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Thematische Bibliographien / Inquiry devices / Bücher

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Bücher zum Thema „Inquiry devices“

Autor: Grafiati

Veröffentlicht am 8. Februar 2025

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1

Botswana. Presidential Commission of Inquiry on the Supply of School Books and Materials to Primary Schools for the 1990 School Years. Report of the Presidential Commission of Inquiry on the Supply of School Books and Materials to Primary Schools for the 1990 School Year: (the IPM Consultancy). [Gaborone]: The Commission, 1991.

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2

Trautmann, Nancy M. Composting in the classroom: Scientific inquiry for high school students. Dubuque, Iowa: Kendall/Hunt Pub., 1998.

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3

Graphic inquiry. Santa Barbara, Calif: Libraries Unlimited, 2012.

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4

Ethnographic Inventory: Field Devices for Anthropological Inquiry. Taylor & Francis Group, 2023.

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5

Ethnographic Inventory: Field Devices for Anthropological Inquiry. Taylor & Francis Group, 2023.

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6

Ethnographic Inventory: Field Devices for Anthropological Inquiry. Routledge, Chapman & Hall, Incorporated, 2023.

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7

Barlowe, Avram. Teaching American History: An Inquiry Approach (Teacher to Teacher Publications). Teachers College Press, 2004.

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8

Krasny, Marianne E., Krasny Marianne E und Nancy M. Trautmann. Composting in the Classroom: Scientific Inquiry for High School Students. Kendall/Hunt Publishing Company, 1997.

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9

Contextual Inquiry for Medical Device Design. Elsevier, 2015. http://dx.doi.org/10.1016/c2014-0-00361-9.

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10

Privitera, Mary Beth. Contextual Inquiry for Medical Device Design. Elsevier Science & Technology Books, 2015.

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11

Contextual Inquiry for Medical Device Design. Elsevier Science & Technology Books, 2015.

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12

Owens, David. Descartes’ Use of Doubt. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198713234.003.0007.

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Chapter 5 argues that Descartes’ scepticism depends on his demand for certainty. The current chapter elaborates the justification for that demand to be found in the Fourth Meditation, making it clear why (as Descartes insists) the sceptical inquiry must take the form of a meditation. It also explains Descartes’ insistence (in the Discourse) that his demand for certainty does not apply to the affairs of ordinary life. For the purpose of leading our lives whilst engaged in Descartes’ sceptical inquiry we are invited to rely on a state distinct from belief, namely conjecture. And to prosecute the sceptical inquiry itself we must make use of another device: supposition.

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13

Sullivan, Peg L. High Impact School Library Spaces. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400663314.

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To keep school libraries relevant, their physical spaces need to be reinvented to mirror 21st-century learning models. This book will enable everyone from school librarians and principals to district-level administrators, architects, and interior planners of school library spaces to reconceptualize school libraries. School libraries provide invaluable benefits and services, but many of today’s school administrators, parents, and students no longer see their value. Now most students have their own computing devices and the use of eBooks is on the rise; students can gather information anywhere, at any time. This book offers bold new ways to think about library spaces and suggests how libraries can provide the spaces needed to encourage students to explore learning. It also presents librarians with dynamic ideas and plans that can be used as a springboard for planning with school administrators, architects, and builders. The book identifies opportunities for creating spaces that support instructional models such as guided inquiry, examines technology skills needed after graduation, shows digital media hubs complementing maker spaces, and discusses how incorporating social media spaces into library design can encourage learning. The author guides librarians through the process of documenting the district learning goals in order to translate those specific goals into library space plans for an architect or interior designer. Readers will discover templates for flexible, up-to-date library designs that serve to not only improve students’ learning and critical thinking skills but also to emphasize the modern school librarian’s role in boosting academic achievement.

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14

Vincent, Nicole A., Thomas Nadelhoffer und Allan McCay, Hrsg. Neurointerventions and the Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190651145.001.0001.

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This volume makes a contribution to the field of neurolaw by investigating issues raised by the development, use, and regulation of neurointerventions. The broad range of topics covered in these chapters reflects neurolaw’s growing social import, and its rapid expansion as an academic field of inquiry. Some authors investigate the criminal justice system’s use of neurointerventions to make accused defendants fit for trial, to help reform convicted offenders, or to make condemned inmates sane enough for execution, while others interrogate the use, regulation, and social impact of cognitive enhancement medications and devices. Issues raised by neurointervention-based gay conversion “therapy”, the efficacy and safety of specific neurointervention methods, the legitimacy of their use and regulation, and their implications for authenticity, identity, and responsibility are among the other topics investigated. The focus on neurointerventions also highlights tacit assumptions about human nature that have important implications for jurisprudence. For all we know, at present such things as people’s capacity to feel pain, their sexuality, and the dictates of their conscience, are unalterable. But neurointerventions could hypothetically turn such constants into variables. The increasing malleability of human nature means that analytic jurisprudential claims (true in virtue of meanings of jurisprudential concepts) must be distinguished from synthetic jurisprudential claims (contingent on what humans are actually like). Looking at the law through the lens of neurointerventions thus also highlights the growing need for a new distinction—between analytic jurisprudence and synthetic jurisprudence—to tackle issues that increasingly malleable humans will face when they encounter novel opportunities and challenges.

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15

Bernini, Marco. Beckett and the Cognitive Method. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190664350.001.0001.

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How can literature enhance, parallel or reassess the scientific study of the mind? Or is literature instead limited to the ancillary role of representing cognitive processes? Beckett and the Cognitive Method argues that Beckett’s narrative work, rather than just expressing or rendering cognition and mental states, inaugurates an exploratory use of narrative as an introspective modeling technology (defined as “introspection by simulation”). Through a detailed analysis of Beckett’s entire corpus and published volumes of letters, the book argues that Beckett pioneered a new method of writing to construct (in a mode analogous to scientific inquiry) “models” for the exploration of core laws, processes, and dynamics in the human mind. Marco Bernini integrates models, problems, and interpretive frameworks from contemporary narrative theory, cognitive sciences, phenomenology, and philosophy of mind to make a case for Beckett’s modeling practice of a vast array of processes including: the (narrative) illusion of a sense of self, the hallucinatory quality of inner speech, the dialogic interaction with memories and felt presences, the synesthetic nature of inner experience and mental imagery, the developmental cooperation of language and locomotion, the role of moods and emotions as cognitive drives, the layered complexity of the mind, and the emergent quality of consciousness. Beckett and the Cognitive Method also reflects on how Beckett’s “fictional cognitive models” are transformed into reading, auditory, or spectatorial experiences generating through narrative devices insights on which the sciences can only discursively or descriptively report. As such, the study advocates for their relevance to the contemporary scientific debate toward an interdisciplinary co-modeling of cognition.

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16

Taylor, Sarah McFarland. Ecopiety. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479810765.001.0001.

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This bookanalyzes diverse representations of environmental moral engagement in contemporary mediated popular culture. It identifies and explores intertwining, co-constitutive, yet contrary stories of what the author terms “ecopiety” and “consumopiety” as they flow across multiple media platforms. The way these stories compete and conflict, vying for space as contested narratives in the public imagination, constitutes a central inquiry of the book. Drawing together theoretical insights from cultural studies, media studies, environmental humanities, and religious studies, the book offers a critical reading of primary source data drawn from such areas as the marketing of green consumer products, “greenwashed” corporate advertising, environmental mobile device applications, eco-themed reality television, the marketing of eco-funerals, Internet sharing of environmental tattoos, “green” fashion guides, and the media strategies of green hiphop activism. Taylor makes the case that a detailed, multichannel, cross-platform approach to cultural analysis is critical to understanding the kind of important “work” taking place as mediated popular culture plays an integral role in the “greening” of American moral sensibilities. Ecopiety delves into the complex and contested processes of remaking our world and rescripting the future in the digital age—a time when storytelling processes themselves are shaping and being shaped by new media outlets and digital sharing technologies.

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17

Hayes, William. Inquiry into the Effect of Limitations to Heirs of the Body in Devises: With Remarks on the Doctrine of Equity Concerning Doubtful Titles, and Titles Acquired by the Destruction of Contingent Remainders. HardPress, 2020.

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18

Cruz, Juan. I don't know what I'm doing but I'm trying very hard. University of Edinburgh, 2024. http://dx.doi.org/10.2218/ed.9781836450368.

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I don’t know what I’m doing but I’m trying very hard (IDKWIDBITVH) is the title of an ongoing series of short videos, between 30 seconds and 5 minutes in length, and commencing in June 2018. The videos are shot on the front-facing camera of an iPhone and each records a monologue spoken by the artist following the exertions of a run. The videos, which appear inverted and focus on the chest and neck area, are characterised by the breathlessness of the voice and the image of sweat-soaked t-shirts. There are to date approximately 100 videos in the series and they are designed to be exhibited as well as as to be made available through a digital repository.The work extends Cruz’s longstanding interest in the use of text within the context of visual art. It brings together an investigation of the place of the autobiographical and confessional within contemporary culture with inquiry into the existence of works of art within the digital ealm, as digital files with a contingent set of possibilities for their manifestation and exhibition. The videos reference a number of characteristics and approaches towards performance developed since the late 1960s, specifically by male artists (Acconci, Nauman, Jan Ader). The videos filter these approaches through the contemporary device of the front-facing smart phone camera, the construct of the selfie and attitudes towards physical fitness and self-improvement. Three of a series of 15 photographs, with which this project originated, were exhibited in Aarhus, Denmark, in a group exhibition, The Catalyst Experiment, 1–30 September 2017. The videos were subsequently exhibited in a solo exhibition at Matt’s Gallery, London (8–16 September 2018), a group exhibition, DataLoam, Vienna (26 February – 8 March 2019) and through an online exhibition at MattFlix, Matt’s Gallery, 2020.They have also been presented at guest lectures at the Royal College of Art, London, CAFA, Beijing and the West Bund Art & Design Fair in Shanghai.

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