9,681 matches
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o practică mai puțin obișnuită în alte domenii. Cercetătorii trebuiau să elaboreze procedeele de a oferi aceste stimulente. CONTEXT Dacă doriți să aflați mai multe despre utilizarea metodei academice în cadrul focus grupurilor, puteți consulta următoarele materiale: D.L. Morgan, Focus Groups as Qualitative Research, Sage, Thousand Oaks, California, 1997. S. Vaughn, J.S. Schummn, J. Sinagub, Focus Groups Interviews in Education and Psychology, Sage, Thousand Oaks, California, 1996. Metoda sectorului public/nonprofittc "Metoda sectorului public/nonprofit" Cam în aceeași perioadă în care specialiștii
[Corola-publishinghouse/Science/2050_a_3375]
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Sage, Newbury Park, California, 1989. Merton, R.K.; Fiske, M.; Kendall, P.L., The Focused Interview, Free Press, Glencoe, Illinois, 1956. „Money not the only motivation for respondents”, Marketing News, nr. 25 (27 mai 1991), pp. 11, 17. Morgan, D.L., Focus Groups as Qualitative Research, Sage, Thousand Oaks, California, 1997. Morgan, D.L.; Krueger, R.A. (coord.), The Focus Group Kit, Sage, Thousand Oaks, California, 1998. Patton, M.Q., Qualitative Evaluation and Research Methods, Sage, Newbury Park, California, 1990. Rice, S.A. (coord.), Methods in Social
[Corola-publishinghouse/Science/2050_a_3375]
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unul sau două membre superioare. Atingerea sistemelor superioare sunt la fel ca și la gradul 8.0, dar în această grupă își pot efectua unele funcții de autoîntreținere, mai puțin decât la gradul 8. 9.0 Imobilizați la pat, fără ași putea utiliza membrele. Pacienții pot comunica eficient, pot mânca cu ajutor dar nu pot părăsi patul. Fiecare sistem funcțional din cele opt descrise este afectat la nivelul patru sau mai mult, deci fiecare SF-4 sau mai mult. 9,5 Pacienții
Scleroza multiplă by Petru Mihancea () [Corola-publishinghouse/Science/92062_a_92557]
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la invocarea șamanică a frazelor. Ca și P.P. Carp, Maiorescu plasează în centrul argumentului său imaginea autonomiei locale. Rați unile acestei opțiuni junimiste sunt duble. Pe de o parte, este vorba de opoziția față de tendința hege monică a statului de ași asuma funcții pe care o co lectivitate le poate gestiona în mod satisfăcător. Pe de altă parte, argumentul autonomiei locale se cere ra portat la durata lungă pe care mizează proiectul juni mist - comuna este laboratorul în care poate fi
Junimismul și pasiunea moderației by Ioan Stanomir () [Corola-publishinghouse/Science/584_a_1243]
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diferă de pH-ul apei. Sărurile cu hidroliză se împart în trei clase: a) săruri BSAT provenite de la o bază slabă (BS) și un acid tare (AT); b) săruri BTAS provenite de la o bază tare (BT) și un acid slab (AS); c) săruri BSAS provenite de la o bază slabă (BS) și un acid slab (AS). 41 În primul caz, a), va reacționa cu ionii apei numai acidul conjugat B+ fixând ionii HO-: BS+ + H2O ↔ BSOH + H+ În felul acesta crește concentrația
Aplicaţii practice privind sinteza şi caracterizarea compuşilor anorganici by Prof. dr. ing.Daniel Sutiman, Conf. dr. ing. Adrian Căilean, Ş.l. dr. ing. Doina Sibiescu, Ş.l. dr. chim. Mihaela Vizitiu, Asist. dr.chim. Gabriela Apostolescu () [Corola-publishinghouse/Science/314_a_634]
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săruri BSAT provenite de la o bază slabă (BS) și un acid tare (AT); b) săruri BTAS provenite de la o bază tare (BT) și un acid slab (AS); c) săruri BSAS provenite de la o bază slabă (BS) și un acid slab (AS). 41 În primul caz, a), va reacționa cu ionii apei numai acidul conjugat B+ fixând ionii HO-: BS+ + H2O ↔ BSOH + H+ În felul acesta crește concentrația ionilor H+ față de cea inițială și deci hidroliza va fi acidă. Reacția de mai
Aplicaţii practice privind sinteza şi caracterizarea compuşilor anorganici by Prof. dr. ing.Daniel Sutiman, Conf. dr. ing. Adrian Căilean, Ş.l. dr. ing. Doina Sibiescu, Ş.l. dr. chim. Mihaela Vizitiu, Asist. dr.chim. Gabriela Apostolescu () [Corola-publishinghouse/Science/314_a_634]
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se adaugă câteva picături de HNO3 conc. Ce se observă? Explicați fenomenul. 4. Teste (toate testele au un singur răspuns corect care va fi încercuit) I. Care afirmație este falsă? Soluțiile obținute prin dizolvarea în apă a sărurilor provenite de la AS și BS sunt: a) neutre dacă provin de la acizi și baze de tărie comparabilă; b) prezintă caracter slab acid dacă acidul este mai tare; 43 c) prezintă caracter slab bazic dacă baza este mai tare; d) nu contează tăria acizilor
Aplicaţii practice privind sinteza şi caracterizarea compuşilor anorganici by Prof. dr. ing.Daniel Sutiman, Conf. dr. ing. Adrian Căilean, Ş.l. dr. ing. Doina Sibiescu, Ş.l. dr. chim. Mihaela Vizitiu, Asist. dr.chim. Gabriela Apostolescu () [Corola-publishinghouse/Science/314_a_634]
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respectiv Secretar Științific. Profesorul González a fost extrem de receptiv vizavi de apelul meu și mi-a trimis prin e-mail un rezumat al "argumentelor tari" pe care orice reprezentant al abordărilor calitative ale fenomenului comunicațional le poartă, ca pe tot atâția "ași în mânecă", mereu în minte, că poate, cine știe, se mai întreabă cineva, printr-un colț de lume, "la ce bun metodele calitative și critice de cercetare a fenomenului comunicării?" Argumentele aceastea, în paranteză fie spus, mi-au ajuns la
Criticismul retoric în ştiinţele comunicării. Atelier pentru un vis by Georgiana Oana Gabor [Corola-publishinghouse/Science/934_a_2442]
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Company, State College, PA, 1995, pp. 208-223. Campbell, Karlyn Kohrs, "An exercise in the rhetoric of mythical America", 1972, în Carl R. Burgchardt (ed.), Readings in rhetorical criticism, Strata Publishing Company, State College, PA, 1995, pp. 200-205. Fisher, Walter, "Narration as a human communication paradigm: The case of public moral argument", 1984, în Carl R. Burgchardt (ed.), Readings in rhetorical criticism, Strata Publishing Company, State College, PA, 1995, pp. 290-312. Gabor, Georgina, Play(ing) With(in) Parentheses: A Meta-critical analysis of
Criticismul retoric în ştiinţele comunicării. Atelier pentru un vis by Georgiana Oana Gabor [Corola-publishinghouse/Science/934_a_2442]
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Ibidem, p. 221; sublinierea mea. 482 Ibidem. 483 Ibidem. 484 Ibidem. 485 Ibidem. 486 Ibidem. 487 Ibidem. 488 Ibidem. 489 Ibidem. 490 Ibidem. 491 Ibidem. 492 Ibidem. 493 Ibidem, pp. 221-22. 494 Ibidem, p. 211; Hitler. 495 Walter Fisher, "Narration as a human communication paradigm: The case of public moral argument", 1984, în Carl R. Burgchardt (ed.), op. cit., pp. 290-312. 496 William F. Lewis, "Telling America's story: Narrative paradigm and the Reagan presidency", 1987, în Carl R. Burgchardt (ed.), op. cit
Criticismul retoric în ştiinţele comunicării. Atelier pentru un vis by Georgiana Oana Gabor [Corola-publishinghouse/Science/934_a_2442]
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Ibidem, p. 321. 588 Ibidem. 589 Ibidem. 590 Ibidem. 591 Ibidem. 592 Ibidem, p. 322. 593 Ibidem. 594 Ibidem. 595 Ibidem. 596 Ibidem. 597 Ibidem, p. 323. 598 Ibidem. 599 Ibidem. 600 Ibidem, p. 324. 601 Clifford Geertz, "Common sense as a cultural system", în Local Knowledge, Basic Books, New York, 1983, pp. 73-93, apud William F. Lewis, op. cit., în loc. cit., p. 324. 602 William F. Lewis, op. cit., în loc. cit., p. 324. 603 Ibidem. 604 Ibidem. 605 Ibidem. 606 Ibidem, pp. 324-325
Criticismul retoric în ştiinţele comunicării. Atelier pentru un vis by Georgiana Oana Gabor [Corola-publishinghouse/Science/934_a_2442]
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Université, Bruxelles, books.google.com/books? isbn= 2804126366 Bosman, Ch., Gerard, F-M., Roegiers, X. (2003), Quel avenir pour les compétences? De Boeck Université, Bruxelles, books.google.com/books?isbn=2804135020 Boy-Dimock, V. (1995), Leading Change from the Classroom: Teachers as Leaders, http://www.sedl.org/change/issues/issues 44.html Brooks, J.G, Brooks, M.G. (2001), In Search of Understanding: The Case for Constructivist Classrooms, Prentice-Hall, Inc., New Jersey, Ohio. Brossard, L. (1999), Pour des pratiques pédagogiques revitalisées, Éditions MultiMondes
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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www.icief.com.unisi.ch/quaderno 08.pdf Mertens, D.M. (2004), Research and Evaluation in Education and Psychology. Integrating Diversity with Quantitative, Qualitative, and Mixed Methods, SAGE books.google.com/books?isbn=0761928057 Mertler, C.A. (2005), Action Research. Teachers as Researchers in the Classroom, SAGE, books.google. com/ books?isbn= 0761928448 Meyer, G. (2000), De ce și cum evaluăm, Editura Polirom, Iași. Miled, M. (2005), Un cadre conceptuel pour l'élaboration d'un curriculum selon l'approche par les compétences, www
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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according to which, by using the new concept and instrument in the science's epistemology the paradigm (initially promoted by Th. Kuhn, 1962, 1970 in The Structure of Scientific Revolutions) pedagogy too can consolidate the interpretative approach to its identity as the actual science of education, as well as its status of normal and mature science. The present book continues this approach, so that pedagogy could prove its above-mentioned status, but at the interpretative level of the education's effective reality
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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new concept and instrument in the science's epistemology the paradigm (initially promoted by Th. Kuhn, 1962, 1970 in The Structure of Scientific Revolutions) pedagogy too can consolidate the interpretative approach to its identity as the actual science of education, as well as its status of normal and mature science. The present book continues this approach, so that pedagogy could prove its above-mentioned status, but at the interpretative level of the education's effective reality, as an efficient and effective action
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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and instrument in the science's epistemology the paradigm (initially promoted by Th. Kuhn, 1962, 1970 in The Structure of Scientific Revolutions) pedagogy too can consolidate the interpretative approach to its identity as the actual science of education, as well as its status of normal and mature science. The present book continues this approach, so that pedagogy could prove its above-mentioned status, but at the interpretative level of the education's effective reality, as an efficient and effective action. Because pedagogy
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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the actual science of education, as well as its status of normal and mature science. The present book continues this approach, so that pedagogy could prove its above-mentioned status, but at the interpretative level of the education's effective reality, as an efficient and effective action. Because pedagogy has also a strong practical character, through the specificity of education, and needs to be conceived and achieved in a more and more scientific and professional way. Which brings us to this aspect
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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also a strong practical character, through the specificity of education, and needs to be conceived and achieved in a more and more scientific and professional way. Which brings us to this aspect, that it can be seen with different eyes, as the theory of education, if we can identify, explain, analyze in a critical manner, project applicative consequences, assess from a qualitative point of view, outline means of development. Or, if in the previous book the scientific knowledge of education could
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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approached through general paradigms metaparadigms (of complexity, integrativity, knowledge building, modernity, postmodernity, reflection and interpretation, qualitative research, scientific discourse, identity), herein, its practical-actional conceiving and achievement supposes the identification and commenting of other defining paradigms, related to the first ones. As in the case of the previous ones, they mark the transition from one stage of the approach to this educational practice to a current one of its scientific development. The fact is relevant through the paradigm shifts that take place
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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place at present, at the level of the main structural and methodological dimensions of the educational action and by deriving them to the level of the specific macro and micro-paradigms. Chapter 1 (Why paradigms shifts in the methodology of education as well?) synthesizes reasons to sustain the hypothesis stated complimentarily for the two books and then the hypothesis specific to this approach: • the methodology of real education is the prior field of shaping and dynamics of the paradigm shift (starting inductively
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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real education is the prior field of shaping and dynamics of the paradigm shift (starting inductively from the educational act that raises a tension, a crisis and then the transition to another approach to practice) • the essence of education itself as a socio-human action is reinterpreted considering the praxeological quality and efficiency criteria • the new educational realities and situations require new means of understanding, explaining, solution, conceptual rearrangement, paradigmatic shift • especially in the field of methodological practice the restating and diversification
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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the educator herself/himself must be trained. And the approach put forward herein values through argumentation not only the continuously updated documentary study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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And the approach put forward herein values through argumentation not only the continuously updated documentary study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal with the construction of arguments in view
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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values through argumentation not only the continuously updated documentary study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal with the construction of arguments in view of finding an actual solution for
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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study, but also own thematic experiments, while insisting on the practical side and supposes: conceptual development and orientation (as final result), critical and explanatory analysis (as function), reflection and facts interpreting (as methodology), information systematization and experiences and research-action-training generalization (as organization). II. The methodology of education facing paradigm shifts Eight of the chapters in this approach (2-9) deal with the construction of arguments in view of finding an actual solution for an efficient methodology for the conceiving and realization of
by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]