMPUTER SCIENCE SUBJECTS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1573.

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Zhou, Xuan, Qing Li, Lars Ludwig, and Yuliu Chen. "Subject-Oriented Knowledge Formalization: Method and Prototype." In 2006 IEEE/WIC/ACM International Conference on Web Intelligence (WI 2006 Main Conference Proceedings)(WI'06). IEEE, 2006. http://dx.doi.org/10.1109/wi.2006.161.

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Lis, Tomasz, and Paula Bajdor. "Knowledge as a subject of logistics management." In 2015 IEEE 13th International Scientific Conference on Informatics. IEEE, 2015. http://dx.doi.org/10.1109/informatics.2015.7377828.

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"FACE VERIFICATION BY SHARING KNOWLEDGE FROM DIFFERENT SUBJECTS." In International Conference on Computer Vision Theory and Applications. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002058902860289.

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Shao, Rui, Yu-qiang Guo, Xian-hua Fu, and Shi-ming Zhong. "Practice Research on the Subject Knowledge Platform Based on the Knowledge Architecture." In The 2nd Information Technology and Mechatronics Engineering Conference (ITOEC 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/itoec-16.2016.12.

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Siddiqui, Shahida Anusha, and Ali Ahmad. "Dynamic analysis of an observation tower subjected to wind loads using ANSYS." In 2021 2nd International Conference on Computation, Automation and Knowledge Management (ICCAKM). IEEE, 2021. http://dx.doi.org/10.1109/iccakm50778.2021.9357728.

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de Pablo Valenciano, Jaime, Juan Milán García, Juan Uribe Toril, Anselmo Carretero Gómez, and Nuria Rueda López. "IMPLEMENTATION OF VIDEOS AND KNOWLEDGE PILLS IN THE E.U. ECONOMY SUBJECT AND THEIR EXTRAPOLATION TO OTHER DEGREE AND MASTER'S DEGREE SUBJECTS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0357.

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Knauf, Rainer, Yoshitaka Sakurai, and Setsuo Tsuruta. "Toward Making Didactics a Subject of Knowledge Engineering." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.259.

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Reports on the topic "Subjected knowledges"

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Wright, Edward J. Facilitating Subject Matter Expert (SME)-Built Knowledge Bases (KBS). Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada429399.

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Wright, Edward J. Facilitating Subject Matter Expert (SME)-Built Knowledge Bases (KBS). Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada429400.

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Mykhayliv, Natalya. THE SUBJECT OF OF “VOGUE” AND “HARPER’S BAZAAR” MAGAZINES. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11066.

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In the article according to the theory of the subject, patterns of the existence and genesis of the subject of “Vogue” and “Harper’s Bazaar” (USA) magazines was analysed, perspective of the emergence of new subjects was established, classification of the current subjects into universal and synthetic was suggested and some regularities of authorial creation of new subjects was examined. The main objective of the study is to identify patterns of existence of actual and formation of new topics in the Means of Mass Communication on the example of “Vogue” and “Harper’s Bazaar” magazines. In studyin
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Horgan, John. Deradicalization Programs: Recommendations for Policy and Practice. RESOLVE Network, 2021. http://dx.doi.org/10.37805/pn2021.18.vedr.

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Involvement in violent extremism is not a one-way street. People can, and do, leave violent extremist movements. Understanding how and why they leave (or want to leave) constitutes actionable knowledge that brings immense practical benefits. Such knowledge may help in designing initiatives aimed at persuading people to leave violent extremist groups as well as reducing the risk of re-engagement in violent extremism in the future. Deradicalization programs have much to offer but they are not a magic solution to a highly complex, fluid problem. Not everyone who engages in violent extremism is ne
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Leary, Rolfe E. Discovering new knowledge about trees and forests. Selected papers from a meeting of IUFRO subject group 6.09: Philosophy and methods of forest research; 1985 August 19-23; Houghton, MI. U.S. Department of Agriculture, Forest Service, North Central Forest Experiment Station, 1989. http://dx.doi.org/10.2737/nc-gtr-135.

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Bridges, Todd, Jeffrey King, Jonathan Simm, et al. Overview : International Guidelines on Natural and Nature-Based Features for Flood Risk Management. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/41945.

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The application of natural and nature‑based features (NNBF) has grown steadily over the past 20 years, supported by calls for innovation in flood risk management (FRM) and nature‑based solutions from many different perspectives and organizations. Technical advancements in support of NNBF are increasingly the subject of peer‑reviewed and other technical literature. A variety of guidance has been published by numerous organizations to inform program‑level action and technical practice for specific types of nature‑based solutions. This effort to develop international guidelines on the use of NNBF
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across
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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses
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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate O
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