Thematische Bibliographien / Beauty teaching

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Auswahl der wissenschaftlichen Literatur zum Thema „Beauty teaching“

Autor: Grafiati

Veröffentlicht am 16. Dezember 2024

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Zeitschriftenartikel zum Thema "Beauty teaching"

耿, 佳丽. „Teaching Logic on Mathematical Beauty“. Advances in Education 11, Nr. 06 (2021): 2183–90. http://dx.doi.org/10.12677/ae.2021.116339.

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Zhang, Lin, und Juan Wang. „Research on the Teaching Method of Beauty and Skin Care Technology Course Based on Action Orientation“. Yixin Publisher 1, Nr. 2 (30.06.2023): 107–18. http://dx.doi.org/10.59825/jet.2023.1.2.107.

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The action-oriented teaching method based on the principle of action-oriented teaching process is helpful to the cultivation of students’ comprehensive professional ability. The course of “beauty and skin care technology” is a professional core course for the major of medical beauty technology. It is closely related to the examination of beautician qualification certificate and belongs to the course of integration of courses and certificates. The course is mainly based on human aesthetics, common sense of physiological anatomy, theory of traditional Chinese medicine and massage techniques to study skin care technology, so as to delay aging and improve skin beauty problems. It is required that the trained talents can become first-class beauticians, beauty tutors and beauty consultants in the beauty industry. Under the traditional teaching mode of this major, the teaching method is single, the teacher is dominant and the teaching content is divorced from practice. Combined with the work process, the teaching method should be improved and innovated by using the guiding text teaching, project teaching, role-playing teaching, situational simulation teaching and case study. These action-oriented teaching methods can effectively promote the training of senior medical beauty technology professionals with scientific thinking and strong comprehensive professional ability.

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Wu, Pei Ling, Ching San Chiang und Heng Sheng Chen. „The Influence of Beauty Modeling Training Course in Teaching Efficiency – A Case of Creative Beauty Salon Design in Continuing Educational University“. Applied Mechanics and Materials 536-537 (April 2014): 1688–96. http://dx.doi.org/10.4028/www.scientific.net/amm.536-537.1688.

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The purpose of this study was to find out the influence of beauty modeling training course in teaching efficiency from the creative beauty salon design in the beauty science department of continuing educational university, following the theories and establishing the training model by applying the structure equation modeling, and tested the fit of model as well as the influence of variables. The results indicated the model was deleted 9 of 35 items and connected seven relationships variables by questionnaire survey, the fit and model were built, the advantages of beauty modeling training course teaching influenced learning from creative beauty salon design course teaching. Two teaching contents in creative beauty salon design course, the practical teaching and creative beauty show teaching, the contents of the former to teach theory and practice and the latter demonstrational show was added. Two learning class students of the Beauty Science Department of Continuing Educational Collage of Chienkuo Technology University in Taiwan in 2011 and 2012 academic years as the pilot test group to instead of experimental group, and the control group respectively, It found that the latter is better the former. The learning and application, and that efficiency teaching is accepted.

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Diessner, Rhett, Cameron Kirk, Crystn Guenthner, Rico Pohling und Saman Mobasher. „Teaching the Psychology of Engagement with Beauty“. Teaching of Psychology 44, Nr. 1 (22.11.2016): 63–67. http://dx.doi.org/10.1177/0098628316679969.

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An undergraduate senior-level course, the psychology of beauty, taught within the positive psychology approach, was designed with the aim to increase state and trait levels of engagement with beauty among its students. The course was a service-learning course in which students were paired by the Area Agency on Aging with elders in the greater community as a practicum experience. They studied the moral beauty of the elders, learned from their wisdom, and aimed to fulfill social needs of the elders. Results suggested that in nearly every class session, students significantly increased their state levels of engagement with beauty and state levels of engagement with moral beauty during their visits to the elders’ homes, both with moderate to large effect sizes. Trait levels of engagement with beauty, however, did not increase over the span of 12 weeks.

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Ayantas, Tolgahan. „Aesthetic value teaching in social studies textbooks“. New Trends and Issues Proceedings on Humanities and Social Sciences 6, Nr. 4 (24.09.2019): 87–92. http://dx.doi.org/10.18844/prosoc.v6i4.4359.

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The purpose of this qualitative study is to evaluate how the aesthetic value is handled in social studies textbooks. In this study, document analysis was used. Firstly, the sections devoted to the teaching of aesthetic value in the social studies curriculum were examined. After the social studies, curriculum was reviewed it was found that only two of the textbooks (the 5th and 7th grades social studies textbooks) contained sections that taught aesthetic value. The findings of the research indicate that values education has a significant place in the social studies curriculum (2018), but the teaching of aesthetic value is very scarce in social studies textbooks. Aesthetic value is being taught by giving only examples of historical buildings or historical relicts. Aesthetic value has not presented in the context of creativity, beauty, thinking of beauty, meaning of beauty, creation of beauty or the emotional and intellectual basis of beauty. Keywords: Aesthetic value, values education, social studies textbooks, social studies teaching.

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Lee, Sang-Won, und Jong-Sook Lee. „Question Trends and Item Analysis of the Secondary School Beauty Teacher Recruitment Test: Focusing on Beauty Pedagogy Part in 2014-2023“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 14 (31.07.2023): 537–51. http://dx.doi.org/10.22251/jlcci.2023.23.14.537.

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Objectives The purpose of this study is to identify the content changes and trends of the beauty pedagogy questions by analyzing the secondary school beauty teacher recruitment test items. Methods According to the Korea Institute for Curriculum and Evaluation(KICE), the secondary school beauty teacher recruitment tests from 2014 to 2023 had 30.5 questions in total for beauty pedagogy, including 7 questions in 2014, 4 in 2015, 4 in 2016, 5 in 2018, 5 in 2020, and 5.5 in 2023. This study analyzed them by year, evaluation areas and contents after verified by expert group, adopting an item analysis framework (beauty department curriculum, teaching⋅learning model, evaluation). Results First, the test has had a different rate of questions for beauty pedagogy, leaving a couple of years below the standard. Second, evaluation areas have been heavily weighted towards teaching⋅learning model, excluding the curriculum and evaluation occasionally. Third, most of the evaluation content consists of teaching⋅learning method application and evaluation method, which doesn't cover various content elements. Conclusions First, additional research should be conducted to develop the qualification standards, elaborate the evaluation areas, and evaluate the teaching performance for the indication subject,｢beauty｣, which has not been supplemented since 2008. Second, referring to the latest academic trends, we should set questions from diverse areas such as curriculum, teaching⋅learning model, and evaluation, and create a more intensive level of questions connecting pedagogy with content knowledge, relieving the overweight of beauty teaching⋅learning model part. Third, we demand follow-up research on content knowledge of beauty education, including pedagogy to help exam writers and prospective teachers to use them as a reference.

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Ingham, Susan, und Or Ettlinger. „TEACHING WHOLENESS IN ARCHITECTURE EDUCATION: ADVANCING CHRISTOPHER ALEXANDER’S TEACHING LEGACY THROUGH THE BUILDING BEAUTY PROGRAM“. JOURNAL OF ARCHITECTURE AND URBANISM 47, Nr. 2 (02.10.2023): 125–34. http://dx.doi.org/10.3846/jau.2023.18358.

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Architect, builder, and professor Christopher Alexander focused his life’s work on trying to understand what makes the physical environment beautiful, and how beautiful environments can be created today. Through careful research, innovative teaching, and unorthodox professional practice, Alexander formulated a unified vision of the physical environment based on a theory of “wholeness.” He observed that achieving beauty and wholeness in the built environment – as well as teaching it – requires the integration of processes and considerations that are usually kept separate: integrating form and function, integrating teaching and practice, integrating design and construction, integrating projects of various scales, and integrating all of these within the ongoing search for how beauty and wholeness might be reached, taught, and proliferated. Alexander explored and developed ways of implementing these observations throughout his decades of teaching at the University of California at Berkeley, culminating in the Building Process Area of Emphasis, which he founded with his colleagues in 1990. His former students from this period, together with new partners, established “Building Beauty” in 2017, a post-graduate program in architecture that continues to teach and expand upon Alexander’s theories and methods of generating beauty and wholeness in the physical environment.

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Lew, Grace. „Teaching the Beauty of God in Computer Programming and Design“. Perspectives on Science and Christian Faith 73, Nr. 4 (Dezember 2021): 220–27. http://dx.doi.org/10.56315/pscf12-21lew.

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Even though aesthetics is often not explicitly included in computer science curricula, a review of computer science literature shows that incorporating beauty is beneficial in areas such as programming and design. Beauty in the field of computer science unified with a theological view of beauty forms a faith-integrated perspective with vertical and horizontal dimensions. This article shows that a faith-integrated perspective of beauty in computer science adds transcendent meaning and purposes for incorporating aesthetics as part of a computer science academic curriculum. Some examples are also provided for teaching with a faith-integrated perspective of beauty in computer science courses for Christian higher education.

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Cao, Huiyun. „Exploration of the Application of Aesthetics in Transportation Teaching“. International Journal of Education and Humanities 16, Nr. 2 (18.09.2024): 517–20. http://dx.doi.org/10.54097/42gh1719.

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Transportation is the foundation and prerequisite for the development of human society and economy, and also has aesthetic significance in beautifying human life. The development of transportation is a shift from extensive resource consumption to coordinated resource intensive use, and it is also a development in aesthetics. Guiding students to discover the beauty of transportation vehicles, the harmonious integration of transportation infrastructure and nature, the beauty of transportation data, and the beauty of the behavior and soul of transportation participants, igniting more students' curiosity for transportation majors, and inspiring their enthusiasm for the transportation industry, is the central goal of the construction of the Beauty of Transportation course.

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Zhang, Jingke. „Reach on Natural Beauty on Aesthetic Education in Teaching Chinese as a Second Language“. International Journal of Educational Research and Development 1, Nr. 1 (30.05.2022): 7. http://dx.doi.org/10.56028/ijerd.1.1.7.

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This dissertation demonstrates the vitality of nature.Natual beauty can enrich students’life and emotions. It naturally edifies students’temperament, inspires students’revolutionary enthusiasm and cultivates their patriotic thoughts and feelings. Nature can be shown with grandeur, magnificence, and masculine beauty in articles using in teaching Chinese as a second language. The beauty of freshness and softness means that the forms of many strange scenes in nature can deviate from the general rules of balanced, symmetrical and harmonious forms into pure beauty. Nature contains a lot of strange scenery,which brings a profound sense of beauty .So it is important to demonstrate the importance of natural beauty in teaching Chinese.

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Dissertationen zum Thema "Beauty teaching"

Meli, Alisa A. „Eye of the beholder: Children respond to beauty in art“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3081/.

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The purpose of this study was to determine if beauty was important to elementary age children when exploring and making aesthetic judgements about works of art and to determine the criteria elementary students used in judging beauty in works of art. This study also explored beauty as a concept that could be used as an organizing idea for designing a thematic unit with the purpose of introducing elementary students to postmodern art and issues. One hundred and sixty first grade and fourth grade students looked at 20 pairs of art reproductions and picked the artwork they considered the most beautiful. The criteria elementary students use for determining beauty in artworks was found to be color, realism, subject matter and physical appearance of the subject of the work of art.

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Robertson, Laura. „Flower Design: Beauty with a Purpose“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/776.

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Stroud, Mary. „So Much for Beauty: Realizing Participatory Aesthetics in Environmental Protection and Restoration“. Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301529.

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This study analyzes visual artifacts from three case studies, Hetch Hetchy Valley, Echo Park, and Glen Canyon, in order to contribute to scholarship devoted to environmental visual rhetoric. Through these studies, I address connections between aesthetics and environmental ethics and challenge scholarship that argues mainstream preservationist perspectives have adhered to an anthropocentric ideological paradigm. Grounding my argument in philosopher Arnold Berleant's notion of participatory aesthetics and deploying social semiotics and media analysis methodologies, I propose that two particular aesthetic grammars have been at use in mainstream environmental rhetorics, that which I call the wilderness sublime and the wilderness interactive. Present in the late 19th and early 20th centuries, and well documented in existing scholarship, the aesthetic of the wilderness sublime has operated through strict dichotomies between nature and culture that promote reductive views of human relationships with nature. Conversely, I argue that the aesthetic of the wilderness interactive, discoverable in artifacts from the mid-20th century to today, has worked to resist these dichotomies through the use of participatory elements that feature humans and nature in what Berleant calls a "relationship of mutual influence," falling within a more ecocentric ideological view. Through my analysis, I extend Berleant's theoretical application from photography to websites to argue that web-based rhetorics contain distinct potential for the realization of participatory features. In particular, I focus on the aesthetic, technological, social, archival, subjective, and epistemological dimensions proposed by Melinda Turnley to discuss dialogic features of websites that can work to engage diverse stakeholders. Through my findings, I offer a visual analysis heuristic that can be used to discover participatory aesthetics within visual artifacts and resist dualistic views of the environment. Likewise, I present a user analysis heuristic that can help identify targeted stakeholders and recognize participatory aesthetics within websites. Ultimately, this study answers the call of environmental aesthetics to address the realization of perceptual norms that offer more ethical conceptions of human relationships with nature, and it extends this focus into the digital environment to discuss the ability of web design and aesthetics to promote generative stakeholder dialogue in environmental protection and restoration.

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Yeung, Siu-yee, und 楊少儀. „Undeclared passion and ungraded beauty: a feasibility study of setting up a heritage trail on a non-historiccampus“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47586345.

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The aim of this dissertation is to test the feasibility of setting up a heritage trail on a non-historic campus as an effective educational tool to facilitate cultural identification among students. The ELCHK Lutheran Secondary School is used as a case study. Since understanding the place is fundamental to value-based conservation, heritage education for students should start from their acquainted environment with a sense of belonging. Existing external heritage resources provided to schools are not sufficient to meet the mounting needs for cultural heritage education. One’s own campus should be incorporated into the design of teaching and learning activities. In this dissertation, an in-house, on-campus heritage trail is set up on a non-historic campus, with neither declared monuments nor graded historic buildings, through a stakeholder participation approach. Major visiting points are determined according to an opinion survey of the stakeholders. The proposed trail can also be used for docent service for visitors and other orientation programs. The proposed campus heritage trail may only be operated on a pilot scale in view of its inherent limitations of small campus size and low degree of attractiveness. Its non-historic nature also implies lack of adequate funding for management and impetus for conservation. Nonetheless, implementation and evaluation of the proposed learning activities should still be tried out. If review proves that utilization of the trail is an effective tool to cultivate a sense of identity, continuity and belongings among students, the feasibility of the proposal can be verified. An ordinary school, as long as it is loved and has its own identity and individuality, deserves recognition and conservation. Regardless of age, non-historic places have to be taken care of with passion and enthusiasm before they can gradually evolve into more historic and precious jewels.
published_or_final_version
Conservation
Master
Master of Science in Conservation

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Gilbert, Francis Jonathan. „'Who Do You Love'? : the novel of my life (creative writing thesis) ; and, Building beauty : the role of aesthetic education in my teaching and writing lives (commentary on the creative writing thesis)“. Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/14858/.

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The first part of the thesis is the autobiographical novel, Who Do You Love? It is narrated in the first person by Francis, a fictionalised representation of the author. The novel tells the story of how Francis is sacked as a journalist and then a little later learns that his former-lover, Ellida, has died. These traumatic events prompt Francis to remember his past life with Ellida and induce, in the present day, a crisis in his marriage to Hadley, a school teacher. His failure to get a new job and his grief at Ellida’s death result in a crisis of confidence which is exacerbated when Hadley becomes interested in another man. As he discovers more about Ellida’s family, his situation grows even more complex and conflicted. Throughout the novel, all the main characters have to address the question posed in its title. The novel is accompanied by an educational commentary which reflects deeply upon the author’s writing processes and the possible application of the lessons learnt in the author’s teaching and writing careers. The commentary shows how the author has found it helpful to think of himself primarily as an “aesthetic learner” rather than a writer or teacher. The commentary discusses various issues connected with aesthetic education and then shows what happened when the author put the principles of aesthetic education into practice in his own classroom teaching. Four case studies – the author’s own pupils -- are analysed in detail: two eleven-year-olds and two fifteen-year-olds. They were asked to write their own “aesthetic autobiographies” – autobiographical accounts which deploy the devices of fiction – and then were interviewed regarding their thoughts and feelings about this project. The commentary suggests that the case studies reveal some important things about their lives and situations, and shows that there are possible educational and therapeutic benefits in projects such as these.

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Molina, Rosa Maria. „Curriculum manual for the esthetician course at Fullerton College“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2503.

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The purpose of this thesis was to develop a core curriculum to be used at Fullerton College for the esthetician program. This curriculum consists of two Esthetic courses which will help facilitate student learning, prepare them for licensure and help them develop life long skills to meet the competitive job market.

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Hung, Sophie (Shuo-Hui). „An Instructional Guide to Teaching Dan Beaty's Woodsprite and Waterbug Collection for Intermediate Piano Students and Instructors“. Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404626/.

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The purpose of this dissertation is to offer a pedagogical guide to Woodsprite and Waterbug Collection (1977) by Dan Beaty (1937-2002) through an analysis of its pedagogical values and teaching applications. This set consists of twelve short, intermediate-level pieces, featuring various contemporary idioms. Each piece is also pedagogically written to help intermediate students to refine specific pianistic techniques beyond the elementary level. In addition, Beaty's collection expands students' musical vision and musicianship for more advanced studies via the incorporation of contemporary music theory and techniques. These qualities make Woodsprite and Waterbug Collection a valuable tool for intermediate piano students. It is also useful for instructors searching for repertoire to introduce contemporary idioms. The author hopes that this study will encourage performers, teachers and scholars to consider this work and Beaty's other piano compositions. By studying Woodsprite and Waterbug Collection, students will be more appreciative of contemporary repertoire and will welcome learning similar pieces in the future.

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Nolan, Karin. „The Comparative Effectiveness of Teaching Beat Detection through Movement and Singing among Kindergarten Students“. Thesis, The University of Arizona, 2007. http://hdl.handle.net/10150/193302.

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The purpose of this study was to determine if beat detection and beat competency (i.e. maintaining a steady beat) could be more effectively taught through movement, singing, or a combination of the two. Subjects (N =102) were kindergarten students from an elementary school in the Southwest. Students completed a pretest and posttest to assess beat detection ability; the test measured their ability to tap a steady beat with and without music. Subjects received instruction in one of three methods for a six-week period: singing, movement, or a combination of the two. Data analysis results revealed a significant (p < .05) difference between the pretest and the posttest scores for all three groups; subjects appeared to show progress in the ability to detect and maintain a beat with all three instructional methods. There was no significant difference, however, in the progress between the groups; each method of instruction yielded similar improvement.

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Bage, G. „Chaining the beast? : an autobiographical examination by an advisory teacher of whether spoken story telling and prompting can make school history's analytic transmission more educationally principled and powerful“. Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361267.

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Calilhanna, Andrea. „Teaching Musical Meter to School-Age Students Through The Ski-Hill Graph“. Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19791.

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This thesis, Teaching Musical Meter to School-Age Students Through the Ski-Hill Graph, aims to demonstrate the “pedagogability” of modern meter theory, that is, that new scholarship on meter can translate into a coherent and practically implementable instructional curriculum, with various advantages for school-age students. The curriculum model developed in the thesis is derived from Richard Cohn’s work on and approaches to meter theory, which focuses on “sound rather than notation” and graphic representations of meter through mathematical music theory. The materials set out in the thesis demonstrate ways students might be taught to articulate their experience of meter. A unified approach, it incorporates Cohn’s ski-hill graph and other instruments of mathematical music theory such as the SkiHill app, numbering for counting meter, cyclic graphs, and beat-class theory. Among the outcomes it anticipates is a deeper engagement with music in classroom settings. Through this new foundation, where meter studies fits more compatibly with studies of tonality, students should logically be able to perform, compose, and analyse music both aurally and visually with increased confidence and understanding.

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Bücher zum Thema "Beauty teaching"

Tim, Carrigan, Robinson Toni und Sunburst Visual Media, Hrsg. The beauty of teaching. Pleasantville, N.Y: Sunburst Visual Media, 2004.

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Yahm, Jacob J. 325 teaching hints for professional cosmetology instruction. New York: Milady, 1990.

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Green-Lewis, Jennifer, und Margaret Soltan. Teaching Beauty in DeLillo, Woolf, and Merrill. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136.

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Riley, Maria. Trouble & beauty: Women encounter Catholic social teaching. Washington, DC: Center of Concern, 1991.

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St, John D. W. A terrible beauty: A novel. Oakland, Or: Elderberry Press, 1998.

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Phinn, Gervase. Touches of beauty: Teaching poetry in the primary school. Doncaster: Roselea Publications, 1995.

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Japan) Dai 25-dai Sennyo Monshu Dentō Hōkoku Hōyō Kinen Tokubetsuten (2nd 2017 Kyoto. Mamoritsutaeru bi to oshie: The preservation of beauty and teaching. [Kyoto]: Ryūkoku Daigaku Ryūkoku Myūjiamu, 2017.

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Hagman, Ann. Aesthetics for the therapist. Cheltenham: Thornes, 1991.

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Hansen, Lennart Mørk. Frisør, kosmetiker: To i én? [Denmark]: Undervisningsministeriet, Erhvervsskoleafdelingen, 1995.

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Summerson, Elizabeth J. Getting into keep-fit, beauty, modelling, and hairdressing. Richmond, Surrey: Careers Consultants, 1985.

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Buchteile zum Thema "Beauty teaching"

Green-Lewis, Jennifer, und Margaret Soltan. „Introduction: Teaching Beauty“. In Teaching Beauty in DeLillo, Woolf, and Merrill, 1–13. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136_1.

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Green-Lewis, Jennifer, und Margaret Soltan. „Beauty Barred“. In Teaching Beauty in DeLillo, Woolf, and Merrill, 33–47. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136_3.

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Connery, Chelsea, und Sarah Lindstrom. „6. Beauty and Aesthetics“. In Teaching Intercultural Competence Across the Age Range, herausgegeben von Manuela Wagner, Dorie Conlon Perugini und Michael Byram, 113–34. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098910-009.

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Elza, Daniela. „beauty is embarrassing“. In Suffering and the Intelligence of Love in the Teaching Life, 151–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05958-3_20.

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Green-Lewis, Jennifer, und Margaret Soltan. „Beauty and the Emotions: Introductory Lessons“. In Teaching Beauty in DeLillo, Woolf, and Merrill, 15–32. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136_2.

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Green-Lewis, Jennifer, und Margaret Soltan. „“Beauty Anyhow”: Reading Virginia Woolf in Vermont“. In Teaching Beauty in DeLillo, Woolf, and Merrill, 71–94. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136_5.

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Green-Lewis, Jennifer, und Margaret Soltan. „Beauty and Balance: James Merrill on Santorini“. In Teaching Beauty in DeLillo, Woolf, and Merrill, 95–111. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136_6.

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Gross, Charlene. „Reframing Beauty and Gender in Stage Makeup“. In Teaching Performance Practices in Remote and Hybrid Spaces, 169–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003229056-20.

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Green-Lewis, Jennifer, und Margaret Soltan. „Beauty’s Return“. In Teaching Beauty in DeLillo, Woolf, and Merrill, 129–53. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136_8.

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Green-Lewis, Jennifer, und Margaret Soltan. „“Aside from a Pushing World”: Making Space for Beauty in the Classroom“. In Teaching Beauty in DeLillo, Woolf, and Merrill, 49–69. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612136_4.

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Konferenzberichte zum Thema "Beauty teaching"

Kusumajanti, Wahju, Ovi Winda Vristian und Zulidyana Dwi Rusnalasari. „A Changing of Masculinity Hegemony of the Beast Character in “Beauty and the Beast” Stories“. In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.015.

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Senbel, Samah. „Teaching Self-Balancing Trees Using a Beauty Contest“. In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325544.

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Weiss, Richard, Casey W. O'Brien, Xenia Mountrouidou und Jens Mache. „The Passion, Beauty, and Joy of Teaching and Learning Cybersecurity“. In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017692.

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Hill, Marnie, Dan Garcia, Tiffany Barnes, Lauren Mock, Michael Ball, Amy Isvik und Dave Bell. „Teaching with the Beauty and Joy of Computing AP CSP and More!“ In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432507.

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Barker, Lisa. „The Beauty of Pausability: Approximations of Teaching in a Virtual Reality Environment“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437830.

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Jiang, Ying. „Reviving the Beauty of Bach's Music — On the Teaching of Bach's Polyphonic Works“. In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.236.

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Surif, Johari, Nor Hasniza Ibrahim, Abdul Halim Abdullah und Fatimah Sarah Yaacob. „"The Beauty of I-Bonding" Website Development Based on Needham 5 Phase Constructivism Model“. In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.61.

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Sorrentino, Nicoletta. „DISCOVERING BEAUTY, RECOGNIZING HUMAN. A GLANCE AT WAYS, TOOLS, AND AIMS FOR TEACHING ART“. In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s13.108.

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Does teaching art and its history to the new generations still make sense today, and how? Whether it�s figurative arts or crafts, what humanity has produced throughout its history is one of the things that most fascinate scholars: in the end, as it�s for philosophy about the development of thought, studying art is a way of looking for the reasons for human specificity. The beauty search could be intended as one of the most evident aspects of it: times, modes, and tools have changed through the decades, but what has not changed are the intrinsic demands that push mankind to pursue it and create horizons of meaning through art. Nowadays, digital technologies can help us not only in teaching or studying art but even more simply in the fruition of artworks not accessible to everyone, and it is something amazing for the opportunity that it represents. Unfortunately, often the limit of these tools is to stop at the surface of things, providing partial information concerning the iconographic and formal description, rather than guiding the user to a deeper comprehension of the reasons from which the artworks came. The question, then, is how teachers above all, but also other operators of the art world could better address the use of digital, to emphasize the actuality of the need to make art and express one�s own creativity, helping them to feel renowned artists of the past and the presents not such as deities, but close to us, according to our sensitivity.

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Məmmədov, Xankişi, und Xurshida Kadirova. „TYPOLOGY CHARACTERISTICS OF UZBEKI AND AZERBAIJAN PRONOUNS WITH X(İKS)-FEMIC CHARACTER“. In TEACHING UZBEK LANGUAGE ABROAD: THEORY AND PRACTICE OF EDUCATION. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.16.4/jgjl7533.

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Comparative typology of proverbs of different languages retains its priority inthe study of many fundamental problems related to the relationship between language and thinking. Undoubtedly, it testifies to the relevance of the topic. In this study, a comparative analysis of Azerbaijani and Uzbek proverbs has been investigated. It istrue that although the rules of Azerbaijani and Uzbek languages are slightly different from each other, the relevant aspects attract more attention and this harmony is felt at every step. It goes without saying that this similarity between the languages comes from the fact that Turkic-speaking peoples are categorized as related languages. More than five hundred proverbs were studied for comparison. As a result, it was found that almost ninety-nine percent of Azerbaijani and Uzbek proverbs are fully compatible with each other in terms of semantics and lexical structure, as well as being euphemistic or dysphemistic in both languages. Therefore, we hope that the systematic study of such research will have a positive impact on a deeper understanding of the relationship between the two fraternal peoples in all areas, and on the preservation of the beauty of both languages.

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