Literatura académica sobre el tema "Essays and lecture"
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Artículos de revistas sobre el tema "Essays and lecture"
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Sweigart, William. "Classroom Talk, Knowledge Development, and Writing." Research in the Teaching of English 25, no. 4 (1991): 469–96. http://dx.doi.org/10.58680/rte199115457.
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Fifty-eight, college-preparatory twelfth-grade students and their English teacher participated in this study of whether exploratory talk in small groups can help students assimilate new information on complex topics more effectively than can participation in a class discussion or a lecture. Of the three treatments (lecture, class discussion, student-led small-group discussion), the small-group discussion was significantly more effective in improving the students’ knowledge as they prepared to write. Similarly, differences in the quality of analytic, opinion essays (scored for clear thesis and elaboration of ideas) revealed that small-group discussion was consistently superior for both weaker and stronger writers. Data from composing-aloud protocols revealed that following the talk conditions students were better able to remain on task while composing their opinion essays, and that students made significantly fewer negative comments about their essay production. Attitude measures revealed that students preferred the treatments that allowed them to talk when developing their understanding of complex ideas. Results from all data sources converge to indicate that exploratory talk in student-led small groups can provide a powerful means for developing understanding of complex topics and can facilitate writing about these ideas.
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Pelaez, Nancy J. "PROBLEM-BASED WRITING WITH PEER REVIEW IMPROVES ACADEMIC PERFORMANCE IN PHYSIOLOGY." Advances in Physiology Education 26, no. 3 (2002): 174–84. http://dx.doi.org/10.1152/advan.00041.2001.
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The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review™, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students “passed” three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as 1) problems recognizing levels of organization, 2) problems with cause/effect, and 3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.
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Frey, Daniel. "Lecture philosophique et lecture théologique de la Bible chez Paul Ricœur." Études Ricoeuriennes / Ricoeur Studies 3, no. 2 (2012): 72–91. http://dx.doi.org/10.5195/errs.2012.152.
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Attention to the Bible, though not central, is constant in Paul Ricœur’s work, which features a succession of several approaches. In Symbolique du mal (1960), Ricœur attempts to think on the basis of biblical symbols with a clear philosophical intent that, however, uses a theological scheme (“believe to understand”). In subsequent essays on biblical hermeneutics, such as Herméneutique de l’idée de révélation (1977), Ricœur chooses to distance himself from theological reading in order to enable his philosophical reading to grasp the Bible’s strangeness. Later on, his quasi-private meditations on death and its imaginary (Vivant jusqu’à la mort, 2007) will lead him to explore anew crossroads of philosophical reading and theological reading of the Bible, so as to offer an astonishing and stimulating critique of biblical resurrection accounts.
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Richardson, D., and B. Birge. "Teaching physiology by combined passive (pedagogical) and active (andragogical) methods." Advances in Physiology Education 268, no. 6 (1995): S66. http://dx.doi.org/10.1152/advances.1995.268.6.s66.
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Pedagogy and andragogy are models of education based, respectively, on passive and active learning. This project compared two balanced sections of an undergraduate course in physiology. Both sections used the pedagogical method of didactic lectures to present basic material. Students in section 01 were given multiple-choice examinations, a pedagogical procedure, over the lecture content for the purpose of performance evaluation. In section 02 the lectures were used as an information source, which students combined with other information researched in the library to draft essays on assigned topics, i.e., an andragogical approach. Grading of the essays constituted 75% of a student's performance evaluation, with participation in class discussions making up the remaining 25%. There was no significant difference in overall performance outcome between the two sections (P > 0.47). Students from both sections valued the lectures, even though they served a different purpose in each section. However, overall the student rating of section 02 was significantly higher than that of section 01 (P < or = 0.05). This reflected different teaching methods rather than different teachers, because the ratings of the two instructors were virtually identical (P > 0.98). These results suggest that a combined pedagogical and andragogical approach is an acceptable model for teaching introductory physiology.
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Buzzanell, Patrice M. "Rethinking lecture-learning from communicative lenses: a response to forum essays." Communication Education 66, no. 2 (2017): 250–52. http://dx.doi.org/10.1080/03634523.2017.1287412.
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Ríchard José Sosa Villegas. "Implicaciones de la lectura y la comprensión crítica: notas de reflexión." GACETA DE PEDAGOGÍA, no. 48 (January 23, 2024): 196–206. http://dx.doi.org/10.56219/rgp.vi48.2448.
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La lectura y la comprensión crítica se emplean como vocablos similares. Sin embargo, se trata de términos diferentes, aunque inter dependientes. El primero es un proceso en el que se cuestiona y se toma postura por parte del lector tras las ideas obtenidas de sus lecturas de acuerdo con el desarrollo de su criterio. El segundo es un evento pedagógico del cual los lectores se empoderan para reconocer el mundo que les rodea al leer en distintos niveles. En el cuerpo argumentativo de este ensayo se atienden ambas nociones como prácticas socioculturales con gran impacto en los lectores autónomos. Finalmente, se concluye con apuntes didácticos en forma de reflexión. ABSTRACT Reading and critical comprehension are used as similar words. However, these are different, although inter-dependent, terms. The first is a process in which the reader questions and takes a position based on the ideas obtained from their readings in accordance with the development of their criteria. The second is a pedagogical event in which readers are empowered to recognize the world around them by reading at different levels. In the argumentative body of this essay, both notions are addressed as sociocultural practices with great impact on autonomous readers. Finally, it concludes with didactic notes in the form of reflection. Key words: Reading and critical comprehension, Readings, Autonomous reader RESUMO Leitura e compreensão crítica são usadas como palavras semelhantes. No entanto, estes são termos diferentes, embora inter-dependentes. O primeiro é um processo em que o leitor questiona e se posiciona a partir das ideias obtidas em suas leituras de acordo com o desenvolvimento de seus critérios. O segundo é um evento pedagógico em que os leitores são capacitados a reconhecer o mundo que os rodeia através da leitura em diferentes níveis. No corpo argumentativo deste ensaio, ambas as noções são abordadas como práticas socio-culturais de grande impacto para leitores autônomos. Por fim, conclui com notas didáticas em forma de reflexão. Palavras-chave: Leitura e compreensão crítica, Leituras, Leitor autônomo RESUME La lecture et la compréhension critique sont utilisées comme des mots similaires. Il s’agit cependant de termes différents, bien qu’interdépendants. Le premier est un processus dans lequel le lecteur s'interroge et prend position à partir des idées issues de ses lectures en fonction de l'évolution de ses critères. Le second est un événement pédagogique au cours duquel les lecteurs sont amenés à reconnaître le monde qui les entoure en lisant à différents niveaux. Dans le corps argumentatif de cet essai, les deux notions sont abordées comme des pratiques socioculturelles ayant un grand impact sur les lecteurs autonomes. Enfin, il se termine par des notes didactiques sous forme de réflexion. Mots-clés: Lecture et compréhension critique, Lectures, Lecteur autonome
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Khordoc, Catherine. "Comment ? Lamentations essayistiques chez Monique Bosco." Canadian Jewish Studies / Études juives canadiennes 32 (October 25, 2021): 70–85. http://dx.doi.org/10.25071/1916-0925.40242.
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Cet article entreprend une analyse des essais de Monique Bosco, publiés pendant les huit dernières années de sa vie, entre 1998 et 2006, à la lumière de la tradition des lamentations. En examinant le recours à l’intertextualité dans ces essais, notre étude privilégie la dimension de la lamentation qui vise l’interrogation plutôt que la complainte. Dans le contexte de la Shoah, Bosco cherche, à l’instar du Livre des Lamentations, à comprendre comment ce qui est arrivé a pu avoir lieu, une quête qui passe nécessairement par la lecture de textes historiques, philosophiques et autobiographiques.This article undertakes an analysis of Monique Bosco’s essays, published during the last eight years of her life, between 1998 and 2006, in light of the lament tradition. Focusing on the use of intertextuality in these essays, the article emphasizes lamentation as an interrogation rather than a lament, a notion that perhaps comes more immediately to mind. In the context of the Shoah, Bosco seeks to understand in the manner of the Book of Lamentations how what happened could have happened, a quest that necessarily involves the reading of historical, philosophical and autobiographical texts.
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Guyer, P. "Kant and Pre-Kantian Themes: Lectures by Wilfrid Sellars; Kant's Transcendental Metaphysics: Sellars' Cassirer Lecture Notes and Other Essays." Philosophical Review 114, no. 4 (2005): 535–39. http://dx.doi.org/10.1215/00318108-114-4-535.
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Hall, Joshua M. "Double Characters: James and Stevens on Poetry-Philosophy." Research in Phenomenology 44, no. 3 (2014): 405–20. http://dx.doi.org/10.1163/15691640-12341295.
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In this paper, I will explore how the work of Wallace Stevens constitutes a phenomenology that resonates strongly with that of William James. I will, first, explore two explicit references to James in the essays of Stevens that constitute a misrepresentation of a rather duplicitous quote from James’ personal letters. Second, I will consider Stevens’ little known lecture-turned-essay, “A Collect of Philosophy,” and the (conventional) poem, “Large Red Man Reading,” as texts that are both about a conception of poetryphilosophy as well as being performances of poetry-philosophy. Finally, I will compare James’ and Stevens’ thought on the imagination, highlighting both form and content and the poetic-philosophical union or blend that makes possible (or virtual) those similarities.
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Klein, Martin J., and Gerald Holton. "The Advancement of Science, and Its Burdens: The Jefferson Lecture and Other Essays." American Historical Review 94, no. 5 (1989): 1338. http://dx.doi.org/10.2307/1906362.
Texto completoTesis sobre el tema "Essays and lecture"
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Nicol, Patrick. "Un récit de la lecture essais et récit." Thèse, Université de Sherbrooke, 2003. http://savoirs.usherbrooke.ca/handle/11143/2737.
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La thèse se divise en trois parties. Un premier essai pose la question:"Comment les romans nous touchent-ils?" et tente d'y apporter une réponse en regard au roman contemporain. Le travail se termine par un court roman qui met en pratique les réponses ébauchées dans le premier texte. Entre ces deux parties, un court essai fait le lien entre la théorie et la pratique en décrivant les stratégies qui visent à en déterminer la lecture.La lecture est ici envisagée comme un récit produit par le lecteur. L'auteur est le premier personnage de cette histoire. Construit par le lecteur, il est imaginé tendu vers un objectif pour lequel l'écriture du roman est un moyen. Cette tension vers le but de l'auteur est appelée motif. Certains motifs d'écriture amènent l'adhésion du lecteur alors que d'autres le portent à se rebiffer. De façon générale, les motifs liés à des enjeux strictement littéraires, animés par un esprit d'ambition et de capitalisation sont perçus négativement alors que la quête d'authenticité et l'implication réelles sont approuvées. En somme, l'écriture, perçue comme un geste, est évaluée selon l'intention qui la porte. Une bonne partie du premier essai est consacrée à l'examen des traces textuelles semblant trahir l'un ou l'autre des motifs. Si l'examen des motifs donne au lecteur des réponses satisfaisantes, celui-ci pourra s'abandonner à l'enseignement du roman, sa véritable contribution. L'enseignement n'est pas un savoir transmis par la rédaction, mais plutôt un mouvement, un acte qui trouve son sens au moment de l'écriture. Ce type d'enseignement dessine la figure d'un auteur impliqué et incertain qui se commet dans l'acte d'écrire.La [i.e. Le] premier essai se termine sur un examen du lien, qui est l'appel contenu dans le roman, le désir exprimé par l'oeuvre d'être reçue par le lecteur. Le roman s'intitule Nous ne vieillirons pas. Il relate la rencontre entre un étudiant et un professeur qui lui ressemble étrangement. Par les cours et les discussions qu'il a avec le professeur, l'étudiant réfléchit à la façon dont il vieillira. C'est par la voix qui réfléchit, tantôt de façon ironique tantôt de façon métaphorique, que le roman tend vers une connaissance conforme aux attentes du lecteur actuel. L'essai médian tente de retrouver dans le roman les figures qui en déterminent les motifs tels qu'ils apparaîtront dans l'esprit du lecteur et examine les modalités d'émergence de l'enseignement et du lien dans le texte.
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Michel, Pierre. "Domotique et habitat : Essai de lecture systémique." Lyon, INSA, 1994. http://www.theses.fr/1994ISAL0099.
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Les relations entre l'habitat, caractérisé par différents rythmes temporels, et son occupant, notion polysémique, se voient transformées par le développement - en demi-teinte - de la domotique dont l'avenir reste à définir. Une vision systémique de l'habitat, se dégageant des notions usuelles de fonction et de structure, permet alors de mettre l'accent sur la trajectoire du système caractérisé par ses projets téléologiques dans son environnement actif. Les projets du système microscopique habitat - entendu a priori comme enveloppe équipée - peuvent s'identifier dans un environnement extérieur par rapport à un environnement intérieur - l'occupant : finalités à caractère physique, physiologique, financier, sociologique, technique, professionnel, personnel ou symbolique. L'étude du niveau de complexité et du potentiel de stabilité du système montre d'une part l'absence d'intelligence au sens décisionnel du terme, d'autre part la nécessité d'intégrer l'occupant dans le processus d'équilibration. En réponse à un changement de l'environnement, le recours de l'artefact domotique à un téléservice pour l'adaptation fonctionnelle du nouveau système requiert des capacités de décision, voire d'autonomie. Son adaptation structurelle rendant compte de nouveaux projets téléologiques va nécessiter pour les différents éléments (habitat, occupant, artefact domotique) des capacités structurelles (modification des interrelations) et fonctionnelles (transformation des programmes). L'étude du système macroscopique habitat dans un référentiel Différenciation - Coordination permet enfin de dégager une trajectoire d'évolution sur les plans technologique (stabilisation de l'offre technique), social (superposition des réseaux) ou économique (définition d'un espace de vie)<br>The relations between the home, characterised by different time rhythms, and its occupant, with multiple meanings, are transforfned by the low development of automation the future of which has still to be defined. A systemic approach of home, getting clear of usual ideas of function and structure, then allows to focus on the history of the system defined by its teleological projects in its active environment. The projects of the microscopie home system - considering first the equipped envelope - can be identified in a outer environment regarding an inner environment - the occupant : physical, physiological, financial, sociological, technical, professional, personal and symbolic finalities. Studying the complexity level and stability potentiel of the system leads on one hand to the lack of intelligence, regarding decision, and, on the other hand, the need to integrate the occupant in the equilibration process. As a response to a modification of the environment, the recourse of the domotic artefact to a teleservice for the functional adaptation of this new system requires decisional abilities and even autonomy. Lts structural adaptation accounting for new teleological projects will need for the different elements structural (modification of the connections) and functional (change of the programmes) capabilities. The study of the macroscopic home system in a Differentiation - Coordination plane allows to finally define an evolution on a technological (stabilisation of the equipment), social (links between networks) or economic (definition of a lite space) point of view
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Huglo, Pierre-André. "Essai d'une lecture nominaliste de la linguistique saussurienne." Paris 10, 1999. http://www.theses.fr/1999PA100054.
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Cette enquete a pour but de confronter la linguistique saussurienne a une tradition nominaliste et empiriste concernant la signification des signes linguistiques, afin de determiner la pertinence d'une lecture nominaliste de la theorie saussurienne. Dans ce but, on utilise la theorie lockienne des mots comme mediateur. Dans une premiere partie, on confronte la theorie lockienne des mots a la linguistique saussurienne et on montre en quoi la notion saussurienne d'arbitraire radical est irreductible a l'arbitraire conventionnel lockien. Dans une seconde partie, on met en evidence les principes directeurs qui definissent l'unite d'une tradition nominaliste, d'ockham a berkeley et hume. On analyse la relation de la philosophie lockienne a cette tradition. Dans une troisieme partie, on confronte la theorie saussurienne aux principes nominalistes et empiristes ainsi degages, et on montre que ces principes sont operatoires dans le texte saussurien. Dans une derniere partie et en guise de conclusion, on analyse en quoi une linguistique d'inspiration saussurienne, qui se fonde sur des principes nominalistes et empiristes, est incompatible avec une linguistique d'inspiration chomskyenne, enparticulier avec l'hypothese d'un langage de la pensee, emise par j. Fodor ; on montre en quoi il existe une affinite profonde entre la theorie saussurienne et les analyses de n. Goodman concernant signes et symboles.
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Bresson, Claude. "Les jeunes sourds et la lecture : essai d'évaluation." Nancy 2, 1996. http://www.theses.fr/1996NAN21024.
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Les débats sur les modes d'éducation et de communication proposés aux jeunes sourds sont de nouveau à l'ordre du jour. Nous avons essayé dans un bref rappel de retracer les grands traits d'une histoire riche en polémiques. Notre contribution est d'essayer d'apporter quelques éclaircissements sur la question de l'accès des enfants sourds à la langue écrite. Nous avons fait état d'enquêtes menées dans les pays de langue anglaise. Nous rendons compte ensuite d'une tentative d'évaluation du niveau de lecture des jeunes sourds selon des modalités que nous décrivons. Nous avons constaté un niveau général déficitaire. Il est apparu cependant qu'un certain nombre d'enfants sourds arrivaient à faire des apprentissages, dans le domaine du langage oral et écrit, suffisants pour leur permettre de poursuivre leur scolarité en milieu normal. Nous espérons avoir par ce travail apporté quelques arguments montrant que les sourds peuvent acquérir des connaissances tant sur le plan linguistique que sur le plan général et s'intégrer de façon harmonieuse dans la société<br>Discussions about educational achievement of deaf children are still up to date. We have given an historical point of view concerning the access of deaf pupils to written language. We made a short review of the research in English about this problems. The datas of our own enquiety snow a very low level of reading ability of the pupils educated in special schools for deaf children. Hearing impaired children in normal schools seem to have better results
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Bentaibi, Mustapha. "Le Coran comme texte adresse : essai de lecture." Paris 5, 1999. http://www.theses.fr/1999PA05H051.
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"Le Coran comme texte adresse, un essai de lecture", est un travail qui cherche à contribuer à la détermination des modes de signification du texte coranique. Au-delà de l'interrogation sur la façon de déceler une relation interlocutive, d'après les questions posées : "qui parle à qui ? de quoi ? comment et pourquoi ?", dont l'ensemble définit une certaine idée du coran ; la démarche adoptée consiste à mieux saisir la spécificité : du sujet discourant dieu, des destinataires, du "monde du texte", de "l'être nouveau" projeté par le texte, de sa composition en tant qu'œuvre, etc. Pour ce faire, nous avons organisé notre travail en deux parties. La première qui est centrée sur renonciation, précédée d'une approche sur le coran comme texte, essaye d'illustrer la diversité possible des instances énonciatives, avec un corpus compose de plusieurs versets de sourates différentes. La deuxième, qui reprend les mêmes préoccupations, essaye en outre d'observer comment le texte coranique intègre et mobilise dans son tissu textuel des unités discursives variées, pour engendrer l'effet de sens souhaite. Cette analyse, qui a pour corpus la sourate al a'raf, insiste sur les grandes unités textuelles qui sont distinguées : le discours, le récit, la description, les formules liturgiques (la prière et la louange) et le discours rapporte.
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Becerril-Castro, Maria Hilda. "Une lecture européenne du monde mexicain : les essais de J.M.G. Le Clézio." Paris, EHESS, 1998. http://www.theses.fr/1998EHES0004.
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Ce travail s'ordonne autour du concept de lecture. Il aspire a comprendre les essais de j. M. G. Le clezio inspires par la civilisation mexicaine a la lumiere d'un acte rapprochant l'auteur et le lecteur dans un projet ethique: la rehabilitation du patrimoine amerindien. La decouverte des indiens ouvre la voie de l'harmonie entre l'homme et le monde. Nous assistons alors a la naissance d'une esthetique qui opere un glissement de la sphere de la representation a celle de la presence. Le mouvement de notre etude peut etre enonce comme suit: l'essai repose sur une lecture;dans son elan, il nous amene vers ce qu'il a lu avant de devenir une ecriture. L'essai est une parole deleguee;il instaure un dialogue entre sa propre enonciation et les paroles qu'il deterre. Sa rhetorique transforme le recit en discours. C'est le dire qui interesse l'essayiste, des lors que cet acte fait emerger la parole de l'authenticite. L'essai appelle sa propre lecture;il est invite a partager par un lien fraternel, les prises de position de l'auteur. Notre demarche ne pouvait trouver sa legitimite que dans le cadre de la reception. Nous avons soumis un extrait de le reve mexicain, accompagne d'un questionnaire a un groupe de jeunes francais. Ainsi se fermait notre cycle de lecture<br>This work attempts to understand j. M. G le clezio's essays inspired by the mexican civilisation, which tends to rehabilitate the amerindian patrimony within the occidental context, dominated by individualism, dehumanisation and lack of concern about the would and our fellow-creatures. The specificity of these essays, which are an exception among a wide production of novels, can be stated as follows: the essay lies on a reading which reminds us of palimpsest: its writing is, in fact, a re-writing and its speech an echo. It brings us towards the sources, i. E. What the author has read before proposing his text for reading. The essay is a delegated speech. It initiates a dialog between its own words and the unburied ones. Its style goes from tale to discourse. The essayist's concern is less what is said than the way it is said, while, through this acting, he makes the words emerge from authenticity. The essay calls for its own reading. The reader is widely concerned by this writing, as he is invited to engage his own sensitivity, and to share the author's opinions through a brotherly link. Because of this, our approach could be legitimated only in the framework of reception. Hence, we submitted a piece of the essay le reve mexicain to a group of young french people, together with a reading questionnaire. By this exercise, we ended our reading cycle
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Hong, Kyoung-Eun. "Un essai de sociologie de la lecture : lecture des "Choses" de Georges Perec en Corée du Sud." Paris, EHESS, 1997. http://www.theses.fr/1997EHES0119.
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Dans le cadre de la sociologie de la lecture, notre thèse pose la problématique de la réception des choses de Georges Perec en Corée du sud a travers deux domaines : traduction des choses en coréen et enquête sur sa lecture. Les questions principales dont il s'agit dans l’enquête faite auprès 104 lecteurs coréens sont les suivantes : y a-t-il un "mode de lecture" et un "système de lecture" propres aux coréens , s'il y en a, pouvons-nous les expliquer sur le plan social, historique, culturel et idéologique de la Corée du Sud ? en somme, l'objectif de notre étude est de mettre en évidence la multiplicité et la structure des interprétations données a un texte appartenant au genre "romanesque" sur le plan des problématiques sociales, politiques, éthiques et philosophiques. La thèse se divise en 3 parties : 1. La considération théorique sur la sociologie de la lecture en s'appuyant principalement sur les positions méthodologiques de Joseph Jurt et de Jacques Leenhardt 2. L'observation concernant la démarche de l’enquête, centrée sur les problèmes de la traduction des choses et sur sa réception journalistique 3. L'analyse des matériaux obtenus de l’enquête en référence aux notions élaborées par Jacques Leenhardt et Pierre Josza dans lire la lecture (le sycomore, 1982). Au bout de l'analyse des matériaux, nous constatons la contradiction des modalités de lecture chez les lecteurs coréens entre le plan cognitif pour la compréhension intellectuelle du texte et le plan axiologique pour le jugement des valeurs des comportements individuels. En conclusion, les lecteurs coréens acceptent bien l'existence d'un problème social spécifique, problème des "choses" dans une société de consommation que Perec met en cause, mais la causalité plus essentielle de ce problème est renvoyée aux attitudes mentales et aux comportements des sujets.
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Aboudi, El Bouazzaoui. "Essai de lecture critique de la littérature maghrébine contemporaine." Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb376020701.
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Belhandouz, Halima. "Les discours féminins en Oranie : essai de lecture ethnolinguistique." Paris 7, 1994. http://www.theses.fr/1994PA070104.
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Essai de lecture ethnologique des discours feminins arabophones de l'oranie a travers l'analyse de deux de leurs paradigmes : l'un, "ordinaire", la denomination de la couleur; le second, "oralise", la narration contique. L'hypothese sous-jacente a cette etude est de demontrer le caractere evolue et evolutif du vernaculaire et de la culture qu'il sous-tend en vue de son implication dans la formation pedagogique en algerie<br>Essay of ethnolinguistic analysis of arab-speaking women's discourses through two of their paradigms: one of there, usual, ordinary, the colour's denomination, the second one, the "fairytales". The underlying of this study wants to demonstrate the developed and dynamic character of the vernacular language and its culture in mind of its applying to pedagogic formation in algeria
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Isnel-Bertholier, Agnès. "Klaus Mann et son mythe personnel : essai de lecture psychanalytique." Metz, 1994. http://docnum.univ-lorraine.fr/public/UPV-M/Theses/1994/Isnel_Bertholier.Agnes.LMZ949_1.pdf.
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L’objet de cette thèse est l’étude de la personnalité profonde de Klaus Mann et du rapport qui s’établit en lui entre l’auteur et l’homme. Après avoir étudié le roman "Symphonie pathétique" à l’aide d’une méthode inspirée de la psychocritique et des enseignements de la psychanalyse, nous avons procédé à une lecture des œuvres de Klaus Mann à la recherche des composantes de son "mythe personnel". Les héros de Klaus Mann sont des homosexuels, « névrosés » qui cherchent une identification à travers la création ou l’engagement politique et une justification personnelle dans la religion. Cette quête d’identité aboutit rarement et on note de nombreux comportements régressifs, voire suicidaires. La confrontation avec la biographie de l’auteur et l’étude – dans notre deuxième partie – des relations familiales de Klaus Mann, met en évidence une non-résolution de l’Œdipe, dont on retrouve les traces dans l’ensemble de l’œuvre de l’auteur. Nous dressons pour terminer un portrait psychique de Klaus Mann, qui résulte de notre travail mené sur les textes de fiction, les autobiographies, lettres et journaux intimes de l’auteur et des enseignements de la psychanalyse familiale<br>The purpose of this thesis is the study of the innermost personality of Klaus Mann and of the relation which exists in him between the writer and the man. After reading the novel "Symphonie pathétique" according to our method, which bases on the psychocritique and the psychoanalytical theory, we have carried out our investigation of Klaus Mann’s works, searching for the constituent parts of his "private myth". Klaus Mann’s heroes are neurotic homosexuals who look for an identification in creation or political action and a personal justification in religion. This search for identification is seldom successful and we notice regressive behaviours, and even suicides. The confrontation with the author’s biography and the study of relationships between the members of the family, clearly shows a non-resolution of the Oedipus conflict, the impressions of which are to be found in all the works of the author. As a conclusion, we draw a psychological portrait of Klaus Mann, which results from our study of the novels, autobiographies, letters and diaries of the author and the contributions of the family psychonanalysis
Libros sobre el tema "Essays and lecture"
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Ayandele, Emmanuel Ayankanmi. The educated elite in the Nigerian society: University lecture. Ibadan University Press, 2009.
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Seuphor, Michel. Michel Seuphor: Lecture élémentaire, oder, Die andere Seite der Dinge : Zeichnungen, Gedichte, Texte. Stiftung Hans Arp und Sophie Taeuber-Arp, 1992.
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Holton, Gerald. The advancement of science, and its burdens: The Jefferson lecture and other essays. Cambridge University Press, 1986.
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D. A. F. M. Russell. The place of poetry in ancient literature: A valedictory lecture given in the Hall of St. John's College on 20 May 1988. Clarendon Press, 1989.
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Davies, Robertson. A voice from the attic: Essays on the art of reading. Penguin Books, 1990.
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Ellmann, Richard. Samuel Beckett, Nayman of Noland: A lecture delivered at the Library of Congress on April 16, 1985. The Library, 1986.
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Sdegno, Emma, Martina Frank, Pierre-Henry Frangne, and Myriam Pilutti Namer. John Ruskin’s Europe. A Collection of Cross-Cultural Essays With an Introductory Lecture by Salvatore Settis. Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-487-5.
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Ruskin’s work is strongly inscribed in the great European context, marking an important moment in the movement for the establishment of a community culture and spirit. The essays collected here intend to place the theme of Ruskin’s fruitful and essential relationship with Europe at the centre of a critical reflection, presenting themselves as opportunities for an in-depth study and a discussion on issues related to aesthetics, the protection of material and immaterial heritage, cultural and literary memory. By bringing to the attention of the scientific community the multiple aspects – geographic, historical-artistic, critical-aesthetic, literary, socio-political – of Ruskin’s work from inter- and transcultural perspectives, the volume aims to (re)discover a deliberately European Ruskin and to stimulate new research routes.
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Cazden, Courtney B. Whole language plus: Essays on literacy in the United States and New Zealand. Teachers College Press, 1992.
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Jingyi, Tu, and Rutgers University, eds. Tradition and creativity: Essays on East Asian civilization : proceedings of the lecture series on East Asian civilization. East Asian Studies, University Publications, Rutgers, the State University of New Jersey, 1987.
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Alida, Allison, ed. Russell Hoban/forty years: Essays on his writings for children. Garland Pub., 2000.
Buscar texto completoCapítulos de libros sobre el tema "Essays and lecture"
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Fonseca, Erick, Ivo Medeiros, Dayse Kamikawachi, and Alessandro Bokan. "Automatically Grading Brazilian Student Essays." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99722-3_18.
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Hanson, Norwood Russell. "Lecture One: The Discovery of Air." In What I Do Not Believe, and Other Essays. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1739-5_23.
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Stiegelmayr, Andreas, and Margot Mieskes. "Using Argumentative Structure to Grade Persuasive Essays." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73706-5_26.
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Hughes, Simon, Peter Hastings, and M. Anne Britt. "Identifying the Structure of Students’ Explanatory Essays." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23207-8_21.
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Hanson, Norwood Russell. "Lecture Two: The Shape of an Idea." In What I Do Not Believe, and Other Essays. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1739-5_24.
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Hanson, Norwood Russell. "Lecture Three: The Idea of a Shape." In What I Do Not Believe, and Other Essays. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1739-5_25.
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Raković, Mladen, Lele Sha, Gerry Nagtzaam, et al. "Towards the Automated Evaluation of Legal Casenote Essays." In Lecture Notes in Computer Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11644-5_14.
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Hughes, Simon, Peter Hastings, Mary Anne Britt, Patricia Wallace, and Dylan Blaum. "Machine Learning for Holistic Evaluation of Scientific Essays." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_17.
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Seßler, Kathrin, Tao Xiang, Lukas Bogenrieder, and Enkelejda Kasneci. "PEER: Empowering Writing with Large Language Models." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42682-7_73.
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AbstractThe emerging research area of large language models (LLMs) has far-reaching implications for various aspects of our daily lives. In education, in particular, LLMs hold enormous potential for enabling personalized learning and equal opportunities for all students. In a traditional classroom environment, students often struggle to develop individual writing skills because the workload of the teachers limits their ability to provide detailed feedback on each student’s essay. To bridge this gap, we have developed a tool called PEER (Paper Evaluation and Empowerment Resource) which exploits the power of LLMs and provides students with comprehensive and engaging feedback on their essays. Our goal is to motivate each student to enhance their writing skills through positive feedback and specific suggestions for improvement. Since its launch in February 2023, PEER has received high levels of interest and demand, resulting in more than 4000 essays uploaded to the platform to date. Moreover, there has been an overwhelming response from teachers who are interested in the project since it has the potential to alleviate their workload by making the task of grading essays less tedious. By collecting a real-world data set incorporating essays of students and feedback from teachers, we will be able to refine and enhance PEER through model fine-tuning in the next steps. Our goal is to leverage LLMs to enhance personalized learning, reduce teacher workload, and ensure that every student has an equal opportunity to excel in writing. The code is available at https://github.com/Kasneci-Lab/AI-assisted-writing.
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Andrews, George E. "MacMahon’s Partition Analysis: I. The Lecture Hall Partition Theorem." In Mathematical Essays in honor of Gian-Carlo Rota. Birkhäuser Boston, 1998. http://dx.doi.org/10.1007/978-1-4612-4108-9_1.
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Mattiassi, Rosana Cristina, and Luzia Bueno. "The didactic model, the didactic sequence of the ENEM essay and the dyad between them." In III SEVEN INTERNATIONAL MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/seveniiimulti2023-174.
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The general aim of this doctoral research is to problematize the relationship between the Enem essays that achieve top marks and the essay proposal that students receive in the Candidate's Booklet offered by the National Institute of Education and Research (INEP). Our theoretical contribution is the theoretical framework and analysis procedures proposed by Sociodiscursive Interactionism (SID), presented by Bronckart (1999, 2003, 2006, 2008, 2010), as well as studies on Didactic Sequences (DS) by Dolz and Schneuwly (2004/2012) on the use of textual genres as teaching-learning tools. Through a mini-course, a DS was applied, in 2020, to students who were preparing to pass the Enem writing test, via print or digital during the global pandemic context with Covid-19.This mini-course provided us with data to (re)conduct the research. We also held an online lecture presenting the history of Enem, its context and the skills that are assessed, especially in the essay. With new data and more specifically, the difficulty reported by students during the lecture in making a good argument, we directed our actions to the analysis of thirty essays that scored a thousand in the period between 2017 and 2020. These analyses are still being investigated, but we can already infer that students have difficulties in making arguments based on the theme proposed in the Enem essay. At the moment, we are working on a didactic model that more effectively addresses the gaps that prevent students (in 2022 there were only 22 students) from achieving Enem's top score, considering its current relevance and importance as a gateway to higher education.
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Prelovšek, Anita. "Music in the Life and Works of Boris Leonidovich Pasternak." In Socratic lectures 10. University of Lubljana Press, 2024. http://dx.doi.org/10.55295/psl.2024.i30.
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Abstract: This article describes how the life and works of Boris Pasternak were strongly connected with music. Pasternak began his artistic career as a musician, namely a pianist and student of composition. His interest in music was contributed by his acquaintance with the composer Alexander Scriabin, who made a strong impression on the young Pasternak and inspired him to music. Pasternak devoted several chapters to Scriabin in his short prose Safe Conduct and Essay in Autobiography. A few years later, when Pasternak gave up music, his sense of the musicality of the verse remained in his poetry. Even in his prose work, we can find several passages that mention music or musicians. Pasternak uses musical examples to describe the outer and inner world of his literary heroes. This article focuses on Pasternak's prose work, especially on the novel Doctor Zhivago and the autobiographical works Safe Conduct and Essay in Autobiography, but also gives a very few examples from his rich poetry. Keywords: Boris Pasternak, Doctor Zhivago, Scriabin, Musicality of the verse
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Verejanu, Dan. "The „Innocent”, „Paradise”, „Absolute” Man in Lucian Blaga’s Lyrical and Philosophical Works." In Conferinta stiintifica nationala "Lecturi în memoriam acad. Silviu Berejan", Ediția 6. “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2023. http://dx.doi.org/10.52505/lecturi.2023.06.23.
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Researching the metaphor function, Blaga speaks in his essay „The genesis of the metaphor and the sense of culture” about the man who „became a man”. Blaga was always preoccupied of the Man who has a destiny of creating culture (metaphorical and stylistically), with its sacred abyss roots and a great launch of revelation intentions. The true ambassador of united Romania, focused especially into giving greatness to the being, Lucian Blaga became aware of the value of creation moment. The man, existing in the mystery horizon for revelation, it is a creation man, a man of culture. Referring to the creative power which attracted all the other concepts from his philosophical and poetry works, Blaga thinks that we are what we create. The value creator himself represents the creative power. Working on the face of the culture man, after his own face, the lyrical philosopher suggests that each of us can affirm himself as an absolute power. Only when the creation Man discovers that the Divine power it is in us, he discovers the creation power that he has. Only being aware of how much creation power one has, one can surprise himself in a transformation process that leads to absolute power.
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Cogut, Sergiu. "An Exponential Work of Literary Modernism Reaching its Centenary." In Conferinta stiintifica nationala "Lecturi în memoriam acad. Silviu Berejan", Ediția 6. “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2023. http://dx.doi.org/10.52505/lecturi.2023.06.17.
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2022 was marked by the 100th anniversary of the publication of two literary creations that over time were appreciated as emblematic works of modernism. They are James Joyce’s famous novel Ulysses and Thomas Stearns Eliot’s poem The Waste Land. The latter had an overwhelming impact on subsequent poetry, propelling the author to the top of the hierarchy of poets of the 20th century, although in that era it was perceived as an obscure poetic creation, thus contradicting the literary criticism of the time. In the process of elaboration of his innovative work in both message and form, T. S. Eliot was deeply influenced by the suggestions of his friend, the great American poet Ezra Pound who had the role of mentor for the English author also born in the United States, as he was actively involved in the drafting of the outstanding poem The Waste Land. Through this creation of his, T. S. Eliot asserted himself as a voice of special resonance that highlighted the disintegration, being thus considered an apostle of postmodernism. It is welcome to mention that for an adequate interpretation of this far-reaching work of the last century, it is necessary to clarify and apply the concept of „objective correlative” which was theorized by the same T. S. Eliot in his essay concerning Hamlet.
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Sweeney, Simon. "Adapting conventional delivery to cope with large cohorts: turning seminars into workshops and changing assessment." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9505.
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Teaching a popular postgraduate political economy module to around 50 international business and environment students (mainly Chinese) had always gone well. Delivery consisted of lectures and seminars with assessment via a 3,000-word essay. But with a three times larger cohort in 2017 things went wrong. The response from the teaching team was twofold. First to replace seminars with team-taught 2-hour workshops, to provide fewer targeted readings accompanied by specific questions for groups to answer, plus a redesign of the assessment, introducing a shorter more issue-specific approach based on short (500-word) answers to five questions chosen from ten, all tied to module learning outcomes and content. How did all this go? The paper highlights problems with the traditional approach and offers an initial evaluation of the changes introduced in 2018. Ultimately the paper addresses the strengths and weaknesses of the before and after and relates this to the changing demands placed on tutors charged with teaching large cohorts in a department going through rapid expansion. The case highlights the critical balance between volume and quality and asks difficult questions about the student experience and how universities respond to an increasingly marketized higher education sector.
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Holloway, Paul, Raymond O'Connor, Denis Linehan, and Therese Kenna. "Digital (Urban) Geography: Student-led research methodology training using smartphone apps." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.30.
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In the last decade, opportunities have emerged to deploy new digital technologies to research agendas and research-led teaching at third level. For instance, research methods such as surveys and questionnaires are shifting into the digital environment, while at the same time there is increasing evidence to support the view that people who have grown up with technology have acquired distinctive new ways of learning, and that traditional methodologies fail to maximise student engagement (Lafuente 2018). Thompson (2013) suggests that these ‘new learners’ are constantly using technology, multi-tasking in interactive environments, and collaborating online, yet research shows that many students are unaware of the potential of their smartphone to support learning (Woodcock et al, 2012). Despite a widespread interest in mobile devices facilitating teaching and learning in third-level education geography departments (Welsh et al. 2013), many research techniques are still taught using traditional ‘pen-and-paper’ methodologies. The ESRI Collector for ArcGIS is a mobile application (app) that can be used with iOS, Android, and Windows smartphones. Collector for ArcGIS is beginning to emerge as a technology to support spatial thinking in geography at second-level education and third-level education (Pánek and Glass 2018). Here we report on our strategy of integrating mobile technology in GG1015 Applied Geography, a large (250+) class introducing first year BA Arts Geography programme students to a number of techniques that we use in Geography. This module sits between GG1013 Environmental Geography and GG1014 Society and Space in the first-year programme. Both of these modules are a block of 24 1-hour lectures, with multiple choice quizzes (MCQs) and essay-based exams. Subsequently, GG1015 was developed to compliment these modules and introduce different teaching styles that facilitate learning across a range of diversities. Throughout this module, students engage directly in fieldwork, photographic activities, essay writing, presentations, and small group work. As such, this module offers an excellent case study to explore new techniques to engage students in learning, particularly in geographic research.
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Lopes Dias, Tiago. "La mirada de Pedro Vieira de Almeida a Le Corbusier: una visión desde Portugal en la segunda mitad del siglo XX." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.732.
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Resumen: Pedro Vieira de Almeida (Lisboa, 1933 – Matosinhos, 2011) es uno de los más importantes críticos y teóricos de la arquitectura en la segunda mitad del siglo XX en Portugal. En 1963, presenta en la Escuela de Bellas Artes de Oporto una tesis titulada “Ensayo sobre el espacio de la arquitectura”, influida por el pensamiento de Bruno Zevi. Hasta la Revolución de los Claveles (1974), va a compaginar su práctica profesional como arquitecto con una intensa actividad crítica ejercida sobre todo en periódicos y revistas culturales. Desde sus primeros trabajos se evidencia una notable capacidad de utilizar conceptos críticos innovadores en el análisis de obras de arquitectura, lo que será fundamental en sus estudios historicos desarrollados a lo largo de su vida, dados a conocer en publicaciones y exposiciones retrospectivas sobre arquitectos clave. Este ensayo propone una reflexión sobre el legado de Le Corbusier poniendo el aciento en algunos artículos de Vieira de Almeida escritos entre 1965 y 1970, así como en la investigación que ha llevado a cabo en los últimos años de su vida. Esta lectura diacrónica pone de relieve el papel central del maestro franco-suizo en la lectura crítica de Vieira de Almeida del racionalismo, a través de las nociones por él manejadas: “estructura crítica como condición base de la creación”, las vertientes poético-simbólica y mítica de la arquitectura o el concepto de carácter más instrumental de la “espesura”. Abstract: Pedro Vieira de Almeida (Lisbon, 1933 – Matosinhos, 2011) is one of the most prominent critics and theorists of architecture in the second half of the 20th century in Portugal. In 1963, he presented at the Oporto School of Fine Arts a thesis entitled “Essay on architectural space”, clearly influenced by the thoughts of Bruno Zevi. Until the Carnation Revolution (1974), he will combine his professional practice as an architect with an intense critical activity, developed mainly in newspapers and cultural magazines. Since his early work, a remarkable ability to use innovative concepts in the critical analysis of buildings have been put forth, with major consequences in his historiographical studies, developed throughout his life through publications or retrospective exhibitions on key architects. The following paper proposes a reflection on the legacy of Le Corbusier based on Vieira de Almeida’s theoretical work, linking some texts written between 1965 and 1970 with his research carried out in his last years of life. This diachronic study highlights the central role of Le Corbusier in Vieira de Almeida’s critical approach to rationalism, by means of notions as: “criticism as a basic condition of creation”, poetic-symbolic and mythical aspects of architecture, or the more instrumental concept of “thickness”. Palabras clave: Crítica; Teoría; Pedagogía; Poética; Espesura; Ronchamp. Keywords: Critique; Theory; Pedagogy; Poetics; Thickness; Ronchamp DOI: http://dx.doi.org/10.4995/LC2015.2015.732
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Such Sanmartin, Roger. "Complejidad y contradicción en Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.827.
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Resumen: En 1966 Robert Venturi publica Complexity and Contradiction in Architecture. Este libro representa uno de los alegatos más severos contra las limitaciones de la arquitectura moderna. Concebido como un ensayo visual, mediante una colección de ejemplos de épocas y lugares muy heterogéneos, las tesis de Venturi denotan una fuerte animadversión hacia las posiciones funcionalistas de la ortodoxia moderna. De entre todas las obras que lo ilustran, Le Corbusier aparece paradójicamente como el arquitecto al que más se alude y la Villa Savoye, por sorpresa, como la obra de referencia. Frente a la lectura establecida y canónica de la arquitectura de Le Corbusier, el análisis de Venturi supone una mirada fresca y alternativa de sus posiciones teóricas. A través de sus estrategias basadas en la fenomenología de la complejidad y la contradicción, Venturi descubre la arquitectura tensa y vibrante de Le Corbusier que, sin renunciar nunca a sus convicciones modernas, tampoco sucumbió ante ellas. Abstract: In 1966 Robert Venturi publishes Complexity and Contradiction in Architecture. This book represents one of the most serious allegations against the limitations of the modern architecture. Conceived as a visual essay, with a collection of examples from different times and places, the text of Venturi denotes a strong hostility against the functionalist positions of the orthodox Modern architecture. Paradoxically, in the book of Venturi, Le Corbusier appears as the most mentioned architect and the Villa Savoye -by surprise- as the most quoted work. In opposition of the classical view of Le Corbusier’s work, the analysis of Venturi represents a new fresh look and alternative view of his theoretical positions. Through his multiple strategies based on the phenomenology of complexity and contradiction, Venturi discovered the intense and vibrant architecture of Le Corbusier who, without ever renouncing his modern convictions, he didn’t succumb to them. Palabras clave: Le Corbusier, Venturi, Complejidad y contradicción, Norma y transgresión. Keywords: Le Corbusier, Venturi, Complexity and Contradiction, Norm and Transgression. DOI: http://dx.doi.org/10.4995/LC2015.2015.827
Informes sobre el tema "Essays and lecture"
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Kerner, Daniel, Richard Toye, Nancy Birdsall, et al. Raúl Prebisch: Power, Principle and the Ethics of Development: Essays in Honour of David H. Pollock Marking the Centennial Celebrations of the Birth of Raúl Prebisch. Inter-American Development Bank, 2006. http://dx.doi.org/10.18235/0008663.
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Raúl Prebisch was one of the great figures in Latin America, a dominant regional and international personality since the 1930s, and it is therefore fitting to honor the centenary of his birth in Tucumán, Argentina in 1901 with a special lecture and conference on his life and work. Moreover, it is equally appropriate that this Prebisch Lecture be delivered by David H. Pollock, one of his closest and most distinguished collaborators over many years. Linked by a close friendship and a commitment to Latin America, Professor Pollock both witnessed and documented the Prebisch legacy as banker, thinker, institutional-builder and international diplomat.
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Gruodis, Alytis, Violeta Jadzgevičienė, and Gitana Čechamirienė. Automated Knowledge and Achievement Assessment System MISKANTAS-22 Based on the Neural Network Method. Publishing House - Vilnius Business College, 2023. http://dx.doi.org/10.57005/ab.2023.1.6.
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Knowledge and achievement evaluation system MISKANTAS-22 based on density matrix and neural network methods were designed as an advisor to the lecturer for automated evaluation of open-type questions. New type of plugin for Moodle system Essay Plus was created, tested, and evaluated for grading purposes. New type of user-friendly interfaces for lecturer and for student in Moodle system was realized. New concept of test of Essay Plus type was created, tested, and realized. System allows to evaluate the student's answers in real time regime.