Relevant bibliographies by topics / Taught time

Contents

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

Academic literature on the topic 'Taught time'

Author: Grafiati
Published: 10 September 2021
Last updated: 1 February 2022

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

Select a source type:

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

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

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

Journal articles on the topic "Taught time"

1

Steffen, Tom A., and James O. Terry. "The Sweeping Story of Scripture Taught through Time." Missiology: An International Review 35, no. 3 (2007): 315–35. http://dx.doi.org/10.1177/009182960703500306.

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

Farley, W. Edward. "Can Preaching Be Taught?" Theology Today 62, no. 2 (2005): 171–80. http://dx.doi.org/10.1177/004057360506200203.

Full text
Abstract:
Preaching—defined as sermon writing, exegesis, or discursive skill—appears to be teachable. On the other hand, is preaching, defined as announcing the gospel, hence the mysteries of God and God's redemptive work, teachable? Preaching the gospel embodies and, at the same time, transforms the three primary features of aesthetic art: creativity, emotional world-engagement, and imagination. If these artistic features are gifts prior to any teaching, then we may doubt that pedagogy can facilitate preaching the gospel. At the same time, however, teachers of preaching can identify students' artistic powers, stir them up, and expose alien paradigms and rhetorics that divert preaching from the gospel, redirecting them toward those that embody the gospel's true aims. In this sense, preaching can be taught.
APA, Harvard, Vancouver, ISO, and other styles
3

Votruba, Martin. "Herder and Modernity: From Lesser-Taught Languages to Lesser-Taught Cultures." East/West: Journal of Ukrainian Studies 4, no. 1 (2017): 95. http://dx.doi.org/10.21226/t2zp4f.

Full text
Abstract:
The typical North American curriculum of a lesser-taught Slavic language implicitly relies on the legacy of Johann Gottfried von Herder’s interpretation that language in and of itself contains national (ethnic) culture. At the same time, enrolments are dwindling even in courses in the most commonly taught Slavic languages. Millennials’ understandable focus on the practicality of the courses they take make it unlikely for the lesser-taught languages to survive the slump. On the other hand, foreign culture courses are appearing to hold their ground more successfully. Slavic departments may reconsider Herder’s dictum as they try to maintain or establish programs in lesser-taught languages and cultures.
APA, Harvard, Vancouver, ISO, and other styles
4

Blackstone, Eugene H., and Tara B. Karamlou. "What industry taught us about repeated time-related events." Journal of Thoracic and Cardiovascular Surgery 155, no. 2 (2018): 737–38. http://dx.doi.org/10.1016/j.jtcvs.2017.09.124.

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

Davis, Dwight, Marcia Belcher, and Thomas McKitterick. "COMPARING THE ACHIEVEMENT OF STUDENTS TAUGHT BY PART‐TIME VERSUS FULL‐TIME FACULTY." Community Junior College Research Quarterly of Research and Practice 10, no. 1 (1986): 65–72. http://dx.doi.org/10.1080/0361697860100106.

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

Horowitz, Asher. "How Levinas Taught Me to Read Benjamin." PhaenEx 1, no. 1 (2006): 140. http://dx.doi.org/10.22329/p.v1i1.40.

Full text
Abstract:
Benjamin's "Theses on the Philosophy of History" have been interpreted almost exclusively in relation to Marxist historical materialism and, in that context, inevitably found wanting, misunderstood as the unwelcome intrusion of mystical and voluntarist notions into a rational method of historical explanation. Levinas, although he never mentions Benjamin, nonetheless affords a better clue as to what Benjamin might have been trying to accomplish. The major distinction animating and structuring Levinas's work is that between ethics, or the ethical relation, and ontology, or the disclosure of being. One of the principal ways this distinction is elaborated is in terms of the contrast and conflict between the synchronizable time assumed by the historical memory belonging to the ontological project and the diachrony of the ethical relation, or the non synchronizable time, the posterior anteriority of the memory of radical separation and interiority. The distinction between synchronic temporalization and diachrony can enable a different understanding of the central concept of Benjamin's "Theses...", viz. "empty homogeneous time, and also thereby of the perspective of Benjamin's "angel of history" from which the liberatory(non-)activity of the Benjamininan historical materialist follows. What the historical materialist does in allowing the flow of time and thought to be arrested in the grand abridgement of a monadic image is to speak for those Others whose being has been functionalized within universal history.
APA, Harvard, Vancouver, ISO, and other styles
7

Truscott, Jason B., Alan Boyle, Sue Burkill, Julie Libarkin, and Jo Lonsdale. "The concept of time: can it be fully realised and taught?" Planet 17, no. 1 (2006): 21–23. http://dx.doi.org/10.11120/plan.2006.00170021.

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

Graham, Steve. "Changing How Writing Is Taught." Review of Research in Education 43, no. 1 (2019): 277–303. http://dx.doi.org/10.3102/0091732x18821125.

Full text
Abstract:
If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instruction they need or deserve. This chapter identifies factors that inhibit good writing instruction, including instructional time; teachers’ preparation and beliefs about writing; national, state, district, and school policies; and historical, social, cultural, and political influences. It then examines how we can address these factors and change classroom writing practices for the better across the world by increasing pertinent stakeholders’ knowledge about writing, with the goal of developing and actualizing visions for writing instruction at the policy, school, and classroom levels. This includes specific recommendations for helping politicians, school administrators, teachers, and the public acquire the needed know-how to make this a reality.
APA, Harvard, Vancouver, ISO, and other styles
9

Tojiyeva, Xolida. "The importance of Mirzo Ulugbek madrassah in developing the system of education in its time." International Journal on Integrated Education 3, no. 2 (2020): 30–33. http://dx.doi.org/10.31149/ijie.v3i2.320.

Full text
Abstract:
This article describes the education system at the Mirzo Ulugbek madrasah. The author lists the disciplines taught in the eastern education system and madrassa. Famous teachers of the Mirzo Ulugbek madrassah, textbooks written by them, are classified in the madrasahs taught by Shamsiddim Muhammad, a scholar.
APA, Harvard, Vancouver, ISO, and other styles
10

Zawojewski, Judith S., and J. Michael Shaughnessy. "Take Time for Action: Mean and Median: Are They Really So Easy?" Mathematics Teaching in the Middle School 5, no. 7 (2000): 436–40. http://dx.doi.org/10.5951/mtms.5.7.0436.

Full text
Abstract:
When are median and mean taught to students in your curriculum? Our first introduction to these terms as students was in college-level statistics courses in the mathematics department. Of course, we had learned to find arithmetic averages during elementary school as an application of long division and again in high school algebra when learning to use variables to represent relationships in equations. One of the authors taught middle school in the 1970s, and the other taught finite mathematics to college students in the 1970s. We were surprised to find these measures of central tendency in the books for middle school and equally surprised that college students had not previously seen median and mode. The procedure for finding the median is much easier than the one for finding the mean, so why not include it in the middle school curriculum? To teach the mean, all we had to say to students was that it was the same as the average that they had already learned in fifthand sixth-grade mathematics.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Taught time"

1

Liu, Lisha. "A qualitative study of international students' experiences of engaging in learning on UK full-time taught masters programmes." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020729/.

Full text
Abstract:
International students who are studying a full-time taught master's programme have become the largest postgraduate student group in UK higher education institutions (HEIs). However, their general engagement in learning on such programmes seems to be comparatively overlooked in academic discussions. This thesis describes a study which seeks to understand the learning engagement from these students' perspective. It begins with a systematic review of the background literature about UK taught masters education and international students' learning situation. Then, it presents an analytical review of the definitions and dimensions of student engagement in higher education. Given the nature of the research question, an inductive generic qualitative research design was employed in the empirical stage of this study. Forty-three international taught master's students from three UK universities participated in the researcher's in-depth interviews. Thematic analysis was used to capture their perspectives on engagement in programme learning. At the end of the thesis, some suggestions based on the findings are provided for both international students and UK HEis in order to enhance taught master's students' learning engagement. Based on the empirical findings, an inductive conceptual framework was developed to describe full-time international taught master's students' experiences of engagement in learning. It includes three common themes· managing learning time, developing learning capacity, and experiencing emotional pain. Overall, the main contribution of this study is to the conceptualisation of students' learning engagement in higher education. The first is that it extends the understanding about students' time input, an existing component in the previous conceptual models. The second is that it clarifies students' emotional involvement in learning and adds emotional adjustment as a new component. In addition, the findings are significant for the inquiry of UK taught master's education and international students' learning experience.
APA, Harvard, Vancouver, ISO, and other styles
2

Lutes, Lyndell E. "Exploring the Retention of Credit-Hour Value in Terms of Workload for University Core Courses Taught in a Time-Compressed Format." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4021.

Full text
Abstract:
This study compared the workload and value of work done outside of class reported by 3512 undergraduate students at Brigham Young University completing 16-week semester and 8-week term University Core (General Education and Religion) classes. Based on the results of this analysis, significant differences in workloads were found when comparing them by occasion (semester versus term). Significant differences were also found in workload and value of homework based on the autonomy of the instructors. On average, the workload difference by occasion equates to approximately 54 minutes more per week in a 3-credit semester course when compared to a term course. While term workloads are lighter than semester workloads in general, both could be called "University Core lite," in that none of the courses exceeded the expected workloads of two hours outside of class per hour in class. The value of homework reported by occasion was overall not significantly different between semester and term. When comparing the reported workload based on the autonomy of the instructor to make changes to a course, statistically significant differences were found. Regardless of occasion, workload tended to decrease when the instructor had greater autonomy in designing the course. The difference in the value of homework reported by autonomy was also found to be significant. The pattern for this factor was reversed in comparison to workload. Students reported greater value in the homework done outside of class in courses when the instructor had greater autonomy. Overall, based on calculated workloads coupled with changes instructors made to their term courses, the impact to the course in terms of workloads was greatest for reading- and writing-intensive courses. Each of which reported a substantial decline in workloads when taught in term format. Math and physics courses came closest to meeting the expected workloads and remained constant between semester and terms. These and other implications are discussed, and recommendations are made regarding the types of courses that are best suited to being taught in a time-compressed format.
APA, Harvard, Vancouver, ISO, and other styles
3

Mwangi, Peter N. "The Impact of the STARTALK Language Program on the Internationalization of Higher Education in the United States." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479124046459707.

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

Ka'ili, Tēvita O. "Tauhi Vā : creating beauty through the art of sociospatial relations /." Thesis, e-Book (PDF), 2008. http://www.library.auckland.ac.nz.ezproxy.auckland.ac.nz/eproducts/ebooks/Tauhi_Va_Creating_Beauty_Final_Copy.pdf.

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

mei, Hung yea, and 洪雅玫. "An Empirical Study of How a Third-grade Teacher Taught the Notion of Time in Mathematics." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/54796740606931858839.

Full text
Abstract:
碩士<br>國立新竹教育大學<br>應用數學系碩士班<br>95<br>This study investigated how a third-grade teacher taught the notion of time in mathematics. The researcher collected data through classroom observation, interviews with the teacher, and the mathematics teaching logs. The findings of this empirical could be divided into two sections: the process of the teacher’s instruction and the factors which influenced the teacher’s instruction. In the first section, the researcher found that the process of the teacher’s instruction included three phases: pre-instruction preparation, instruction, and post-instruction evaluation and reflection. In the phase of pre-instruction preparation, the teacher clarified the objectives of the instruction of the notion of time, conducted a pre-instruction test, analyzed the pre-test, and designed the activities of the instruction of time. In the phase of instruction, the teacher posed problems related to the notion of time, conducted a problem-solving discussion time, and allowed students to present their solutions to the problems and to share them with the teacher and the whole class. In the phase of post-instruction evaluation and reflection, the teacher used both a final achievement test and progress achievement tests, and reflected on her teaching way to revise the lesson plans. In the second section, the researcher found that the teacher’s instruction was influenced by the following factors: a) the result of the pre-test, b) the importance of the teaching aids, c) the impact of teaching periods on the instruction progress, d) the mathematics logs kept by the students, e) the teacher’s reflections, and f) the teacher’s participation in the professional association of mathematics.
APA, Harvard, Vancouver, ISO, and other styles
6

Oliveira, Sandrina Espiridião de. "Os alunos: de onde vêm, o que trazem e o que fazem: o caso da Faculdade de Belas Artes da Universidade de Lisboa." Master's thesis, 2016. http://hdl.handle.net/10071/13503.

Full text
Abstract:
A presente dissertação, realizada no âmbito do Mestrado em Educação e Sociedade, partiu da seguinte questão: Os alunos que beneficiaram de maior carga horária das disciplinas técnico artísticas – provenientes das Escolas Artísticas Especializadas de Artes Visuais, apresentam maior sucesso no 1º ano da universidade, que os alunos que vêm de outras escolas secundárias e profissionais de cursos de Artes Visuais e de outros? Apresenta uma breve história do ensino das artes visuais em Portugal e um enquadramento teórico enfocado nas relações entre tempos escolares e aquisição de competências técnico-artísticas e nos estudos acerca dos factores de sucesso no ensino superior. Efectua uma comparação entre a oferta formativa dos Cursos Científico-Humanístico de Artes Visuais e das Escolas Artísticas Especializadas de Artes Visuais. Como forma de dar resposta à questão de partida, apresenta um estudo de caso realizado na Faculdade de Belas Artes da Universidade de Lisboa, que integra entrevistas a professores e inquéritos por questionários a alunos do 1º ano. Os dados foram analisados e cruzados de forma a tentar compreender as correlações existentes entre os resultados dos alunos de 1º ano dos cursos da FBAUL e a sua formação escolar precedente (E.A.E.A.V. ou C.C.H.A.V.) articulando ainda as características sociodemográficas. Os resultados obtidos neste estudo conduzem à necessidade de outros estudos, por revelarem um conjunto de discrepâncias em relação ao concluído pelos especialistas nacionais e internacionais.<br>This dissertation, written within the scope of the Master’s Degree in Education and Society, was developed around the following question: do the students that benefited of more schooling time of the technical-artistic subjects – from the Specialized Artistic Schools of Visual Arts -, are more successful in the first year of the University than the students that come from different art schools and curriculums? It presents a brief history of the education of visual arts in Portugal and a theoretical framework focused on the relationships between learning time and acquisition of technical-artistic skills and the studies regarding success factors in Universities. It draws a comparison between the formative offer of the Scientific- Humanistic Courses of Visual Arts and the Specialized Artistic Schools of Visual Arts. To answer the initial question, it is presented a case study, carried out in the Faculty of Fine Arts of the University of Lisbon (FBAUL), which integrates interviews to teachers and inquiries to students of the first year. The collected data was analyzed and crossed to understand the relationship between the results of the first year students of FBAUL and their previous scholar paths, articulated with their sociodemographic characteristics. The results drawn from this case study lead to the necessity of other studies, for it reveals discrepancies in relation with what was concluded by national and international specialists.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Taught time"

1

OFSTED. Taught time: An interim report on the relationship between the length of the taught week and the quality and standards of pupils work, including examination results. Ofsted, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Science, Department of Education &. A survey of full-time taught master's degree coursesin art and design: A report by HMI. Department of Education and Science, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Department of Education & Science. A survey of full-time taught Master's degree courses in art and design: October and November 1990: A report by HMI. Department of Education and Science, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maier, Paul L. Jesus of history: Who he was, what he taught, where he walked, how he became the most influential figure of all time. Weider History Group, Inc., 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Johnston, Rita. An investigation into staff and student perceptions of the taught and distance learning modes of delivery for the part-time Masters degree in Continuing Education. University of Sheffield, Department of Adult Continuing Education], 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jordan, John. A review of tradition as taught by the writers of the Tracts for the times. British Library, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fairytale interrupted: What JFK Jr. taught me about life, love, and loss. Gallery Books, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mattelaer, Johan. For this Relief, Much Thanks ... Translated by Ian Connerty. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462987326.

Full text
Abstract:
Even though peeing is something we all do several times a day, it is still a taboo subject. From an early age, we are taught to master our urinary urges and to use decent words for this most necessary physiological activity. This paradox has not gone unnoticed by artists through the ages. For this Relief, Much Thanks! Peeing in Art is a journey through time and space, stopping along the way to look at many different art forms. The reader-viewer will see how peeing figures - men and women, young and old, human and angelic - have been depicted over the centuries. You will be amazed to discover how often, even in famous works of art, you can find a man quietly peeing in a corner or a putto who is 'irrigating' some grassy field. A detail you will never have seen before, but one that you will never forget when confronted with those same art works in future! Artists have portrayed pee-ers in a variety of different ways and for a variety of different reasons: serious, frivolous, humorous, to make a protest, to make a statement... Whatever their purpose, these works of art always intrigue, not least because of their secret messages and symbolic references, which sometimes can only be unravelled by an expert - like the author of this book. The extensive background information about the artists and their work also gives interesting insights into the often complex origins of the different art forms. In short, a fascinating voyage of discovery awaits you!
APA, Harvard, Vancouver, ISO, and other styles
9

Masters of sex: The life and times of William Masters and Virginia Johnson, the couple who taught America how to love. Basic Books, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bettin Lattes, Gianfranco, and Paolo Turi, eds. La sociologia di Luciano Cavalli. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-644-0.

Full text
Abstract:
The Faculty of Political Science of Florence – the oldest school of political and social science in Italy, founded in 1875 by Carlo Alfieri and named after his father Cesare – has a tradition of study that is widely recognised, even abroad, to which the cultural project of this series is related. The first book is dedicated to the research activity carried out by Luciano Cavalli and the profound traces that it has left on Italian and European sociology. Now Professor Emeritus, Luciano Cavalli taught and worked at the "Cesare Alfieri" for many years from 1966 on. Around his commitment as a "pioneer" of sociology in Italy he mustered an array of sociologists, active in different universities, many of whom have opened up new frontiers within the discipline and have successfully cultivated a dialogue with the other social sciences, as the contents of the book clearly illustrate. This extensive collection of essays offers a clear image of the fertile sociological work that burgeoned around the scientific commitment of Luciano Cavalli and was often generated by his own action of cultural stimulus. The three sections into which the book is divided – Portrait of an intellectual, The sociology of political phenomena and Sociological theory and social change – address issues of great relevance to the contemporary sociological debate. The rapport between the democratic construction of the modern State and the role and functions of the leadership, the relations between citizens and leaders, the various forms of the democratic institutional structures and the transformations of political culture are interwoven with the Neo-Weberian interpretation of the charisma theory that Cavalli masterfully proposed. Also particularly significant and topical are the critical reflections made by writers whose scientific itinerary has run parallel to that of Cavalli for decisive stretches, and who were and are bound to his teaching when they tackle arguments such as the changes in urban life, immigration and the problems of economic, political and social development in our times.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Taught time"

1

Wiemann, Dirk. "Being Taught Something World-Sized." In The Work of World Literature. ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-19_07.

Full text
Abstract:
This paper reads ‘The Detainee’s Tale as told to Ali Smith’ (2016) as an exemplary demonstration of the work of world literature. Smith’s story articulates an ethics of reading that is grounded in the recipient’s openness to the singular, unpredictable, and unverifiable text of the other. More specifically, Smith’s account enables the very event that it painstakingly stages: the encounter with alterity and newness, which is both the theme of the narrative and the effect of the text on the reader. At the same time, however, the text urges to move from an ethics of literature understood as the responsible reception of the other by an individual reader to a more explicitly convivial and political ethics of commitment beyond the scene of reading.
APA, Harvard, Vancouver, ISO, and other styles
2

Rioli, Maria Chiara, and Riccardo Castagnetti. "Sound Power: Musical Diplomacy Within the Franciscan Custody in Mandate Jerusalem." In European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_5.

Full text
Abstract:
AbstractAlthough often underestimated or barely quoted by historical studies, music plays a crucial role in the cultural agenda of Church institutions and missionary congregations. Among the Catholic actors, the Franciscan Custody of the Holy Land was a central one connecting two of their main goals: evangelisation and education. These two tasks were strictly linked: music was a central element in the liturgies celebrated in the parishes and in the Holy Places and at the same time a pedagogical tool, taught in the schools ruled by the Friars. Music reveals also the complex process of encounter of Palestinian and Western patterns in modern Palestine. In this way the music sung and taught in the St Saviour also contributed to shape the soundscape of Jerusalem. The chapter discusses various sources related to Augustine Lama, at that time the director of the schola cantorum of St Saviour.
APA, Harvard, Vancouver, ISO, and other styles
3

Björk, Helena. "Post-internet Verfremdung." In Post-Digital, Post-Internet Art and Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_17.

Full text
Abstract:
AbstractThe ease of uploading images on Instagram has meant that a whole generation grows up paying closer attention to visual language. At the same time, Instagram and other social media have come to dominate visual culture to the extent that we need to make an effort to unlearn what they have taught us. Here the internet is seen not only as a vital part of visual culture but also as a site of learning. This chapter presents a school assignment as a possible approach to online visual culture. By creating Instagram fiction, we can understand how social media operate both visually and socially. Parody and estrangement, or the Brechtian Verfremdungseffekt, are examples offered to examine a phenomenon and activate critical thinking.
APA, Harvard, Vancouver, ISO, and other styles
4

"Right Place, Right Time." In The Greatest Lecture I Was Never Taught. BRILL, 2021. http://dx.doi.org/10.1163/9789004467088_020.

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

"2D Time-of-Flight MRA." In The Physics of Clinical MR Taught Through Images, edited by Val M. Runge, Wolfgang R. Nitz, Miguel Trelles, and Frank L. Goerner. Georg Thieme Verlag, 2014. http://dx.doi.org/10.1055/b-0034-91412.

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

"3D Time-of-Flight MRA." In The Physics of Clinical MR Taught Through Images, edited by Val M. Runge, Wolfgang R. Nitz, Miguel Trelles, and Frank L. Goerner. Georg Thieme Verlag, 2014. http://dx.doi.org/10.1055/b-0034-91413.

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

"‘Take the Time to Talk It Out’." In The Greatest Lecture I Was Never Taught. BRILL, 2021. http://dx.doi.org/10.1163/9789004467088_036.

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

"76 2D Time-of-Flight MRA." In The Physics of Clinical MR Taught Through Images, edited by Val M. Runge, Wolfgang R. Nitz, and Johannes T. Heverhagen. Georg Thieme Verlag, 2018. http://dx.doi.org/10.1055/b-0038-163034.

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

"77 3D Time-of-Flight MRA." In The Physics of Clinical MR Taught Through Images, edited by Val M. Runge, Wolfgang R. Nitz, and Johannes T. Heverhagen. Georg Thieme Verlag, 2018. http://dx.doi.org/10.1055/b-0038-163035.

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

"42 2D Time-of-Flight MRA." In The Physics of Clinical MR Taught Through Images, edited by Val M. Runge, Wolfgang R. Nitz, and Stuart H. Schmeets. Georg Thieme Verlag, 2009. http://dx.doi.org/10.1055/b-0034-63940.

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

Conference papers on the topic "Taught time"

1

Smith, S., S. W. Lawson, and A. Lawson. "Can real-time software engineering be taught to Java programmers?" In 17th Conference on Software Engineering Education and Training, 2004. Proceedings. IEEE, 2004. http://dx.doi.org/10.1109/csee.2004.1276521.

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

SHEIKH-JABBARI, M. M. "WHAT STRING THEORY HAS TAUGHT US ABOUT THE QUANTUM STRUCTURE OF SPACE-TIME." In Proceedings of the 12th Regional Conference. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812770523_0024.

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

Castle, Sidney, and Katie Nguyen. "ASSESSING STUDENT LEARNING IN COURSES TAUGHT BY FULL-TIME, ASSOCIATE, AND ADJUNCT FACULTY MEMBERS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1603.

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

Chen, X., B. Li, M. Shamsabardeh, R. Proietti, Z. Zhu, and S. J. B. Yoo. "On Real-Time and Self-Taught Anomaly Detection in Optical Networks Using Hybrid Unsupervised/Supervised Learning." In 2018 European Conference on Optical Communication (ECOC). IEEE, 2018. http://dx.doi.org/10.1109/ecoc.2018.8535185.

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

Heinz, Ipek Sarac. "Two Cs of Signals and Systems that should be taught initially in Discrete Time: Causality & Convolution." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125243.

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

Mitchell, S., and B. Auernheimer. "Automated categorization of real-time newswire stories. Hooked on lexiconics: how I taught my Sun to read." In Proceedings of HICSS-29: 29th Hawaii International Conference on System Sciences. IEEE, 1996. http://dx.doi.org/10.1109/hicss.1996.495302.

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

Mindek, Richard B., and Joseph M. Guerrera. "Problem Solving Techniques Taught Through Validation of an Instantaneous Rigid Force Model." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37376.

Full text
Abstract:
Educating engineering students in the appropriate methods for analyzing and problem solving fundamental manufacturing processes is a challenge in undergraduate engineering education, given the increasingly limited room in the curriculum as well as the limited time and resources. Although junior and senior level laboratory courses have traditionally been used as a pedagogical platform for conveying this type of knowledge to undergraduate students, the broad range of manufacturing topics that can be covered along with the limited time within a laboratory course structure has sometimes limited the effectiveness of this approach. At the same time, some undergraduate students require a much deeper knowledge of certain manufacturing topics, practices or research techniques, especially those who may already be working in a manufacturing environment as part of a summer internship or part-time employment. The current work shows how modeling, actual machining tests and problem solving techniques were recently used to analyze a manufacturing process within a senior design project course. Specifically, an Instantaneous Rigid Force Model, originally put forward by Tlusty (1,2) was validated and used to assess cutting forces and the ability to detect tool defects during milling operations. Results from the tests showed that the model accurately predicts cutting forces during milling, but have some variation due to cutter vibration and deflection, which were not considered in the model. It was also confirmed that a defect as small as 0.050 inches by 0.025 inches was consistently detectable at multiple test conditions for a 0.5-inch diameter, 4-flute helical end mill. Based on the results, it is suggested that a force cutting model that includes the effect of cutter vibration be used in future work. The results presented demonstrate a level of knowledge in milling operations analysis beyond what can typically be taught in most undergraduate engineering laboratory courses.
APA, Harvard, Vancouver, ISO, and other styles
8

Beckett, A. J. "Real Time Practice the Missing Link Between Fire Management Techniques Taught and Preventative Measures and Training Learnt and Applied." In International Conference on Fire at Sea 2014. RINA, 2014. http://dx.doi.org/10.3940/rina.fire.2014.10.

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

Sorensen, Carl D., Robert H. Todd, Spencer P. Magleby, and Alan R. Parkinson. "Re-Engineering Design Education: Design Process and Learning Activities." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0031.

Full text
Abstract:
Abstract To achieve superior product and process designs with “typical” engineering students requires careful attention to the design process that is taught and the teaching methods to be followed. The Integrated Product and Process Design (or Capstone) program at BYU has applied both. The Capstone program has been in operation for four years, with over 300 students having been through the program, and over 60 projects sponsored by industry. The design process taught in Capstone starts with a rapid cycle through to preliminary concept selection. The process is then repeated, starting with the development of a functional specification, which is followed by formalized concept generation and selection methods, layout and detailed part design using solid modelers, experimental and analytical methods for answering design questions, simultaneous part and manufacturing process design, prototype, and production sample. This design process includes a high degree of concurrent involvement from each of the disciplines on the project team. Non-traditional teaching methods that have proven useful in the class include the use of an industrial paradigm for the educational experience, the use of faculty coaches to mentor the student teams, the use of projects sponsored by industry with regular feedback from the industrial customer, just-in-time education so that students can see immediate application of what is taught, the use of skits and role-playing to teach interpersonal skills, and specific activities that help in the production of project deliverables. The use of this design process and these teaching methods has led to successful design education. Students, faculty, and industrial customers have all been pleased with the success of the Capstone program in producing superior design engineers.
APA, Harvard, Vancouver, ISO, and other styles
10

Ryabykh, G. Y., N. V. Frolova, T. A. Mokina, and K. S. Gotsulyak. "ADVANTAGES AND DISADVANTAGES OF DISTANCE LEARNING." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.248-250.

Full text
Abstract:
This work analyzes the work with DSTU students in the form of distance learning. For three months, the mathematics course was taught in a dedicated mode. At the same time, electronic educational resources prepared in advance for this purpose were widely used. An intermediate test of the assimilation of knowledge was carried out using tests posted on the Skif portal. The article presents the results of the accumulated experience of teaching various sections of the mathematics course.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Taught time"

1

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.

Full text
Abstract:
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 concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
APA, Harvard, Vancouver, ISO, and other styles
2

Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, 2020. http://dx.doi.org/10.51167/acm00013.

Full text
Abstract:
The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
APA, Harvard, Vancouver, ISO, and other styles
3

Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, 2021. http://dx.doi.org/10.2458/10150.658313.

Full text
Abstract:
As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Taught time' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography