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Books on the topic 'Thoughts listing'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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1

F, Stanley Charles, ed. Thoughts on listening to God. T. Nelson, 1993.

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2

Egan, Canice. Listening to silence: Thoughts for quiet prayer. Irish Messenger, 1989.

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3

P.S.: Further thoughts from a lifetime of listening. New Press, 2008.

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4

Late night thoughts on listening to Mahler's ninth symphony. Bantam, 1991.

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5

Meredith, Ellen. Listening in: Dialogues with the wiser self. Horse Mountain Press, 1993.

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6

Music as thought: Listening to the symphony in the age of Beethoven. Princeton University Press, 2006.

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7

Bonds, Mark Evan. Music as thought: Listening to the symphony in the age of Beethoven. Princeton University Press, 2006.

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8

Vučković, Ante. La dimensione dell'ascolto in M. Heidegger. Edizioni Antonianum, 1993.

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9

Trust in yourself: Thoughts about listening to your heart and becoming the person you want to be. Blue Mountain Press, 1997.

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10

Dornfest, Rael, ed. Mind Hacks: Tips & Tools for Using Your Brain. O’Reilly Media, 2010.

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11

Stafford, Tom. Mind Hacks: Tips & Tools for Using Your Brain. O’Reilly Media, 2005.

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12

Stafford, Tom. Mind Hacks: Tips & Tools for Using Your Brain. O’Reilly Media, 2004.

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13

Stafford, Tom. Mind Hacks: Tips & Tools for Using Your Brain. Edited by Rael Dornfest. O'Reilly Media, 2004.

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14

Blades, Becky. Do your laundry or you'll die alone: Advice your mom would give if she thought you were listening. Sourcebooks, Incorporated, 2016.

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15

Blades, Becky. Do your laundry or you'll die alone: Advice your mom would give if she thought you were listening. Startistry Publishing, 2014.

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16

ill, De Weerd Kelsey, ed. The worst day of my life ever! Boys Town Press, 2011.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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20

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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21

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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22

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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23

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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24

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. s.n.], 1992.

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25

Errol, A. Gibbs, and A. Grey Philip. 2006 Questions And Philosophical Thoughts: A Chronological Listing of Verses taken from Five Foundations of Human Development. AuthorHouse, 2006.

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26

Douar, Aicha. The Contribution of Education to the Advancement of the Knowledge Based Economy. Knowledge Kingdom Publishing, 2021. http://dx.doi.org/10.26415/978-9931-9446-3-8.

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The economic crises which have been witnessed in the capitalist economy have led the decision makers to consider an alternative economy that could enable them to overcome those crises. The knowledge-based economy that invests in human thoughts has become a reliable alternative in its foundational dimensions such as education, innovation and technology. Focusing on education would make us ask: In what ways can a teacher invest in the learner’s thoughts? The objective of this research is to try to answer the raised question. Dealing with the previous studies besides listing the personal experience in teaching, and proposing a model lesson could lead to a result: the students link between their studies and make their innovations concrete and contributive to the economy of their country. Otherwise, this research will pave the way to more diligence.
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27

Thomas, Lewis. Late Night Thoughts on Listening to Mahl. Bantam, 1991.

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28

Griner, Jack. Listen Wife with Thought Tones. Lifevest Publishing, Inc., 2007.

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29

Late Night Thoughts on Listening to Mahler's Ninth Symphony. Penguin (Non-Classics), 1995.

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30

Meredith, Ellen. Listening In : Dialogues With the Wiser Self. Horse Mountain Press, 1994.

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31

Meginnis, Margaret A. Thought Illustrations: Won't Someone Listen to Me. Pearce Pub Inc, 1999.

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32

Crash The Chatterbox Hearing Gods Voice Above All Others. Multnomah Press, 2014.

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33

Ottati, Victor, and Chase Wilson. Open-Minded Cognition and Political Thought. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.143.

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Dogmatic or closed-minded cognition is directionally biased; a tendency to select, interpret, and elaborate upon information in a manner that reinforces the individual’s prior opinion or expectation. Open-minded cognition is directionally unbiased; a tendency to process information in a manner that is not biased in the direction of the individual’s prior opinion or expectation. It is marked by a tendency to consider a variety of intellectual perspectives, values, attitudes, opinions, or beliefs—even those that contradict the individual’s prior opinion. Open-Minded Cognition is assessed using measures that specifically focus on the degree to which individuals process information in a directionally biased manner. Open-Minded Cognition can function as an individual difference characteristic that predicts a variety of social attitudes and political opinions. These include attitudes toward marginalized social groups (e.g., racial and ethnic minorities), support for democratic values, political ideology, and partisan identification. Open-Minded Cognition also possesses a malleable component that varies across domains and specific situations. For example, Open-Minded Cognition is higher in the political domain than religious domain. In addition, Open-Minded Cognition is prevalent in situations where individuals encounter plausible arguments that are compatible with conventional values, but is less evident when individuals encounter arguments that are extremely implausible or that contradict conventional values. Within a situation, Open-Minded Cognition also varies across social roles involving expertise. Because political novices possess limited political knowledge, social norms dictate that they should listen and learn in an open-minded fashion. In contrast, because political experts possess extensive knowledge, social norms dictate that they are entitled to adopt a more dogmatic cognitive orientation when listening to a political communication.
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34

Lipari, Lisbeth. Listening, Thinking, Being: Toward an Ethics of Attunement. Pennsylvania State University Press, 2014.

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35

Fabian economic and social thought.: A listing and guide to the Microfilm Edition. Adam Matthew Publications, 1993.

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36

Listening, Thinking, Being: Toward an Ethics of Attunement. Pennsylvania State University Press, 2014.

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37

Balgobin, Sheila. Wide Awake in Your Dreams: Listening to the Thoughts of Your Heart. Independently Published, 2020.

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38

Scott, Dominic. Listening to Reason in Plato and Aristotle. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198863328.001.0001.

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Focusing on Plato’s Republic and Aristotle’s Nicomachean Ethics, this book compares their views on the persuasiveness of moral argument: how far did they think it could reach beyond a narrow circle of believers and influence people more generally? Answering this question requires a wide–ranging approach, which examines their views on such topics as rationality, moral psychology, rhetoric, education, and gender. The first part of the book shows that for Plato certain kinds of argument are beyond the reach of most people, specifically arguments that make appeal to transcendent Forms. But he still thought that there is another level of argument, restricted to human psychology and politics, which could have a much wider appeal, especially if supplemented by the appropriate rhetoric. The second half of the book turns to the Nicomachean Ethics to determine Aristotle’s views about the reach of moral argument, as well as its purposes. He is certainly very restrictive when it comes to the kinds of argument pursued in the work itself, proposing to talk only to those who are mature in years and well brought up. Like Plato, however, he also allows for the possibility of another type of discourse, which is more rhetorical in nature and could benefit those who are less mature. Though mainly focused on the Republic and Nicomachean Ethics, this book also examines relevant passages from Plato’s Laws and Aristotle’s Politics.
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39

Bonds, Mark Evan. Music as Thought: Listening to the Symphony in the Age of Beethoven. Princeton University Press, 2015.

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40

Bonds, Mark Evan. Music As Thought: Listening to the Symphony in the Age of Beethoven. Princeton University Press, 2009.

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41

Bonds, Mark Evan. Music as Thought: Listening to the Symphony in the Age of Beethoven. Princeton University Press, 2009.

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42

Time to Think : Listening to Ignite the Human Mind. Cassell Illustrated, 1998.

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43

Melamed, Daniel R. Listening to Bach. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190881054.001.0001.

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Modern audiences can learn to listen to Johann Sebastian Bach’s Mass in B Minor BWV 232 and Christmas Oratorio BWV 248 in ways that reflect eighteenth-century sensibilities and that recognize our place in the tradition of the works’ performance and interpretation. The sacred music of Bach’s time recognized both old and new styles. In the Mass in B Minor, Bach contrasts, combines, and reconciles them to make a musical point. Listeners can also learn to hear musical types and musical topics that were significant in the eighteenth century, including sleep arias, love duets, and secular choral arias, and how Bach put these types to use. A sensitivity to musical style also offers ways to listen to and think about music created by parody—the reuse of music with new words—like almost all of the Mass in B Minor and most of the Christmas Oratorio. Parody, though interesting, is almost never audible and is of little consequence compared with what listening tells us about a piece. Modern performances are stamped with audible consequences of our place in the twenty-first century. The ideological choices we make in performing the Mass and the Oratorio, the present-day way of performing the Christmas work in relation to the calendar, and the legacy of reception and interpretation have all affected the way his music is understood and heard today.
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44

Assn, Speech Communication. Speaking, Listening, and Media Literacy Standards for K Though 12 Education. National Communication Association (Nca), 1996.

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45

Thompson, Ayanna. (How) Should We Listen to Audiences? Edited by James C. Bulman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199687169.013.33.

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How do scholars and practitioners know what audiences think about non-traditionally cast productions of Shakespeare? Non-traditional casting—the practice of casting actors of colour in roles originally imagined as white characters performed by white actors—is a common phenomenon on British and American stages, especially in contemporary productions of classical plays. Nonetheless, very little research has been conducted on the effects of perceptions of race in/as performance on classical stages. This chapter asks a series of theoretical and methodological questions about the intersection of reception theory, the theatre archive, and race in/as performance. Beginning with an overview of reception studies for Shakespearean theatrical productions, it then examines an unusual audience reception archive—audience surveys conducted by the Oregon Shakespeare Festival—to analyse reactions to non-traditional casting of Romeo and Juliet. Finally it considers contemporary race studies and offers some thoughts about how to move forward with Shakespearean reception studies.
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46

Hall, John. Mickey Mcguffin's Ear (Mickey McGuffin) (Mickey McGuffin). White Stone Books, 2005.

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47

Stafford, Tom. Mind Hacks. O’Reilly UK, 2004.

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48

Anjum, Rani Lill, and Stephen Mumford. Conclusion: New Norms of Science. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198733669.003.0029.

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Nine new norms of science are proposed, having been supported by the arguments of the book. They are the metaphysics norm, the causal norm, the norm of involvement, the tendency norm, the norm of deep understanding, the norm of negative results, the symptoms norm, the fallible norm, and the contextual norm. We began by listing some candidate default norms of science but noted that they remain contested. We have said some things that explain why this is so. Not only have we shown that some of the existing perceived norms of science lacked the support we might have thought they had, but we have also developed new arguments and conclusions. It is from these that our new norms have emerged.
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49

Tkaczyk, Viktoria, and Stefan Weinzierl. Architectural Acoustics and the Trained Ear in the Arts. Edited by Christian Thorau and Hansjakob Ziemer. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190466961.013.14.

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This chapter shifts perspective from the history of architectural acoustics (as a branch of physics) to the history of architecture and practices of listening from around 1780 to 1830. In this period, operas, concerts, and spoken theater pieces, traditionally performed in the same venue, were increasingly regarded as separate genres, each related to a specific sonic reverberation time. As this chapter illustrates using acoustic data from major venues, this separation corresponded with ever-diverging concepts of acoustic design and the acoustic properties of new buildings. The shift occurred, first, because of the emergence of a bourgeois theater and music culture and, second, due to a fundamental epistemic shift in acoustic theory when sound reflection began to be thought of as a phenomenon related to energy, time, and building materials. The audience was conceived of as a group of genre-specific listening experts who paid attention to sound dying away over time.
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50

Hodges, Donald A. Bodily responses to music. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0011.

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This article explores bodily responses to music, i.e., physiological and physical responses. Bodily responses to music are among the core experiences of music. They are hugely complex, with a myriad of response types interwoven into the fabric of thoughts, feelings, and social context. Bodily responses are highly idiosyncratic, as each person brings a unique self to a music-listening situation. Researchers have made significant strides in ferreting out the details of these responses, and, in collaboration with practitioners, have made progress in utilizing this knowledge, particularly in music therapy and music-medicine applications. With all this, however, the richness and complexity of the human experience leaves much yet to be discovered.
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