Relevant bibliographies by topics / Wenger

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Wenger'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Wenger"

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Raschauer, Bernhard. "Karl Wenger." Zeitschrift für öffentliches Recht 56, no. 2 (2001): 303. http://dx.doi.org/10.33196/zoer200102030301.

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Watts, Geoff. "Gwynifer Clare Wenger." Lancet 398, no. 10311 (October 2021): 1562. http://dx.doi.org/10.1016/s0140-6736(21)02313-8.

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Cao, Xiwang, Mei Lu, Daqing Wan, Li-Ping Wang, and Qiang Wang. "Linearized Wenger graphs." Discrete Mathematics 338, no. 9 (September 2015): 1595–602. http://dx.doi.org/10.1016/j.disc.2015.04.007.

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Calvo, Luciana Cabrini Simões. "Comunidades de prática: revisão dos estudos seminais e dos desenvolvidos na área de formação e atuação docente." Signum: Estudos da Linguagem 20, no. 1 (May 6, 2017): 186. http://dx.doi.org/10.5433/2237-4876.2017v20n1p186.

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O objetivo deste artigo é realizar uma discussão sobre o referencial de comunidades de prática (CPs). Para tanto, ele apresenta uma revisão dos estudos seminais (LAVE; WENGER, 1991; ECKERT; WENGER, 1994; WENGER, 1998, WENGER et al., 2002; dentre outros) e dos desenvolvidos na área de formação e atuação docente dentro de tal linha (e.g. ANDERSON, 2008; HABHAB-RAVE, 2008; SOUZA-SILVA, 2009; PERIN, 2009; HALU, 2010, dentre outros). Em linhas gerais, CPs são definidas como grupo de pessoas com objetivos e interesses comuns que interagem contínua e regularmente com o propósito de se desenvolverem e se aperfeiçoarem em um domínio específico (WENGER, 1998, 2006). A ideia subjacente ao seu conceito é a de “parceria de aprendizagem” (WENGER, 2012) estabelecida entre aqueles que compartilham de uma mesma prática. Espera-se que esta revisão contribua com o estudo e com a prática daqueles envolvidos com o referencial em tela.
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Wang, Li-Ping, Daqing Wan, Weiqiong Wang null, and Haiyan Zhou. "On Jumped Wenger Graphs." Communications in Mathematical Research 38, no. 2 (June 2022): 319–32. http://dx.doi.org/10.4208/cmr.2021-0078.

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Spector, Alan. "Morton Wenger 1946-1999." Critical Sociology 24, no. 1-2 (April 1998): vi—ix. http://dx.doi.org/10.1177/089692059802400102.

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YAN, KAY. "Michael C. Wenger, MD." Radiology 207, no. 3 (June 1998): 835. http://dx.doi.org/10.1148/radiology.207.3.835-a.

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Lofthouse, Rachel. "Book Review - 'Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-Based Learning'." International Journal of Clinical Legal Education 22, no. 2 (July 14, 2015): 230. http://dx.doi.org/10.19164/ijcle.v22i2.429.

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Halu, Regina Celia. "Reconceituando Língua e Discurso no referencial de Wenger sobre Comunidades de Práticas." Revista X 16, no. 6 (December 3, 2021): 1600. http://dx.doi.org/10.5380/rvx.v16i6.80720.

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Este artigo apresenta uma proposta de reconceitualização de linguagem e discurso no referencial de comunidades de prática (CP) de Lave e Wenger (LAVE; WENGER, 1991; WENGER, 1998). Wenger adota o conceito de discurso de Gee (1992), mas sem compreender discurso como prática social. Com relação à negociação de significados dentro de práticas sociais, a explicação se baseia nos processos de participação e reificação. Linguagem aparece em alguns dos exemplos de produtos derivados de tais processos, recebendo um tratamento limitado e, por vezes, incongruente. Objetivando adaptar o referencial de Wenger para a área de Linguística Aplicada e formação de professores, na presente proposta linguagem é conceitualizada como discurso, conforme discutido por Foucault (2000), apoiando-se também nas reflexões de Maturana (2001, 2005) sobre linguagem. Tal adaptação torna o referencial de CP mais específico para pesquisas na área de línguas e formação de professores, que explorem práticas discursivas.
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Rodrigues, Márcio Urel, Luciano Duarte Silva, and Rosana Giaretta Sguerra Miskulin. "Conceito de Comunidade de Prática: um olhar para as pesquisas na área da Educação e Ensino no Brasil." Revista de Educação Matemática 14, no. 16 (June 30, 2017): 16–33. http://dx.doi.org/10.25090/remat25269062v14n162017p16a33.

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Este artigo apresenta um excerto relacionado a um aspecto da pesquisa de doutorado que foi desenvolvida na Unesp – Rio Claro. Tal excerto objetiva compreender o desenvolvimento conceitual das Comunidades de Práticas nas três obras de Etienne Wenger e identificar os reflexos desse referencial teórico nas pesquisas na área da Educação e Ensino no Brasil. Para isso, realizamos um mapeamento das pesquisas em Educação e Ensino seguindo os procedimentos das investigações do tipo “estado da arte”. Assim sendo, o corpus foi constituído por 46 pesquisas (20 dissertações e 26 teses) defendidas no período de 2005 a 2016. Esses procedimentos nos conduziram à identificação do desenvolvimento conceitual das Comunidades de Prática nas três obras que Etienne Wenger participa como autor. Notamos que após a publicação da terceira obra - Wenger, Mcdermott e Snyder (2002) -, Wenger apresenta o conceito de Comunidade de Prática próximo da definição enfatizada na referida obra. Apesar disso, constatamos que existe uma predominância da obra Wenger (1998) nas pesquisas que utilizam os pressupostos teóricos das Comunidades de Práticas na área da Educação e Ensino no Brasil; Percebemos a predominância de quatro programas de pós-graduação de quatro IES – Unesp – Rio Claro/SP; Unicamp – Campinas/SP; PUC – São Paulo/SP; e UEL – Londrina/PR - no Brasil que desenvolvem pesquisas na área da Educação e Ensino com os pressupostos das Comunidades de Práticas na perspectiva de Etienne Wenger em suas três obras principais.
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Dissertations / Theses on the topic "Wenger"

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Wenger, Klaus [Verfasser]. "Generic Cut Generation Methods for Routing Problems / Klaus Wenger." Aachen : Shaker, 2004. http://d-nb.info/1172609489/34.

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Wenger, Kai Rouven [Verfasser]. "Essays on structural change tests under long memory / Kai Rouven Wenger." Hannover : Gottfried Wilhelm Leibniz Universität Hannover, 2020. http://d-nb.info/1204459487/34.

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Wenger, Frank Axel [Verfasser], and M. [Gutachter] Büchler. "Neue medikamentöse Therapiestrategien beim Pankreaskarzinom / Frank Axel Wenger ; Gutachter: M. Büchler." Berlin : Humboldt-Universität zu Berlin, 2003. http://d-nb.info/1207661899/34.

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Harris, Kerry. "Enhancing coaches' experiential learning through 'communities of practice' (Lave & Wenger, 1991)." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/2716.

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Significant work in the social sciences has argued the nature of learning as a collaborative, social process (Lave & Wenger, 1991). Similarly, research within coaching has positioned interaction and experience within practical coaching contexts as the principal knowledge source of both novice and experienced coaches (Cushion, Armour & Jones, 2006; Jones, Armour & Potrac, 2004; Potrac, Jones & Armour, 2002). Despite such developments, a dearth of research exists examining the complexities inherent in establishing, developing and facilitating such a social learning environment. This is particularly so in terms of exploring the effectiveness of pedagogical frameworks used to develop coaches‟ experiential knowledge. The aim of this PhD thesis was to explore how, through an action research based study, coaches‟ experiential learning could be harnessed and better developed within Lave and Wenger‟s (1991) shared „communities of practice‟ (CoPs). The study involved two groups of coaches; one of elite and the other of developmental football players. Using an action research methodology, data on coaches‟ learning were gathered both through on-going observations and focus groups interviews over the course of a nine-month season. The data were inductively analysed and presented as a series of unfolding narratives. The plot hinges on my attempts as a facilitator to encourage the respective groups of coaches to engage and develop within their CoPs. Findings revealed that whilst the developmental coaches were generally positive about participating in a „community of practice‟ (CoP) and appeared to engage with its processes, the elite coaches were much less cooperative. The results contribute to the body of evidence-based studies that seek to examine, problematise and build credible pedagogies for coach education, whilst bringing to light the issues associated with the messy nature of such research and the constant everyday demands placed on coaches working at a variety of levels.
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Claesson, Rebecca. "Språket - en säkerhetsfråga? : En studie om handledning av nyanlända inom industrisektorn." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386046.

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Trots en ökad efterfrågan i samhället på insatser för att stötta nyanlända i språkutveckling, och därmed även att ta sig in på arbetsmarknaden, finns i Sverige begränsad forskning kring handledning av nyanlända inom industrisektorn. Syftet med denna studie är att bringa kunskap i förutsättningar för arbetsplatslärande hos nyanlända inom industrisektorn, med fokus på språkinlärning. Detta görs genom att undersöka följande frågeställningar; Hur föreskrivs yrkesintroduktion gå till? Hur förhåller sig handledare till processer för nyanländas språkinlärning? Hur förhåller sig handledare till processer för inkludering av nyanlända? Vilka förutsättningar ger yrkesintroduktioner för nyanländas arbetsplatslärande inom företagen?Metoderna för att undersöka fenomenet är dels kvalitativa intervjuer av sex handledare för nyanlända på yrkesintroduktioner på tre olika företag inom industrisektorn, samt en text- och dokumentanalys av fyra stöddokument som har tagits fram av Delegationen för arbetsplatslärande vid yrkesintroduktionsanställningar (YA-delegationen) kring handledning av nyanlända.   Genom ett teoretiskt ramverk baserat på Etienne Wengers teori om gränsland och mäklarskap inom ”Communities of Practices” (2000) tolkas resultaten från undersökningarna. Några av de slutsatser som dras är att handledarna på företagen främst arbetar med praktisk upplärning av arbetsuppgifter och språkinlärning som fokuserar på inlärning av enskilda yrkesbegrepp. Djupare diskussioner kring normer och värderingar samt ”mjuka värden” hindras på grund av bristande språkkunskaper hos de nyanlända. Bristande kunskap i hur gemensamma aktiviteter för kunskapsutbyten kan ske utmärker även handledarskapet, och förslag på sådana aktiviteter saknas även i stöddokumenten. En sista slutsats är att om varken staten eller företagen själva kan stötta handledare i hur olika människors kunskaper kan tas tillvara på och hur mångfald ska utnyttjas så blir språket inom industrier inte bara en säkerhetsfråga, utan en samhällsfråga.
Despite an increased demand in society for effortsto support newly arrived immigrants in language development, and getting a way in to the labor market, there is a limited research in Sweden on mentorship of immigrants in the industrial sector. The aim of this study is to bring knowledge into the prerequisites for workplace learning among immigrants in the industrial sector, with a focus on language learning. This is done by examining the following questions;How are professional introductions precribed to be implemented? How do supervisors relate to processes for language learning of the immigrants? How do supervisors relate to processes for inclusion of immigrants? What are the prerequisites for professional introductions for immigrant´s workplace learning within the companies?The methods for examining this phenomenon are partly qualitative interviews of six mentors of immigrants at professional introductions at three different companies in the industrial sector, as well as a document analysis on four steering documents that have been provided by the YA-delegation.   The results of the study are interpreted through a theoretical framework based on Etienne Wenger's (2000) theory of boarders and broakers within the theory of ”Communities of Practice”. Some of the conclusions that are drawn are that the mentors at the companies mostly work with practical training of tasks, and language learning that focuses on separate technical terms. Deeper discussions on norms and values​ ​​are hindered by the lack of broader language skills of the immigrants. Lack of knowledge in how joint activities for knowledge sharing can be taken place characterizes the mentorships, and this aspect is also lacking in the state’s governance documents. One final conclusion is that if neither the state nor the companies themselves can support mentors in how different people's knowledge can be utilized and how diversity should be utilized, the language within industries will not only be a security issue, but a social issue.
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Wenger, Daniela [Verfasser], and Bernhard [Akademischer Betreuer] Hensel. "Carbon nanotube based field emitters in diode operating mode / Daniela Wenger. Gutachter: Bernhard Hensel." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2015. http://d-nb.info/1075836611/34.

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Körner, Daniel [Verfasser], Urs [Akademischer Betreuer] Wenger, Andreas [Akademischer Betreuer] Wipf, and Gernot [Akademischer Betreuer] Münster. "Non-perturbative renormalization on the lattice / Daniel Körner. Gutachter: Urs Wenger ; Andreas Wipf ; Gernot Münster." Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2014. http://d-nb.info/1060717220/34.

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Wenger, Stephan [Verfasser], and Marcus [Akademischer Betreuer] Magnor. "Regularized Optimization Methods for Reconstruction and Modeling in Computer Graphics / Stephan Wenger ; Betreuer: Marcus Magnor." Braunschweig : Technische Universität Braunschweig, 2014. http://d-nb.info/117582108X/34.

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Lynn, John F. "Application of the Wenger taxonomy for classifying goods purchased by the Federal Government to market research." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA292717.

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Schilling, Silvia [Verfasser], and Ekkehard [Gutachter] Wenger. "Auskauf von Minderheitsaktionären nach schweizerischem Kapitalmarktrecht - eine empirische Analyse öffentlicher Übernahmeangebote / Silvia Schilling. Gutachter: Ekkehard Wenger." Würzburg : Universität Würzburg, 2015. http://d-nb.info/1111509131/34.

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Books on the topic "Wenger"

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André, Wenger, ed. André Wenger, tendre croqueur. Strasbourg: Koufra, 1991.

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Wenger, Irving. Wenger and Graubard genealogy. [Long Beach, Calif.]: I. & J. Wenger, 1995.

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Arsène Wenger: The biography. London: Aurum, 2007.

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Rivoire, Xavier. Arsenal Wenger: "the coach. [Paris]: Mango sport, 2006.

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Arsene Wenger: Pure genius. London: John Blake, 2009.

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The professor: Arsène Wenger. London: Virgin, 2008.

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Luzzatto, Paola Caboara. Susanne Wenger: Artista e sacerdotessa. Scandicci Firenze: Firenze Atheneum, 2009.

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Wenger, Heidi, and Jürg Brühlmann. Heidi + Peter Wenger: Architekten = Architectes. Visp: Rotten-Verlag, 2010.

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Wenger, Georges. Georges Wenger: Die Farbigkeit des Blaus. Zürich: Galerie Pavillon Werd, 1997.

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The professor: The biography of Arsène Wenger. London: Virgin Books, 2001.

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Book chapters on the topic "Wenger"

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Lawthom, Rebecca. "Lave and Wenger, Communities of Practice and Disability Studies." In Disability and Social Theory, 233–51. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137023001_14.

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Morley, Dawn A., Paul Marchbank, Tony Steyger, Lesley Taylor, Anita Diaz, and Pauline Calleja. "Designing and Supporting Extraordinary Work Experience." In Applied Pedagogies for Higher Education, 135–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_7.

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Abstract “There is a big difference between a lesson that is about the practice and takes place outside of it, and explanations and stories that are part of the practice and take place within it” (Wenger, Communities of practice. Learning, meaning and identity. Cambridge University Press, New York, 1998, p. 100). The real world learning experienced by students on placement is highly significant (Morley, Enhancing employability in higher education through work based learning. Palgrave Macmillan, 2018). This chapter focuses on how these experiences can be accelerated from being part of courses to a pivotal event towards students’ future development. The chapter explores emerging areas of practice pedagogy and how innovative design can bridge the theory-practice divide and support structures between university and work. The chapter is contextualised in the higher education landscape where students ‘work readiness’ is gaining greater traction and how attributes for employability are developed during university.
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Whitworth, Andrew. "Fostering Digital Skills and Competencies Through Discursive Mapping of Information Landscapes." In European Higher Education Area: Challenges for a New Decade, 531–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_33.

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Abstract The digitisation of society produces a need to foster new skills and competencies in learners. But where digital and information literacy competencies are addressed in higher education (HE), this is typically in ways that orient the learner to practices expected in the academic setting, or what Lloyd (2010) calls the “epistemic modality”. However, to become expert users of digital information outside HE, learners must also be introduced to social and corporeal (practice-based) modalities. This requires learners to gain experience with selecting tools and configuring their landscape, or what Wenger et al. (2009) call stewarding. This paper reports on research conducted on a number of small groups of learners as they worked in an innovative assessment environment that developed their stewarding capacity. Through content analysis of online discussions, students can be seen employing discursive mapping techniques as they learn to configure their landscapes. This paper has implications for assessment design for digital skills as outlined in the EU’s Digital Competency Framework.
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Matunga, Benta N. "Learning in Communities of Practice: How to Become a Good Citizen in Self-Help Groups in Rural Tanzania." In Learning, Philosophy, and African Citizenship, 135–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94882-5_8.

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AbstractThis chapter conceptualizes self-help groups as communities of practice where learning citizenship practices experienced. Qualitative research through interviews and focus group discussions was employed for data collection in Mpwapwa District, Rural Tanzania. Drawing on (Lave and Wenger, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, 1991) notion of situated learning through legitimate peripheral participation in communities of practice, I analyze how participants describe their learning, and how they draw connections between being a good member in a group and exercising good citizenship more broadly. Findings show that participants learn to achieve main goal of development and care for others in various ways including participation in joint activities, imitating others and trial and error. A good member of the group is perceived as a good citizen, responsible in development of oneself and to others. Therefore, groups address challenges in their settings and portray a kind of citizenship that needs attention in development interventions.
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Berndt, Adele. "The Brand Identity of a Football Manager: The Case of Arsène Wenger: An Abstract." In Marketing Opportunities and Challenges in a Changing Global Marketplace, 315–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39165-2_126.

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De Alessi, Louis. "Comment on H. G. Monissen and E. Wenger: “Specific Human Capital and Collective Codetermination Rights”." In Efficiency, Institutions, and Economic Policy, 149–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-73064-1_14.

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Steffen, Andreas. "Weniger Opfer, weniger Retter, weniger Täter." In Impulse zur eigenen Veränderung, 227–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-58279-4_26.

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Mikic, Nikola, and Anders R. Korshoej. "Improving Tumor-Treating Fields with Skull Remodeling Surgery, Surgery Planning, and Treatment Evaluation with Finite Element Methods." In Brain and Human Body Modeling 2020, 63–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45623-8_4.

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AbstractTumor-treating fields (TTFields) are alternating fields (200 kHz) used to treat glioblastoma (GBM), which is one of the deadliest cancer diseases of all. Glioblastoma is a type of malignant brain cancer, which causes significant neurological deterioration and reduced quality of life, and for which there is currently no curative treatment. TTFields were recently introduced as a novel treatment modality in addition to surgery, radiation therapy, and chemotherapy. The fields are induced noninvasively using two pairs of electrode arrays placed on the scalp. Due to low electrical conductivity, significant currents are shielded from the intracranial space, potentially compromising treatment efficacy. Recently, skull remodeling surgery (SR-surgery) was proposed to address this issue. SR-surgery comprises the formation of skull defects or thinning of the skull over the tumor to redirect currents toward the pathology and focally enhance the field intensity. Safety and feasibility of this concept were validated in a clinical phase 1 trial (OptimalTTF-1), which also indicated promising survival benefits. This chapter describes the FE methods used in the OptimalTTF-1 trial to plan SR-surgery and assess treatment efficacy. We will not present detailed modeling results from the trial but rather general concepts of model development and field calculations. Readers are kindly referred to Wenger et al. [1] for a more general overview of the clinical implications and applications of TTFields modeling.
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Affolter, Laura. "Getting in Line with the Office." In Asylum Matters, 117–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61512-3_5.

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AbstractThis chapter explores how asylum caseworkers are socialised on the job and thereby acquire an institutional habitus. Decision-makers are disciplined, incentivised, compelled, but also “ideationally conditioned” (Gill in Transactions of the Institute of British Geographers 34 (2): 215–233, 2009) to think, act and feel in certain ways. The chapter argues that how organisational socialisation works can only be understood by taking three factors into account: what belonging to the office and to different “communities of interpretation” (Affolter, Miaz, and Poertner in Asylum Determination in Europe: Ethnographic Perspectives. Palgrave Macmillan, Cham, pp. 263–284, 2019; Wenger in Knowing in Organizations: A Practice-Based Approach. M.E. Sharp, Armonk, pp. 76–99, 2003) within the office means; how decision-makers acquire, and are taught, the necessary Dienstwissen (Weber in Economy and Society. University of California Press, Berkeley, 2013 [1978]) for carrying out their tasks; and the accountability decision-makers feel towards other actors: peers and superiors, but also politicians, the media and “the public”. Together these aspects of organisational socialisation shape what decision-makers come to perceive as “normal” and “appropriate” practices. Through becoming members of the office, they develop a “socialised subjectivity” (Bourdieu and Wacquant in An Invitation to Reflexive Sociology. Polity Press, Cambridge, pp. 61–215, 1992) which, in turn, shapes their everyday decision-making practices.
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Jarke, Juliane. "Community by Template? Considering the Role of Templates for Enacting Membership in Digital Communities of Practice." In Sociology of the Sciences Yearbook, 183–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61728-8_9.

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AbstractThis chapter attends to how the concept of “communities of practice” (Lave and Wenger, Situated learning: Legitimate peripheral participation, learning in doing. Cambridge University Press, Cambridge, 1991) has been taken up by managers and policy makers in trans-local contexts. Although the concept was developed for co-located communities, it was transferred to distributed settings. In such settings, the sharing of practices is not necessarily active, and the performance of community not necessarily tied to their sharing. Some of the ambiguities of the original concept became problematic. The chapter is based on two vignettes that demonstrate how community is understood by policy makers and managers as a form of organisation that needs to be cultivated and coordinated. Continuing on the success of “communities of practice”, a focus of such striving became the sharing of experiences (and “good practices”) in order to foster community building. In a trans-local context, this meant—for the actors responsible for building community—a focus on how practices may be shared actively. One answer to this challenge was to describe local practices in standardised templates. However, different ways of organising the sharing of knowledge objects (e.g. who are the actors that define the structure of templates or how do they determine what counts as ‘good practice’) resulted in different forms of communality.
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Conference papers on the topic "Wenger"

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Heinze, Aleksej, and Chris Procter. "Online Communication and Information Technology Education." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2991.

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Communication is one of the fundamental elements required for facilitating learning. It is present in the work of (Vygotsky 1978) and more recently (Wenger 1998). These authors are concerned with understanding learning and explaining it. Others have focused their attention on the development of frameworks to facilitate learning. In particular, work related to the introduction of information technology (IT) into the learning domain (e-learning) is exemplified by (Laurillard 1993) and (Salmon 2000). This paper looks at online communication as the link between established theory of learning and literature on e-learning. This work is related to action research data that was collected by the authors on a course using the blended learning mode of delivery. The results suggest that communication is both a challenge and an enabler for facilitating a successful blended learning course.
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Amond, Mags, Keith Johnston, Richard Millwood, and Ewan McIntosh. "A decade of TeachMeet: an Interpretive Phenomenological Analysis of participants’ tales of impact." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11089.

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TeachMeet is an emerging informal professional development event organised by teachers for teachers, commonly described as an unconference. It is a volunteer-led global phenomenon without any established hierarchy. To celebrate the first ten years of TeachMeet, the founders announced an open call for particpants to submit, online, their stories of impact. The resulting submissions were subjected to an Interpretive Phenomenological Analysis (IPA) capitalizing on the ‘double hermeneutic’ lens of the experience of researchers whose positionality is that of informed insiders. Findings reveal the categories in which the lived experience reported by participants shows the impact of TeachMeet: ranging from appreciative description of the event they attended to reflective confessions of life-enhancing transformation in their personal and professional lives, their classrooms and the wider teaching community. These finding are examined in the light of how they align with several models of evaluation of teacher learning (Guskey 1998, Kennedy 2005, Kirkpatrick 2006, Desimone 2011, Wenger, Trayner and deLatt 2011), and what they indicate about where evolving TeachMeet communities and networks may be situated in an informal learning landscape.
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Abbas, Naqaa, and Hend Taher. "Celebrating Culture - Literary Communities of Practice in Doha." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0264.

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Our paper focuses on the role of arts and culture in Doha. More specifically, we examine literary circles in Doha (both Arab and English speaking) and regard them as ‘communities of practice.’ According to Etienne Wenger, communities of practice are “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” Moreover, such communities are seen as promoting innovation, developing social capital, facilitating and spreading knowledge within a group, and spreading existing knowledge. Recently, there has been a surge of active literary communities presenting their creative work in both English and Arabic attracting a variety of audiences and fans. For instance, young authors such as Kumam Al Maadeed, Eissa Abdullah, Buthaina Al-Janahi and Abdullah Fakhro not only have a huge online following, but they also have a significant fan base attending their events throughout the city. Besides these communities, there are also numerous organizations with which these celebrity authors are associated such as Qalam Hebr, Qatari Forum for Authors, and Outspoken Doha – we argue that such organizations can also be regarded as communities of practice. Our contention is that these ever-growing communities provide a performative space in which poets, singers, authors and artists can experiment with the fluidity of their assigned identities, cultures and traditions.
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Clavel, Céline, Steve Whittaker, Anaïs Blacodon, and Jean-Claude Martin. "WEnner." In UbiComp '18: The 2018 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3267305.3274190.

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Sozer, Hatice, and Mahjoub Elnimeiri. "Sensitivity Factors in Building Integrated Photovoltaic (BIPV) System Cost." In ASME 2003 International Solar Energy Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/isec2003-44231.

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Even though PV technology is new and expensive for the building industry today, and regardless of market development and technology advancement, a BIPV system cost can actually be reduced and its application can spread further into the building industry as this paper will manage to show. However, PV systems still have not been accepted by the building industry and consumers yet. According to the results of a survey by the workshop of Building Integrated Photovoltaic for Design Professionals which was sponsored by the National Energy Laboratory (NREL) and the American Institute of Architects (AIA), “a major barrier to analyzing renewable energy systems is assembling and presenting the technical and financial data to persuade a client that a BIPV would make economic sense.” [Wenger and Eiffert, 1996] This paper uses Life Cycle Cost Analysis (LCCA) for identifying BIPV system cost components and makes the connection between the findings of LCCA and the design process. It identifies specific quantifiable measures/variables that will be compared with a non-PV integrated building or different PV system applications by using the LCCA method that confirms cost related issues. Calculations of payback period as a result of LCCA gauge the sensitivity of these variables and show how some of them are significantly more important than others in reducing the pay back period. Offering an efficient approach for integration of PV into curtain wall also meets the long-term objective of the satisfaction of the building user.
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NEVES, WAGNER FELIPE DOS SANTOS, ANTONIO JORGE SILVA CORREA JÚNIOR, TATIANA MARA DA SILVA RUSSO, ANDRÉ APARECIDO DA SILVA TELES, and HELENA MEGUMI SONOBE. "A NECESSIDADE DO MODELO DE COMUNIDADES DE PRÁTICAS ONLINE PARA CAPACITAÇÃO INTERPROFISSIONAL EM ONCOLOGIA." In I Congresso Brasileiro de Doenças Crônicas On-line. Revista Multidisciplinar em Saúde, 2022. http://dx.doi.org/10.51161/cronics/7512.

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Justificativa: A interprofissionalidade na atenção oncológica constitui uma lacuna na capacitação de recursos humanos e a teoria de Jean Lave e Étienne Wenger poderá contribuir na sua fundamentação. Objetivo: Analisar estudos sobre capacitação em saúde, fundamentado na Situated Learning Theory, para a viabilização do modelo de Comunidades de Prática (CoP) online para a capacitação interprofissional em Oncologia. Método: Revisão bibliográfica narrativa de linha temporal aberta, a partir da questão: “Quais introjeções a Situated Learning Theory e seu modelo de Comunidades de Prática online favorecem a capacitação interprofissional em oncologia?”; na base PUBMED. Resultados: Debateram-se 16 artigos em inglês, com diferentes delineamentos metodológicos, que foram categorizados em: “Conexões do trabalho interprofissional em saúde com a Aprendizagem situada e Comunidades de Prática” e “A manifestação online das CoP e possíveis reflexos para a capacitação em Oncologia”. O modelo definiu a premência de um profissional veterano na condução da capacitação de profissionais recém-chegados no serviço oncológico e as mudanças atitudinais geradas pela CoP a partir do compromisso com o conhecimento. Conclusão: Conceitos de destaque foram: participação periférica legítima, motivação de participantes, interações entre veteranos e recém-chegados, formação de Facilitadores Clínicos Graduados, aprendizagem multiconfigurada, estabelecimento de presença social e cognitiva no interior das mesmas, CoP como estratégia de melhoria da qualidade assistencial, com sua expansão para a rede de atenção em saúde; comunidades de inquérito; artefatos ou produtos da comunidade, como evolução de papeis profissionais dentro da comunidade e as trajetórias dentro da CoP e entre comunidades centrais e adjacentes.
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Furghieri Bylaardt Caldas, Priscila, Jonathan Snatic, and Kurt Kronenberger. "Quality Isotope Analysis at the Wellsite: Two Case Studies that Validate GC-C-IRMS Mud Gas Isotope Logging for Deepwater Exploration and Development." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210384-ms.

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Abstract Geochemical analysis of gases produced during the drilling process is a common study on oil and gas exploration and development wells. This process typically includes the use of gas sample containers or other vessels that allow for single point samples to be collected for shipment to an offsite laboratory. Laboratories use high precision devices to obtain valuable information for reservoir characterization including stable carbon isotope ratios. In recent years there have been efforts to provide similar analyses during the drilling process, using ruggedized equipment suitable for wellsite deployment. This paper demonstrates that a Gas Chromatograph-Combustion-Isotope Ratio Mass Spectrometer (GC-C-IRMS) analyzer, using similar technology to what is most widespread in offsite laboratories (Dashti et al, 2018), can be successfully deployed to the rig site. This type of advanced gas analysis, commonly known as Mud Gas Isotope Logging (MGIL), provides continuous sampling of stable carbon isotopes of methane (δ13C1), ethane (δ13C2), and propane (δ13C3). The service, performed with a GC-C-IRMS analyzer, was proven and validated for an operator through two case studies. 98 The first case compares real time data with discrete gas sample tubes analyzed in an offsite laboratory. It shows how accurate results are possible, even with the presence of artificial gases generated by drill bit metamorphism (DBM) (Wenger et al, 2009). This example also demonstrates how the service enabled immediate analysis for operational decisions by indicating the presence of biodegraded thermogenic fluid. The second case study demonstrates how this wellsite service could corroborate the geological prognosis in a complex field influenced by salt tectonics. In this basin an upthrown reservoir changed the typical behavior observed in conventional wells of increased oil maturity with depth. Stable carbon isotope readings obtained in real time, integrated with cuttings analysis, indicated the presence of out of section lithology. This information allowed for estimating the thermogenic fluid maturity of reservoirs and diagnosis of geological formations that were out of sequence in terms of age (uplifted).
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Nie, Liqiang, Tao Li, Mohammad Akbari, Jialie Shen, and Tat-Seng Chua. "WenZher." In SIGIR '14: The 37th International ACM SIGIR Conference on Research and Development in Information Retrieval. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2600428.2611176.

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A. Watson, K., and R. D. Barker. "Azimuthal resistivity studies using the offset Wenner sounding technique." In 3rd EEGS Meeting. European Association of Geoscientists & Engineers, 1997. http://dx.doi.org/10.3997/2214-4609.201407374.

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Arlt, GA, and P. Kienle. "Weniger Schnittbilddiagnostik erhöht nicht die Rate an negativen Appendektomien." In Viszeralmedizin 2021 Gemeinsame Jahrestagung Deutsche Gesellschaft für Gastroenterologie, Verdauungs- und Stoffwechselkrankheiten (DGVS), Sektion Endoskopie der DGVS, Deutsche Gesellschaft für Allgemein und Viszeralchirurgie (DGAV). Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0041-1734113.

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Reports on the topic "Wenger"

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Sørensen, Anders Dræby. Praksis og kontekst i pædagogisk psykologi: Vygotsky, Schön, Lave & Wenger. Aarhus University, 2015. http://dx.doi.org/10.7146/aul.102.93.

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Buckle, J. L., M. Coyle, J. M. Carson, B. J. A. Harvey, and G. Delaney. Geophysical Series, southern Athabasca Basin geophysical survey, Saskatchewan, NTS 74 F/12, Wenger Lake. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2009. http://dx.doi.org/10.4095/247360.

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Johann, Cas, ed. Mehr Sicherheit durch weniger Privatsphäre? (ITA-Dossier Nr. 17, November 2015). Vienna: self, 2018. http://dx.doi.org/10.1553/ita-doss-017.

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Sibbett, B. S. GeoProducts WEN-2 well, Wendel-Amedee, California. Office of Scientific and Technical Information (OSTI), October 1985. http://dx.doi.org/10.2172/6352805.

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Filiz, Ibrahim. Overconfidence: Der Einfluss positiver und negativer Affekte. Sonderforschungsgruppe Institutionenanalyse, 2017. http://dx.doi.org/10.46850/sofia.9783941627598.

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Die Auswirkungen von Selbstüberschätzung betreffen viele Bereiche des wirtschaftlichen Lebens. Doch es sind bisher nur wenige Faktoren bekannt, die das Ausmaß möglicher Selbstüberschätzungen bestimmen. Zudem gibt es kaum Untersuchungen, ob positive oder negative Emotionen einen Einfluss auf die Selbsteinschätzung haben. Ob Emotionen mögliche Lerneffekte bei der Selbsteinschätzung beeinträchtigen können, ist bisher noch gar nicht untersucht worden. Die vorliegende Studie wendet sich dieser Fragestellung zu. In einem Real-Effort-Task-Experiment werden den Probanden in 5 Spielrunden Aufgaben gestellt. Nach jeder Spielrunde sollen die Probanden ihre Leistung einschätzen. Anschließend erhalten sie jeweils ein Feedback, wie sie tatsächlich abgeschnitten haben. Auf diese Weise werden Lerneffekte möglich. Die Stimmungsinduktion wird durch positive (Treatment „Positiv“), negative (Treatment „Negativ“) und neutrale (Treatment „Neutral“) Filmausschnitte erzeugt. Sowohl hinsichtlich der absoluten Overconfidence als auch hinsichtlich der relativen Overconfidence zeigen sich keine signifikanten Unterschiede zwischen den drei Treatments. Im Hinblick auf das Auftreten von Lerneffekten zeigt sich dann aber doch ein Unterschied zwischen den Stimmungslagen. Bei Betrachtung der absoluten Overconfidence zeigen sich in neutraler Stimmungslage deutliche Lerneffekte. Diese Lerneffekte bleiben hingegen sowohl bei positiver als auch bei negativer Stimmungslage aus.
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Kreyenfeld, Michaela R. Der Einfluss der ‚Wende’ auf bildungsspezifische Fertilitätsunterschiede in Ostdeutschland. Rostock: Max Planck Institute for Demographic Research, August 2006. http://dx.doi.org/10.4054/mpidr-wp-2006-025.

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Bondt, Nico, Harry Kortstee, Gerben Splinter, Cor Wattel, and Bart Bremmer. Duurzaam perspectief voor melkgeitenbedrijven : Deelrapportage 1e stap: Maatschappelijke wensen en daaruit afgeleide doelstellingen voor verduurzaming. Wageningen: Wageningen Economic Research, 2022. http://dx.doi.org/10.18174/580930.

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Suleiman, Farid, Abdelaali el Maghraoui, and Sara Rahman. Die Normativität des Korans ; AIWG WiFo paper. Akademie für Islam in Wissenschaft und Gesellschaft (AIWG), Goethe-Universität Frankfurt am Main, October 2021. http://dx.doi.org/10.21248/gups.62400.

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Der Koran hat eine besondere Bedeutung für Menschen muslimischen Glaubens. Er gilt als göttliche Offenbarung, die mit dem Propheten Muhammad als Medium der Menschheit übermittelt wurde. Dem hohen rituellen, ästhetischen und religiös-emotionalen Wert des Korans als Wort Gottes steht allerdings ein weniger stark verbreitetes grundlegendes theologisches Wissen zu seiner Erschließung gegenüber. Die Entstehungsgeschichte und der Offenbarungskontext sind beim Verständnis und der Auslegung des Texts von essentieller Bedeutung. Vor allem aber die wissenschaftlichen Diskurse in den Jahrhunderten seit der Offenbarung des Korans, aus denen das unendliche Spektrum an Auslegungen und deren Wandel über die Jahrhunderte hervorgeht, sind wenig bis gar nicht bekannt...
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Netz, Nicolai. Welchen Einfluss hat internationale Mobilität auf wissenschaftliche Karrieren? Ein Forschungsüberblick. Deutscher Akademischer Austauschdienst (DAAD), June 2021. http://dx.doi.org/10.46685/daadstudien.2021.01.

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In einem systematischen Review werten Nicolai Netz, Svenja Hampel und Valeria Aman 96 empirische Studien zum Einfluss internationaler Mobilität auf wissenschaftliche Karrieren aus. Die Analyse dieses noch jungen, aber in den letzten Jahren sehr dynamischen Forschungsfeldes zeigt, dass internationale Mobilität zum Ausbau wissenschaftlicher Netzwerke beiträgt. Zudem gibt es Hinweise, dass internationale Mobilität die wissenschaftliche Produktivität und Rezeption, das heißt die Anzahl der Publikationen und Zitationen, erhöhen kann. Auch den beruflichen Aufstieg kann internationale Mobilität begünstigen. Sie scheint jedoch ebenso mit durchschnittlich längeren befristeten Beschäftigungsverhältnissen einherzugehen. Andere Karrieredimensionen – wie die Kompetenz- und Persönlichkeitsentwicklung, das wissenschaftliche Fachwissen, der Zugang zu Forschungsinfrastruktur und -finanzierung sowie Reputationsgewinne – wurden erst deutlich seltener und auf Basis weniger belastbarer Forschungsdesigns untersucht.
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Kofler, Jakob, Joachim Kaufmann, and Peter Kaufmann. Wirkungsmonitoring der FFG Förderungen 2021 Unternehmen und Forschungseinrichtungen. KMU Forschung Austria, June 2022. http://dx.doi.org/10.22163/fteval.2022.579.

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Das Wirkungsmonitoring 2021 bezieht sich auf im Jahr 2017 beendete Forschungsprojekte ab einer gewissen Mindestgröße, für die kein programmspezifisches Monitoring der FFG durchgeführt wird.1 In diesem Jahr wurden zudem die Einflussfaktoren auf die wirtschaftliche Verwertung von Projektergebnissen gesondert in der Befragung berücksichtigt. Es konnten 92 % der Unternehmen erreicht werden; der Netto-Rücklauf beträgt 61 % (372 Projektteilnahmen). In diesem Berichtsjahr ist erstmals der Anteil an Projektbeteiligungen an Thematischen Programmen im Wirkungsmonitoring größer als jener der Basisprogramme. Die Projektbeteiligungen verteilen sich auf 54 % Thematische Programme, 42 % Basisprogramme, 2 % Strukturprogramme sowie 2 % Luft- und Raumfahrtprojekte. Forschungseinrichtungen (FE) werden im Wirkungsmonitoring ebenfalls berücksichtigt, weisen im Vergleich zu Unternehmen jedoch typischerweise weniger Projektteilnahmen auf. Insgesamt wurden 502 Projektteilnahmen erreicht und 344 Fragebögen ausgewertet. Dies entspricht einem Netto-Rücklauf von rd. 69 %.
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